This document provides an agenda and terms for an EWRT 1B class. The agenda includes a presentation on terms, a discussion of the film Far and Gentleman's Agreement, assessing blogging responses, and a discussion/writing session on essay #4. Definitions are then provided for terms like transsexual, transphobia, persona, plot, point of view, and others that will be used in the class. The document concludes with homework assignments which include finishing a research paper, evaluating blogging responses, revising a past essay, studying terms, and preparing for a final essay.
This document contains an agenda and discussion notes for an EWRT 1B class. The agenda includes a presentation on terms, a discussion of the film Far and Gentleman's Agreement, assessing blogging responses, and discussing essay #4. The discussion notes cover terms like transsexual, transphobia, persona, plot, and more. It also includes discussion questions about how and why the main character in Far resists passing as white and the implications of doing so. Finally, it provides homework assignments which include finishing a research paper, evaluating blogging responses, preparing a revised essay, and studying for terms in preparation for the final essay.
This document provides an agenda and terms for an EWRT 1B class. The agenda includes a presentation on terms, a discussion of the film Far and Film, assessing blogging responses, and a discussion/writing session on Essay #4. Definitions are provided for terms like transsexuals, transphobia, persona, plot, point of view, prose, scenario, simile, style, and theme. Excerpts from Sui Sin Far's Spring Fragrance and Other Writings are also included, with discussion questions about identity development and passing. The document concludes with homework assignments to finish a research paper and evaluate blogging responses.
This document provides an agenda and discussion topics for an EWRT 1B class. It includes definitions of terms like transsexual, transphobia, persona, and others. It also discusses passages from the text "Spring Fragrance and Other Writings" by Sui Sin Far, focusing on how the passages relate to identity development and experiences with prejudice. The document assigns homework including finishing a research paper, evaluating blogging responses, revising an essay, and preparing for a final exam by considering concepts around passing and identity.
This document contains the agenda and terms for an EWRT 1B class discussion on identity and essay #4 questions. It defines terms related to gender identity such as transsexual, non-operative, pre-operative, post-operative, and transphobia. It also defines literary terms such as persona, plot, point of view, prose, scenario, simile, style, and theme. The discussion questions ponder the construction of identity, passing as a different identity, comparisons to racial passing, and whether passing disrupts or stabilizes identity categories.
This document provides an agenda and terms for a discussion on identity and passing. It will discuss why people racially or gender pass, the social implications, and whether identity is real or constructed. It raises questions about passing and fixed versus passing identities for both transgender and racially passing people. It explores if passing disrupts or stabilizes identity categories and social norms.
This document provides an agenda and terms for a discussion on identity and passing. It will discuss why people racially or gender pass, the social implications, and whether identity is real or constructed. It also poses questions about passing and how it relates to disrupting or stabilizing identity categories and the status quo. Key terms are defined, such as transsexual, transphobia, persona, plot, and passing in both gender and racial contexts.
This document provides an agenda and terms for a discussion on identity and passing. It will discuss why people racially or gender pass, the social implications, and whether identity is real or constructed. It also poses questions about passing and how it relates to disrupting or stabilizing identity categories and the status quo. Key terms are defined, such as transsexual, transphobia, persona, plot, and passing in both gender and racial contexts.
Planning b questions - AQA Literature spec BJon Bradshaw
This document provides sample planning questions and possible content outlines for responses to three gothic literature planning questions. It includes outlines for questions about how gothic writing explores forces beyond human understanding, the struggle between good and evil, and whether gothic writing is unintentionally comic. Sample question outlines are also provided for questions on death as punishment for sin, disruption of the natural order, whether gothic writing lacks tension, the dangers of aspiring beyond limitations, the role of obsession, and whether gothic villains make evil seem attractive. The document is intended to help students plan responses by providing examples of the types of points and lines of argument expected by examiners.
This document contains an agenda and discussion notes for an EWRT 1B class. The agenda includes a presentation on terms, a discussion of the film Far and Gentleman's Agreement, assessing blogging responses, and discussing essay #4. The discussion notes cover terms like transsexual, transphobia, persona, plot, and more. It also includes discussion questions about how and why the main character in Far resists passing as white and the implications of doing so. Finally, it provides homework assignments which include finishing a research paper, evaluating blogging responses, preparing a revised essay, and studying for terms in preparation for the final essay.
This document provides an agenda and terms for an EWRT 1B class. The agenda includes a presentation on terms, a discussion of the film Far and Film, assessing blogging responses, and a discussion/writing session on Essay #4. Definitions are provided for terms like transsexuals, transphobia, persona, plot, point of view, prose, scenario, simile, style, and theme. Excerpts from Sui Sin Far's Spring Fragrance and Other Writings are also included, with discussion questions about identity development and passing. The document concludes with homework assignments to finish a research paper and evaluate blogging responses.
This document provides an agenda and discussion topics for an EWRT 1B class. It includes definitions of terms like transsexual, transphobia, persona, and others. It also discusses passages from the text "Spring Fragrance and Other Writings" by Sui Sin Far, focusing on how the passages relate to identity development and experiences with prejudice. The document assigns homework including finishing a research paper, evaluating blogging responses, revising an essay, and preparing for a final exam by considering concepts around passing and identity.
This document contains the agenda and terms for an EWRT 1B class discussion on identity and essay #4 questions. It defines terms related to gender identity such as transsexual, non-operative, pre-operative, post-operative, and transphobia. It also defines literary terms such as persona, plot, point of view, prose, scenario, simile, style, and theme. The discussion questions ponder the construction of identity, passing as a different identity, comparisons to racial passing, and whether passing disrupts or stabilizes identity categories.
This document provides an agenda and terms for a discussion on identity and passing. It will discuss why people racially or gender pass, the social implications, and whether identity is real or constructed. It raises questions about passing and fixed versus passing identities for both transgender and racially passing people. It explores if passing disrupts or stabilizes identity categories and social norms.
This document provides an agenda and terms for a discussion on identity and passing. It will discuss why people racially or gender pass, the social implications, and whether identity is real or constructed. It also poses questions about passing and how it relates to disrupting or stabilizing identity categories and the status quo. Key terms are defined, such as transsexual, transphobia, persona, plot, and passing in both gender and racial contexts.
This document provides an agenda and terms for a discussion on identity and passing. It will discuss why people racially or gender pass, the social implications, and whether identity is real or constructed. It also poses questions about passing and how it relates to disrupting or stabilizing identity categories and the status quo. Key terms are defined, such as transsexual, transphobia, persona, plot, and passing in both gender and racial contexts.
Planning b questions - AQA Literature spec BJon Bradshaw
This document provides sample planning questions and possible content outlines for responses to three gothic literature planning questions. It includes outlines for questions about how gothic writing explores forces beyond human understanding, the struggle between good and evil, and whether gothic writing is unintentionally comic. Sample question outlines are also provided for questions on death as punishment for sin, disruption of the natural order, whether gothic writing lacks tension, the dangers of aspiring beyond limitations, the role of obsession, and whether gothic villains make evil seem attractive. The document is intended to help students plan responses by providing examples of the types of points and lines of argument expected by examiners.
This document provides guidance on writing about characterisation and voice. It discusses focusing on the characters that embody the themes and ideas in a text. There are different types of characters to examine, such as heroes/villains and relationships between characters. Effective characters have complexity, shown through what they say, do, and how others see them. A character's voice is evident in their dialogue and how living they seem. Contrasts within and between characters should be identified, such as sociable characters becoming loners or victims standing up to bullies. Writers use techniques like description, dialogue, and imagery to reveal characters. Characters represent aspects of the text's themes.
Here in This Presentation i m describes Rushdies's Views on Attenborough's Gandhi . here apart for it there are also other scenes like ' Amritsar massacre ' and Deification is an Indian Disease etc .
This document provides an introduction to semantics and pragmatics in English. It discusses how semantics studies word and sentence meaning separate from context, while pragmatics studies utterance meaning which depends on context. It also summarizes key concepts like implicature, figurative language, irony, metaphor, metonymy and presupposition. The stages of interpretation from literal meaning to explicature to implicature are explained. Different types of figurative language and how their meanings depend on context and inference are outlined.
This document provides an introduction to semantics and pragmatics in English. It discusses how semantics studies word and sentence meaning separate from context, while pragmatics studies utterance meaning which depends on context. It describes three stages of interpretation - literal meaning, explicature which uses context, and implicature which looks for implied meaning. It also discusses figurative language such as metaphor, metonymy, irony and sarcasm which require interpreting meaning beyond the literal sense. Finally, it summarizes key aspects of figurative interpretation in terms of explicature and implicature.
This is a powerpoint presentation that covers one of the topic of Senior High School: Reading and Writing. For this presentation, it deals with the topic of patterns of idea development. It also discusses a type of pattern of idea development: narration. It also includes some activities and tips in patterns of idea development.
Character traits are descriptions of a character's personality or actions that do not relate to physical appearance. Authors may directly state a character's traits or readers can infer traits from what a character says, thinks, does, and how other characters respond to them. Traits can be discerned through a character's actions like bossiness, fears shown through thoughts, or from prideful statements. Other characters' responses, such as excluding someone, provide clues to a character's traits.
This document provides a prompt and topics for a response essay on Susan Glaspell's play Trifles. Students can choose from 10 essay topics focusing on various elements of the play, such as the symbolism of the birdcage, the gendered spaces, or the moral dilemma faced by the female characters. The prompt gives objectives for the assignment, including developing critical thinking and rhetorical analysis skills. It provides formatting guidelines and expectations, such as incorporating textual evidence and writing in a clear, organized manner. Students are expected to demonstrate skills in summarizing, outlining, integrating quotations, and avoiding plagiarism.
The document discusses the lyric essay, a hybrid form of creative nonfiction. It originated in the late 1990s and is championed by writers like John D'Agata. Lyric essays emphasize language, imagery, and experimentation with form over traditional structure. They explore themes through questions rather than conclusions. Common forms include flash essays, collages, braided essays, and hermit crab essays, which adopt the form of an outside source. The document provides examples and discusses how different forms shape content and themes. It concludes with an in-class assignment to write a collage essay using found text fragments.
This document discusses techniques for characterizing oneself and others in creative nonfiction writing. It summarizes Philip Lopate's views on using first, second, and third person points of view to establish narrative voice. Lopate argues that simply using "I" is not enough to fully develop a character, including oneself as the subject. Effective characterization requires showing characters through their habits, quirks, conflicts, and histories to make them feel authentic and multidimensional. The essay also analyzes Lee Martin's short story "Sorry" as an example of using sensory and emotional details to characterize complex characters, including the narrator, in a subtle yet compelling way.
The document provides guidance for students on writing a literary analysis essay about Toni Morrison's short story "Recitatif." It includes examples of potential thesis statements, outlines the structure of introducing evidence to support points, and prompts students to take notes on developing their own essay. Students are instructed to choose a thesis, write an introduction with three supporting arguments, and provide evidence for one argument in their notes. The document also provides feedback and guidance for a test recovery assignment.
This document contains the agenda and discussion questions for an EWRT 1A class. The class will discuss two assigned articles about marginalization and review the writing prompt for Essay #3. They will also cover the basic features of an argument essay, including outlining the introduction, thesis, and argument. The introduction should present the issue and the thesis should take a clear position. The body will include reasons and supporting evidence. Students will analyze sample student paper #3 on their own or in groups. They will identify different components of the paper like the title, thesis, quotes, and citations. Finally, the document reviews how to write an introduction with a focused issue presentation and clear thesis stating the student's position.
The document provides guidance for students on writing poetry, including focusing on showing rather than telling, using concrete rather than abstract language, and ensuring that every element of a poem serves a purpose. It discusses these concepts through examples and discussion questions. It also assigns students a homework of writing a short-lined verse poem about childhood, imaginary worlds, and home.
The document provides an agenda for a class that includes a self-assessment of blog post responses. Students are asked to consider the number of posts made, the quality of responses, and timeliness of submissions. They are to send an email with a self-assessed grade by Monday of week 12 before class. The agenda also lists 6 student speeches and homework assignments which include revising an essay, doing a self-assessment, and practicing a speech.
The document contains an agenda for an EWRT 2 class that includes a vocabulary exam, group discussions on philosophy texts, essay writing tips, and homework. It also includes passages from A Game of Thrones discussing several characters and events in the story, along with quotes from Machiavelli's The Prince and Laozi's Tao Te Ching that relate to the characters and their actions. Students are assigned to discuss how concepts from Machiavelli and Laozi apply to characters and events in A Game of Thrones.
This document provides an agenda for a class that includes a library workshop to do research for an upcoming problem solution essay. Students are assigned homework to read research articles, post a tentative works cited page including sources from the library task, and bring sources, draft work, and a textbook to class. They are also to study vocabulary from chapters in their textbook.
This document provides an agenda and discussion points for a class on writing concept essays. It discusses developing a thesis statement, including announcing a concept and focus, and forecasting the categories and types that will be discussed. It provides examples of effective thesis statements. Students are instructed to draft a working thesis on their concept in 10 minutes. The document emphasizes that an explanatory thesis does not assert an argument but rather announces the subject and previewing of topics. Students are also guided to create a tentative outline mapping their essay with introduction, thesis, categories and types. The homework is to post an outline for a concept essay.
This document provides an agenda for an online class component. It includes a self-assessment of blogging posts that is due before the next class, where students should consider the number of posts made, their quality, and timeliness of submissions. Students are also assigned to revise one of their essays, finish a self-assessment essay, and practice their speech for an upcoming class.
This document provides guidance and requirements for writing a research paper on trickster characters. Students are asked to analyze trickster tales and characters from assigned readings to determine if they meet the definition of a trickster. They should also consider the purpose and cultural significance of modern tricksters. The paper must be 5-7 pages long, cite at least 3 secondary sources using MLA style, and address questions about the nature of tricksters and their relationship to gender and ethnicity. Guidance is provided on research skills, rhetorical strategies, and best practices for writing the paper.
This document provides guidance on writing about characterisation and voice. It discusses focusing on the characters that embody the themes and ideas in a text. There are different types of characters to examine, such as heroes/villains and relationships between characters. Effective characters have complexity, shown through what they say, do, and how others see them. A character's voice is evident in their dialogue and how living they seem. Contrasts within and between characters should be identified, such as sociable characters becoming loners or victims standing up to bullies. Writers use techniques like description, dialogue, and imagery to reveal characters. Characters represent aspects of the text's themes.
Here in This Presentation i m describes Rushdies's Views on Attenborough's Gandhi . here apart for it there are also other scenes like ' Amritsar massacre ' and Deification is an Indian Disease etc .
This document provides an introduction to semantics and pragmatics in English. It discusses how semantics studies word and sentence meaning separate from context, while pragmatics studies utterance meaning which depends on context. It also summarizes key concepts like implicature, figurative language, irony, metaphor, metonymy and presupposition. The stages of interpretation from literal meaning to explicature to implicature are explained. Different types of figurative language and how their meanings depend on context and inference are outlined.
This document provides an introduction to semantics and pragmatics in English. It discusses how semantics studies word and sentence meaning separate from context, while pragmatics studies utterance meaning which depends on context. It describes three stages of interpretation - literal meaning, explicature which uses context, and implicature which looks for implied meaning. It also discusses figurative language such as metaphor, metonymy, irony and sarcasm which require interpreting meaning beyond the literal sense. Finally, it summarizes key aspects of figurative interpretation in terms of explicature and implicature.
This is a powerpoint presentation that covers one of the topic of Senior High School: Reading and Writing. For this presentation, it deals with the topic of patterns of idea development. It also discusses a type of pattern of idea development: narration. It also includes some activities and tips in patterns of idea development.
Character traits are descriptions of a character's personality or actions that do not relate to physical appearance. Authors may directly state a character's traits or readers can infer traits from what a character says, thinks, does, and how other characters respond to them. Traits can be discerned through a character's actions like bossiness, fears shown through thoughts, or from prideful statements. Other characters' responses, such as excluding someone, provide clues to a character's traits.
This document provides a prompt and topics for a response essay on Susan Glaspell's play Trifles. Students can choose from 10 essay topics focusing on various elements of the play, such as the symbolism of the birdcage, the gendered spaces, or the moral dilemma faced by the female characters. The prompt gives objectives for the assignment, including developing critical thinking and rhetorical analysis skills. It provides formatting guidelines and expectations, such as incorporating textual evidence and writing in a clear, organized manner. Students are expected to demonstrate skills in summarizing, outlining, integrating quotations, and avoiding plagiarism.
The document discusses the lyric essay, a hybrid form of creative nonfiction. It originated in the late 1990s and is championed by writers like John D'Agata. Lyric essays emphasize language, imagery, and experimentation with form over traditional structure. They explore themes through questions rather than conclusions. Common forms include flash essays, collages, braided essays, and hermit crab essays, which adopt the form of an outside source. The document provides examples and discusses how different forms shape content and themes. It concludes with an in-class assignment to write a collage essay using found text fragments.
This document discusses techniques for characterizing oneself and others in creative nonfiction writing. It summarizes Philip Lopate's views on using first, second, and third person points of view to establish narrative voice. Lopate argues that simply using "I" is not enough to fully develop a character, including oneself as the subject. Effective characterization requires showing characters through their habits, quirks, conflicts, and histories to make them feel authentic and multidimensional. The essay also analyzes Lee Martin's short story "Sorry" as an example of using sensory and emotional details to characterize complex characters, including the narrator, in a subtle yet compelling way.
The document provides guidance for students on writing a literary analysis essay about Toni Morrison's short story "Recitatif." It includes examples of potential thesis statements, outlines the structure of introducing evidence to support points, and prompts students to take notes on developing their own essay. Students are instructed to choose a thesis, write an introduction with three supporting arguments, and provide evidence for one argument in their notes. The document also provides feedback and guidance for a test recovery assignment.
This document contains the agenda and discussion questions for an EWRT 1A class. The class will discuss two assigned articles about marginalization and review the writing prompt for Essay #3. They will also cover the basic features of an argument essay, including outlining the introduction, thesis, and argument. The introduction should present the issue and the thesis should take a clear position. The body will include reasons and supporting evidence. Students will analyze sample student paper #3 on their own or in groups. They will identify different components of the paper like the title, thesis, quotes, and citations. Finally, the document reviews how to write an introduction with a focused issue presentation and clear thesis stating the student's position.
The document provides guidance for students on writing poetry, including focusing on showing rather than telling, using concrete rather than abstract language, and ensuring that every element of a poem serves a purpose. It discusses these concepts through examples and discussion questions. It also assigns students a homework of writing a short-lined verse poem about childhood, imaginary worlds, and home.
The document provides an agenda for a class that includes a self-assessment of blog post responses. Students are asked to consider the number of posts made, the quality of responses, and timeliness of submissions. They are to send an email with a self-assessed grade by Monday of week 12 before class. The agenda also lists 6 student speeches and homework assignments which include revising an essay, doing a self-assessment, and practicing a speech.
The document contains an agenda for an EWRT 2 class that includes a vocabulary exam, group discussions on philosophy texts, essay writing tips, and homework. It also includes passages from A Game of Thrones discussing several characters and events in the story, along with quotes from Machiavelli's The Prince and Laozi's Tao Te Ching that relate to the characters and their actions. Students are assigned to discuss how concepts from Machiavelli and Laozi apply to characters and events in A Game of Thrones.
This document provides an agenda for a class that includes a library workshop to do research for an upcoming problem solution essay. Students are assigned homework to read research articles, post a tentative works cited page including sources from the library task, and bring sources, draft work, and a textbook to class. They are also to study vocabulary from chapters in their textbook.
This document provides an agenda and discussion points for a class on writing concept essays. It discusses developing a thesis statement, including announcing a concept and focus, and forecasting the categories and types that will be discussed. It provides examples of effective thesis statements. Students are instructed to draft a working thesis on their concept in 10 minutes. The document emphasizes that an explanatory thesis does not assert an argument but rather announces the subject and previewing of topics. Students are also guided to create a tentative outline mapping their essay with introduction, thesis, categories and types. The homework is to post an outline for a concept essay.
This document provides an agenda for an online class component. It includes a self-assessment of blogging posts that is due before the next class, where students should consider the number of posts made, their quality, and timeliness of submissions. Students are also assigned to revise one of their essays, finish a self-assessment essay, and practice their speech for an upcoming class.
This document provides guidance and requirements for writing a research paper on trickster characters. Students are asked to analyze trickster tales and characters from assigned readings to determine if they meet the definition of a trickster. They should also consider the purpose and cultural significance of modern tricksters. The paper must be 5-7 pages long, cite at least 3 secondary sources using MLA style, and address questions about the nature of tricksters and their relationship to gender and ethnicity. Guidance is provided on research skills, rhetorical strategies, and best practices for writing the paper.
This document provides an agenda for an EWRT 1B class that includes:
1) A presentation on literary terms followed by a discussion of the short story "Leaves" by Sui Sin Far and the novel Gentleman's Agreement about passing.
2) A discussion of why people pass as another identity, what identity means, and whether it is real or constructed.
3) Information about the final essay assignment and exam due dates.
This document outlines the agenda for an EWRT 1B class. It includes: a presentation on course terms; a discussion of the Gentleman's Agreement film and the story "Leaves" focusing on passing and identity; questions for an essay on whether identity is real or constructed; exam and paper due dates; and definitions of literary terms like scenario, simile, style, and theme. It also poses questions about passing, identity, and how works like Gentleman's Agreement and "Leaves" handle resisting passing and how motivations may differ due to the time periods in which they were produced.
This document provides an agenda for an upcoming class that includes making up or retaking a vocab exam, presentations on term lists, a discussion on trickster characters, outlining an essay, assessing homework, and film viewing. It also lists due dates for essay revisions, a self-assessment, and a final research paper. Key terms are defined related to transgender identity and experience. The prompt for Essay #4 asks students to analyze trickster characters and tales from assigned readings, considering whether they meet the definition of a trickster and what purpose they might serve. Students are instructed to outline their response and thesis for the essay.
The document contains an agenda for a class that includes:
- An exam make-up or re-take test
- A presentation on a terms list
- A discussion on trickster characters from readings
- An in-class writing assignment on an essay outline and thesis
- Assessing homework responses
It also lists the schedule for upcoming classes, assignments, and exams. These include film viewings, self assessments, wrapping up the course, and a final exam.
This document provides an agenda and definitions for a class discussing the writers Sui Sin Far and Cherrie Moraga. The agenda includes a lecture on the two writers, an in-class writing assignment on how and why they resist the idea of passing, and a discussion of essay #4. Definitions are provided for terms like transsexuals, transphobia, persona, plot, point of view, and prose. Biographies of Sui Sin Far and Cherrie Moraga are also included.
Here are a few key points about how Sui Sin Far challenges racial hatred and deals with ridicule in "Leaves from the Mental Portfolio of an Eurasian":
- She faces ridicule from other children who call her names like "Chinky" and mock her mixed Chinese and white heritage. This causes her confusion and shame about her identity.
- However, after seeing Chinese men in a store, she realizes she does not want to disown her Chinese identity. When other children taunt her, she proudly declares "I'd rather be Chinese than anything else in the world." This shows how she is learning to resist racial prejudice.
- The constant racial slurs like "Chinese" cause her deep pain and temptation
This document contains the agenda for an EWRT 1B class. The agenda includes a quiz, a discussion of essay tips and terms, a lecture on author Sui Sin Far, an in-class writing prompt, and a discussion of essay #4. It also lists some common writing errors to avoid and provides definitions for the terms "transsexuals," "transphobia," "persona," "plot," and "point of view." There is background information provided on author Sui Sin Far and an excerpt from one of her works. The class will discuss this excerpt and address how and why Far resists passing as a different ethnicity. For homework, students are assigned to outline essay #4 and respond to a discussion
The daily agenda includes a vocabulary exam re-take, discussion of trickster characters from readings, an in-class writing assignment outlining and drafting a thesis for essay 4, and a lecture on author Sui Sin Far. Key terms for the upcoming comprehensive terms exam are defined, including gender identity, heterosexism, homosexual, and transgender. Discussion questions are posed about whether trickster characters perform cultural work and reveal aspects of culture, limitations, and biases. Biographical details are provided about Sui Sin Far, born Edith Maud Eaton, who was the first Asian American author published in North America and wrote to break down stereotypes of Chinese women.
This document provides an agenda for Class 22 of an EWRT 1B course. It includes:
- A terms exam that students can take to test their knowledge of terms 1-3 or 4. Students will also turn in a self-assessment.
- Plans to discuss the film Gentleman's Agreement and address questions about identity, behavior, motivation, and passing presented in the film.
- Mention of grading and opportunities for students to revise a previous essay or study for a terms exam to be given during the final class period.
This document provides biographical information about the writer Sui Sin Far (Edith Maud Eaton), who was the first writer of Asian descent published in North America. She was born in England in 1865 to a Chinese mother and English father. Her family immigrated to the US when she was young. She started her career as a journalist and used the pen name Sui Sin Far. Her stories focused on the experiences of Chinese American women and sought to challenge stereotypes. While she faced challenges due to racism and her biracial background, she is now recognized for helping to give voice to Chinese American experiences. The document discusses the historical context of anti-Chinese sentiment in the US during her lifetime.
The document provides an agenda for an upcoming class that includes making up or retaking a vocab exam, presentations on term lists and a discussion on trickster characters, outlining an essay, assessing homework responses, and film viewing. It also lists due dates for essay revisions, a self-assessment, and a final research paper. The document includes definitions and explanations of terms related to gender and sexuality.
The document provides an agenda and terms for an upcoming exam. The daily agenda lists various activities including a vocab exam retake, presentations on terms lists and trickster characters, in-class writing, and assessing blog responses. The terms section defines key terms related to gender identity, sexuality, and gender transition. These include heterosexism, heterosexual, homosexual, lesbian, sex reassignment surgery, sexual orientation, transgender, and transition. The prompt asks students to consider trickster tales and characters from readings to analyze if they meet the criteria of tricksters and what purpose they serve in modern society - whether to help understand ourselves or serve another purpose. It provides guidance on addressing questions about the criteria, measuring stick used, who tricksters
This document provides an agenda and terms for an upcoming exam. The daily agenda includes a vocab exam retake, presentation on terms list 4, discussion on trickster characters, outlining an essay, and assessing blog responses. The terms for exam 4 define key concepts like gender identity, heterosexism, and sexual orientation. The prompt asks students to analyze trickster tales and characters based on criteria like meeting definitions of tricksters and serving purposes like helping understand ourselves or serving another function. The document provides guidance for answering the prompt by breaking it down into parts and considering definitions and theories of tricksters. It emphasizes comparing modern characters to traditional tricksters and justifying analyses. The homework outlined is to submit an essay outline and thesis, study
The document provides an agenda and terms for an upcoming exam. The daily agenda lists various activities including a vocab exam retake, presentations on terms lists and trickster characters, in-class writing, and assessing blog responses. The terms section defines key terms related to gender identity, sexuality, and gender transition. These include heterosexism, heterosexual, homosexual, lesbian, sex reassignment surgery, sexual orientation, transgender, and transition. The prompt asks students to consider trickster tales and characters from readings to analyze whether they meet the criteria of tricksters and what purpose they serve in modern society in terms of better understanding ourselves or serving another purpose. It provides guidance on addressing questions about the criteria, measuring stick used, who tricksters
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1b week 9 class 1 (after movie week 8 class 2)jordanlachance
This document summarizes an event raising awareness about transgender issues being held on March 14, 2012 from 6-8pm at De Anza College. The event is part of a series of PRIDE events in March sponsored by ICS96, LGBT Studies, and professor Julie Lewis. It will discuss the problems transgender people face daily. The document provides a link to the Facebook event page.
The prompt asks students to analyze whether modern tricksters exist based on characters from assigned readings, and if so, who or what they are, when and why they appear, and their relationship to gender and ethnicity. It also asks students to consider whether trickster characters help people better understand themselves and subconscious aspects of their nature in response to tricksters' disruptive behaviors. Alternatively, the prompt questions whether trickster tales serve some other purpose. The thesis should address these key points and present an argument in response to the prompt.
This document discusses intersectionality and provides an example. The author notices similarities and differences in how others describe them. They realize people see them through different lenses based on individual relationships rather than a single identity. This leads them to believe intersectionality shows how humans are shaped by multiple interactions, not just one factor.
This document provides instruction on the four main types of sentences in English: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences join two independent clauses with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. The document reviews identifying and writing each sentence type and provides guidance for a homework assignment to write examples of each.
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. The class will include reviewing the introduction, brainstorming activities, and introducing essay #1 on choosing survival supplies. Students will engage in a group activity to choose supplies from lists to argue for in a 750 word essay. The essay should have an introduction with a clear thesis, body paragraphs with topic sentences and examples supporting each supply choice, and a conclusion. Homework includes posting an outline with thesis and being prepared for an in-class essay exam in the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and outlines the course format, which includes both in-person and online components. Students are instructed on how to access course materials and assignments through the Canvas online platform. Key policies like attendance, late work, and academic honesty are also summarized. The document concludes by directing students to familiarize themselves with the course website and syllabus in preparation for the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and their contact information. It explains that the class will meet in-person once a week for 2 hours and 15 minutes, and students will complete the remaining coursework online through presentations on the course website. It outlines how the online platform Canvas will be used and provides instructions for navigating it. It lists the course requirements including essays, homework posts, and reading quizzes. It discusses policies around attendance, late work, academic integrity and conduct. Finally, it provides the course syllabus calendar.
This document provides an overview and instructions for Dr. Kim Palmore's hybrid EWRT 1A course. The key points are:
- The class meets once a week in person and requires additional online work to be completed independently through presentations on the course website.
- The website, Canvas, will be used for communication, submitting assignments, accessing course materials and viewing grades.
- Students are expected to actively participate in class discussions and regularly complete assignments by their deadlines. Formal writing assignments include essays that must be submitted electronically through Kaizena.
- The syllabus outlines course policies on attendance, late work, academic integrity and expected conduct. It also provides a tentative course calendar and information
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. It includes an agenda with topics like an introduction, brainstorming activity, and outlining an essay. Students will choose survival supplies for a hypothetical weeks-long trip into the woods and write an argument essay defending their choices. The document gives categories of supplies to pick from and instructs students to discuss their options in groups. It provides guidance on writing an outline, thesis, body paragraphs, and conclusion for the essay. The homework is to post an outline, bring a hard copy to class, and prepare to do an in-class writing exam.
This document provides an overview of the EWRT 1A course. It introduces the instructor, Dr. Kim Palmore, and outlines the course details and expectations. The class is a hybrid course that meets weekly for 2 hours and 15 minutes, with an additional 2 hours and 15 minutes of online work each week. Students will use the Canvas platform to access course materials, assignments, and submit homework. Students are expected to actively participate in class discussions and regularly complete reading and writing assignments on time, including essays, homework posts, and quizzes. Academic honesty is strictly enforced.
To highlight and comment on an essay using Kaizena:
1. Find the essay assignment and submission requirements
2. Highlight required sections of the essay using the specified colors
3. To add a comment, highlight text and type the comment in the box that appears, then click "Post to Highlight"
4. Use one consistent color for your own highlights so the instructor can use a different color for feedback
1) All essays and projects must be submitted electronically through Kaizena before the class period they are due.
2) Students will enter a group code to submit essays and can add files from Google Drive or their desktop in PDF format.
3) The professor will review highlighting and commenting on essays and students can leave written or voice comments on their submissions.
To establish a WordPress username for completing homework, students can visit https://signup.wordpress.com/signup/?user=1 and follow the steps to create a free username, or sign in through Facebook instead of using their own name; they should then email their instructor their username and use that account for all class work online, as having a username is mandatory for much of the coursework being done online.
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
This document provides an overview of the key information for a hybrid English composition course. It includes the instructor's contact information and a description of how the hybrid format will work with some weekly in-person meetings and additional online content. It outlines how the course website and learning management system Canvas will be used and provides details on course requirements, assignments, materials, and policies around attendance, late work, academic honesty, and conduct. The syllabus calendar gives a tentative weekly schedule and overview of topics. Students are instructed to review the information and policies, take a quiz on the first presentation, and complete tasks like exploring the website and setting up accounts before the next class.
This document provides an overview and analysis of themes, tensions, and theoretical approaches in Night by Elie Wiesel. It discusses major themes like death, God/religion, sanity/insanity, and family. It analyzes the internal and external tensions present in the work. It also explores how trauma theory and other theoretical lenses can provide insight into the text. Key events and passages are analyzed in depth, with questions provided about character perspectives and shifts in worldview over the course of the horrific events depicted in the Holocaust memoir.
This document outlines the schedule and assignments for a hybrid literature and composition class over 9 weeks. It includes in-class and online activities as well as assigned readings and homework for each week. The main topics covered are New Criticism, feminist criticism, psychoanalytic criticism, short stories, and trauma theory. Students are assigned two essays analyzing poems and short stories using different literary lenses. They also have online discussion posts and take an exam on the materials covered in the first few weeks.
1. This document provides the guidelines and requirements for Essay #3, which asks students to write a 3-5 page concept essay explaining and analyzing a concept of their choosing. Students must highlight and comment on specific sections of their essay, include at least 3 sources in a Works Cited page, and meet formatting and length requirements.
2. The essay should objectively explain the chosen concept for readers who may or may not be familiar with it already. Students are encouraged to reveal uncommon details about the concept and use examples and imagery to illustrate it clearly.
3. The document outlines learning outcomes, previously learned skills, best practices, and traps to avoid like choosing an inappropriate topic or failing to support arguments with evidence
Here are some potential connections between the prisoners in Night and Shawshank Redemption:
- Both groups are stripped of their freedom and individuality. In the camps, prisoners are reduced to numbers and forced into uniformity/submission. In Shawshank, the prisoners lose control over their lives and must obey the prison system.
- Survival requires adapting to a harsh, inhumane system not of one's own making. In the camps, prisoners must find ways to endure unthinkable cruelty and deprivation. In Shawshank, inmates navigate the prison's oppressive rules and power structures.
- Hope and humanity can persist even in the darkest of places. In Night, some prisoners retain aspects of dignity and compassion
The document provides an agenda and discussion points for analyzing the novella "Rita Hayworth and Shawshank Redemption" by Stephen King and the short story "The Metamorphosis" by Franz Kafka.
For "Rita Hayworth", there is a discussion of themes like hope, struggle, and imprisonment. Potential discussion questions are also listed. For "The Metamorphosis", summaries of each chapter are provided along with characters, potential theoretical approaches, and discussion questions. The agenda then outlines a group discussion for analyzing both works.
The agenda covers discussions of two novellas: Rita Hayworth and Shawshank Redemption and The Metamorphosis. For Shawshank, key themes of hope, struggle, and imprisonment will be analyzed. For The Metamorphosis, three chapter summaries are provided: Chapter 1 details Gregor waking up as a cockroach and his family's initial reaction. Chapter 2 explores Gregor's loneliness and his sister's compassion. Chapter 3 finds Gregor weakening as the family acclimates to his condition. Potential discussion questions are posed about characters and applying psychoanalytic theory.
This document provides an agenda and information for an online EWRT 1C class on Franz Kafka's novella "The Metamorphosis". The class will include reading the novella, an introduction to Kafka as the author, and discussing the historical and literary contexts. Kafka is introduced as an Austrian-Jewish writer from Prague in the late 19th/early 20th century. The novella is then analyzed including its use of third-person narration from the perspective of Gregor Samsa after he transforms into an insect. Students are assigned to read the novella and answer one of several discussion questions in 200-300 words for homework.
2. Agenda
Presentation: Terms
Discussion: Far and Film
How and why does Far resist? What are the
social implications of her doing so? Why do
people reverse pass?
Assessing Blogging Responses
Discussion/Writing: Essay #4
3. Terms
Transsexuals: People who indicate that they are of one gender
trapped in the body of the other gender. A person who has
altered or intends to alter her/hir/his anatomy, either through
surgery, hormones, or other means, to better match her/hir/his
chosen gender identity. This group of people is often divided into
pre-op (operative), post-op, or non-op transsexuals. Due to cost,
not all transsexuals can have genital surgery. Others do not feel
that surgery is necessary, but still remain a transsexual identity.
a. Non-operative: People who do not intend to change their primary sex
characteristics, either because of a lack of a desire or the inability to do
so. They may or may not alter their secondary sex characteristics
through the use of hormones.
b. Pre-operative: People who have started the procedure to reassign
their primary sex characteristics, but have not yet had the surgery. This
covers both those people who have just begun the procedure and those
who are very close to the actual surgery.
c. Post-operative: People who have had the actual genital surgery
4. Transphobia:
The fear or hatred of transgender and
transsexual people. Like biphobia, this term
was created to call attention to the ways
prejudice against trans people differs from
prejudice against other queer people. There is
often transphobia in lesbian, gay and bisexual
communities, as well as heterosexual or
straight communities.
5. Persona: a character in drama or fiction or the part
any one sustains in the world or in a book. Persona
also denotes the “I” who speaks in a poem or novel.
Plot: a plan or scheme to accomplish a purpose. In
literature, this is the arrangement of events to
achieve an intended effect consisting of a series of
carefully devised and interrelated actions that
progresses through a struggle of opposing forces,
called conflict, to a climax and a denouement (final
resolution). This is different from story or story line,
which is the order of events as they occur.
6. Point of view: a specified position or method of consideration
and appraisal. It may also be an attitude, judgment, or opinion.
In literature, physical point of view has to do with the position
in time and space from which a writer approaches, views, and
describes his or her material. Mental point of view involves an
author’s feeling and attitude toward his or her subject.
Personal point of view concerns the relation through which a
writer narrates or discusses a subject, whether first, second, or
third person.
Prose : the ordinary form of spoken and written language
whose unit is the sentence, rather than the line as it is in
poetry. The term applies to all expressions in language that do
not have a regular rhythmic pattern.
7. Scenario: an outline of the plot of a dramatic
work, which provides particulars about
characters, settings, and situation. The term is
most often used for the detailed script of a film
or a treatment setting forth the action in the
sequence it is to follow with detailed
descriptions of scenes and characters, and
actual works. Sometimes the plot of a film or
television show is loosely called a scenario.
Simile: a figure of speech in which two things,
essentially different but thought to be alike in
one or more respects, are compared using
“like,” “as,” “as if,” or “such” for the purpose of
explanation, allusion, or ornament.
8. Style: a manner of putting thoughts into words or the
characteristic mode of construction and expression in writing
and speaking. The term is also used for the characteristics of a
literary selection that concern the form of expression rather
than the thought conveyed. Style is usually defined by the
writer’s choice of words, figures of speech, devices, and the
shaping of the sentences and paragraphs. Sometimes, styles
are classified according to time period or individual writers.
Theme : the central and dominating idea in a literary work. A
theme may also be a short essay such as a composition. In
addition, the term means a message or moral implicit in any
work of art.
11. Passing and Sui Sin Far
“Ah, indeed!” he exclaims. “Who would have thought it at first
glance? Yet now I see the difference between her and other
children. What a peculiar coloring! Her mother’s eyes and hair and
her father’s features, I presume. Very interesting little creature!”
I had been called from play for the purpose of inspection. I do not
return to it. For the rest of the evening I hide myself behind a hall
door and refuse to show myself until it is time to go home.
Why does Far hide after this experience?
How does this moment contribute to her identity development?
12. “Look!” says Charlie. “Those men in there are Chinese!” Eagerly I gaze into the
long low room. With the exception of my mother, who is English bred with
English ways and manner of dress, I have never seen a Chinese person. The
two men within the store are uncouth specimens of their race, drest in working
blouses and pantaloons with queues hanging down their backs. I recoil with a
sense of shock.
“Oh, Charlie,” I cry. “Are we like that?”
“Well, we’re Chinese, and they’re Chinese, too, so we must be!” returns my
seven year old brother.
“Of course you are,” puts in a boy who has followed us down the street, and
who lives near us and has seen my mother: “Chinky, Chinky, Chinaman, yellow-
face, pig-tail, rat-eater.” A number of other boys and several little girls join in
with him.
“Better than you,” shouts my brother, facing the crowd. He is younger and
smaller than any there, and I am even more insignificant than he; but my spirit
revives.
“I’d rather be Chinese than anything else in the world,” I scream.
Why does Far fight after this experience?
How does this moment contribute to her identity development?
13. The greatest temptation was in the thought of getting far away from where I was
known, to where no mocking cries of “Chinese!” “Chinese!” could reach.
Here Sui seems to want to disappear. Given her desire to escape prejudice, why does
she become a champion of the Chinese instead of “passing” as we know so many
others do during this time? In other words, which of her life experiences compel her to
refuse to pass as white? How does she become the woman who speaks the lines
below?
With a great effort I raise my eyes from my plate. “Mr. K.,” I say, addressing my
employer, “the Chinese people may have no souls, no expression on their faces, be
altogether beyond the pale of civilization, but whatever they are, I want you to
understand that I am—I am a Chinese.”
14. How and why does Far resist
passing?
• Far refuses to pass as white. Why? What
convinces her to consciously and intentionally
reveal her racial identity?
• Consider how Far resists passing. Which
behaviors can you specifically identify?
15.
16. In this movie, the main
character both reverse
passes and refuses to
pass. How is this possible?
17. How does his behavior
affect his identity, his
family, and his intimate
relationship?
18. How can we compare Phil
Green to Sui Sin Far?
How does each
resist passing?
What behaviors
can you
specifically
identify?
Consider the time
periods:
Far wrote “Leaves”
in 1890
Hobson wrote
Gentlemen’s
Agreement in 1946
Do their
motivations differ?
20. Consider the identity of Dr. Lieberman, the
Jewish physicist in Gentleman’s Agreement,
who says,
“I have no religion so I am not Jewish by religion. Further, I am a
scientist, so I must rely on science, which tells me I am not Jewish
by race, since there is no such thing as a distinct Jewish race.
There is not even such a thing as a Jewish type. Well, my crusade
will have a certain charm. I will simply go forth and state that I am
not a Jew. With my face, that becomes not an evasion but a new
principle, a scientific principle“?
What is his fixed identity category?
Would he be passing if he simply stated he was not a Jew based
on his lack of religion and his scientific assertion that there is no
Jewish race?
21. Are our identities on the inside
or the outside?
Are transgender people passing?
If so, what is the fixed identity
category?
What is the passing category?
22. Can a bio male or female
person have the identity of
“trans” without being called
a passer?
23. How, then, can we parallel this trans
identity and trans passing scenario to
racial identity and racial passing?
Is a person who looks white but is of African
American lineage, also “trans”? When can this
person be “white” without being called a passer?
OR should he or she identify as trans (racial)?
24. Is Race “Real” or Constructed?
• If race is constructed, is Jack
passing?
• Is Coleman Silk?
• Can Sui Sin Far refuse to pass if
race is constructed?
25. Disruption or Stabilization?
Does this ability to identify as trans
(sexual, gender, racial, ethnic) and pass
or not pass disrupt identity categories or
does it destroy them? How?
Does “Passing” disrupt or stabilize the
status quo? Can it do both? How?
26. The blogging post points (150) require self-
assessment. Consider three aspects of your
responses:
• First, how many of the posts did you make?
• Second, what was the quality of your
response?
• Third, how timely were your submissions?
Write a brief argument justifying your grade.
This is due before the final. Email me your
self-assessment.
Posting: Self-Assessment
27.
28. Homework
Writing: Finish your research paper! Submit your
essay electronically before our next class by emailing a
copy saved in MS word to
palmoreessaysubmission@gmail.com
Evaluate your blogging responses. Submit your
evaluation by email before our next class.
Prepare revision of essay #2 or #3 Submit your
essay electronically before our next class by emailing a
copy saved in MS word to
palmoreessaysubmission@gmail.com
Studying: Terms
In preparation for the final essay: Think about reverse
passing and refusing to pass. Think about identity
categories. Think about what you have learned about
passing and identity during the course.