American Lit 201-08
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This document provides an excerpt from a book discussing how humans transform nature within themselves by creating their own inner worlds. It then lists the assignments and topics for the next class, including reading selections from Franklin's Autobiography and drafting a research summary paper. Definitions are also provided for the terms "nature" and "natural". The class will discuss Jonathan Edwards' views on nature versus spirit and the natural versus the spiritual.
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![American Literature 201 September 15 Michael Simpson Section 051 “ Nature forms man, then man transforms himself, and this transformation is, in turn, natural. He who finds himself situated in the vast world creates another one inside himself --- a little world enclosed and protected by walls, and fitted out in his own image.” [5] Goethe* ,[object Object]](https://image.slidesharecdn.com/2010-09-15amerlit201-100914202425-phpapp01/85/American-Lit-201-08-1-320.jpg)
![Class Summary ,[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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3) Formulate a two sentence thesis statement about the preliminary research question.
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The document provides an example analysis comparing two readings on the dignity of man.
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Summary and analysis of the american scholar
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Checklist Do not use a standard essay format. Provide each co.docx
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Two paragraphs comparing two selected documents.
One thesis statement
One discussion question
Content Expectations:
Step ONE: Identify the nature of the source material. Which readings are primary or secondary sources? Are they fictional works or do they present any evident bias?
Step TWO: Choose
TWO
READINGS from the assigned documents to perform a compare/contrast analysis. Video material is not acceptable in this assignment.
If you choose a primary and a secondary source, then think about how the primary source fits into the narrative/position of the secondary source.
If you choose two primary sources, then compare how they represent different viewpoints or perspectives on important issues.
If there is only one assigned reading, then extract two meaningful examples instead of comparisons.
Step THREE: Draw TWO meaningful comparisons between the two documents that reveals important insight into the historical period/topic of the week. The comparison may be any similarity or difference, but should focus on explaining how it helps historians understand the past. Think about how and why things happened the way they did. Figure out what you think is the most significant SIMILARITY between the two passages.
Consider the author's perspective (national origin, class, ideology etc) for each document.
STEP FOUR: If these documents were the source material for your research project, what would your preliminary research question or thesis statement be? This should be no more than two sentences and cover the main idea that you would try to argue.
Ex. Using the works of Robespierre and St. Just, this paper will argue that the violence of the French Revolution was created by their interpretation of the needs of the French nation rather than their philosophical beliefs.
Be ambitious but with limits. Lay out a provable case that makes a strong a point, regardless of whether you are fully convinced that it is the case. You will be evaluated on the composition and effect of the ideas rather than the perfectness of the answer.
Step FIVE: Create one discussion question that you can propose to the class during seminar. It should be a ‘why’ problem that poses an issue for debate rather than demanding a specific factual answer. Ex. ‘Why didn’t Frankenstein name the Creature?” instead of “Did Frankenstein name the Creature?”
Do NOT use quotations or paraphrase the document. You may refer to specific passages but do not summarize the document. “ex. Where Thomas Paine talked about hereditary right, he was focused on the legitimacy of an absolute monarchy.” The paper should consist entirely of your own ideas and opinions about the sources using a compare/contrast approach. Therefore, citations should never be required. If you do quote/paraphrase then include citations.
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When Miller is writing about Krakauer’s Into the Wild, he seems to suggest that what we read, and how we read, can say something about who we are and about what we might become. This is a very bold claim.
Part 1:
Miller says that Jon Krakauer as a reader can both gain insight into “McCandless’s actual reading practice,” and, as a result “get inside McCandless’s head” in order to “speculate” about why McCandless lived and died as he did.
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Part 2:
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Two paragraphs comparing two selected documents.
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Step ONE: Identify the nature of the source material. Which readings are primary or secondary sources? Are they fictional works or do they present any evident bias?
Step TWO: Choose
TWO
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If you choose a primary and a secondary source, then think about how the primary source fits into the narrative/position of the secondary source.
If you choose two primary sources, then compare how they represent different viewpoints or perspectives on important issues.
If there is only one assigned reading, then extract two meaningful examples instead of comparisons.
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Ex. Using the works of Robespierre and St. Just, this paper will argue that the violence of the French Revolution was created by their interpretation of the needs of the French nation rather than their philosophical beliefs.
Be ambitious but with limits. Lay out a provable case that makes a strong a point, regardless of whether you are fully convinced that it is the case. You will be evaluated on the composition and effect of the ideas rather than the perfectness of the answer.
Step FIVE: Create one discussion question that you can propose to the class during seminar. It should be a ‘why’ problem that poses an issue for debate rather than demanding a specific factual answer. Ex. ‘Why didn’t Frankenstein name the Creature?” instead of “Did Frankenstein name the Creature?”
Do NOT use quotations or paraphrase the document. You may refer to specific passages but do not summarize the document. “ex. Where Thomas Paine talked about hereditary right, he was focused on the legitimacy of an absolute monarchy.” The paper should consist entirely of your own ideas and opinions about the sources using a compare/contrast approach. Therefore, citations should never be required. If you do quote/paraphrase then include citations.
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When Miller is writing about Krakauer’s Into the Wild, he seems to suggest that what we read, and how we read, can say something about who we are and about what we might become. This is a very bold claim.
Part 1:
Miller says that Jon Krakauer as a reader can both gain insight into “McCandless’s actual reading practice,” and, as a result “get inside McCandless’s head” in order to “speculate” about why McCandless lived and died as he did.
Miller has provided you with an essay that may allow you to “get some purchase” on his own “actual reading practices.” Choose two or three passages that represent Miller’s work as a reader, as represented in his essay. Use those passages to identify, interpret and illustrate what you see as his “actual reading practices.”
Part 2:
Think of a book that made a difference to you, that captured you, maybe one you have read more than once, maybe one that you've made marks in or that still sits on your bookshelf. Or, if not a book, think of your favorite song or album or movie orN show, something that engaged you at least potentially as McCandless was engaged by London, Thoreau, Muir, and Tolstoy. What was it that you found there? What kind of reader were you? And what makes this a story in the past tense? How and why did you move on? (Or if it is not a story in the past tense, where are you now, and are you, like McCandless, in any danger?) Imagine this part of your paper as being part of the conversation about reading that Miller has begun about “how reading might be said to matter in the new world evolving before our eyes.
Existentialism
Existentialism emphasizes individualism and the uniqueness of each person. People are born, live, choose their own course, and create the meaning of their own existence. Key themes include nothingness, anxiety, absurdity, death, and alienation. Major existentialist philosophers include Nietzsche, Kierkegaard, Buber, Heidegger, Sartre, and Greene. Existentialism in education focuses on understanding each student as an individual and encouraging personal responsibility and choice. However, some argue existentialism is difficult to fully implement in modern public classrooms.
Assignment
This document discusses the general principles of classifying books as advocated by W.S. Merill. It outlines 15 principles for classifying books by subject, intent of author, specific topics, opinions advocated, fields of research, origins, illustrations, and relationships between topics. The benefits of book classification are arranging books conveniently and systematically. However, limitations include no classification containing all on a topic and difficulties determining subjects in some books.
American Lit 2010-01
1) The document outlines the assignments for an American Literature 201 course for the following week, which includes setting up a personal blog, reading selections from "Crossing Brooklyn Ferry" by Walt Whitman, and reading from William Bradford.
2) It also provides information on the course logistics, including the grading structure for blogs and levels of reading texts, from elementary to analytical readings.
3) The document concludes with summaries and analysis of the assigned Whitman text and key passages.
Group 2 PowerPoint - Memoir
This document provides an overview of memoirs as a genre of writing. It defines memoirs as focusing on past moments and experiences from a first-person perspective, using both past and present views. The document discusses several subgenres of memoirs including personal, war, romance, coming of age, confessional, travel, celebrity, culinary, and spiritual. It provides examples of famous early memoirs and how the genre developed over time. Students are then asked to write down a memory from their own life and stylize it into a short fictionalized memoir.
Learning from Darwin: What can the man who wrote The Origin of Species teach ...
‘On the Origin of Species’ was published on 24 November 1859. It is a work of scientific literature by Charles Darwin, and it is considered the foundation of evolutionary biology. In this text, we read the INTRODUCTION to The Origin of Species and highlight aspects of the text that are relevant for us to understand a scientific attitude and how to translate this attitude into text. This exercise is intended to Urbanism students who are unsure about the tone and the kind of language they met adopt in scientific reports. The text we are about to analyse was written in the second half of the 19th century, but it is still incredibly modern and actual. Read the text carefully and reflect on the comments. What can you incorporate into your essays and reports?
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Amer Lit 201 11-29b
This document provides the assignments and schedule for an American Literature 201 course. Next week's assignments include identifying reading quotes due Monday and the essay portion of the final exam on Wednesday. Adjustments are listed for late blogs and missing assignments. Works to be read for identifying quotes are listed, including passages from Nature, The Deerslayer, and other works. Key passages from The Deerslayer will be provided by the class. The document ends with reminders to review for the final exam and a quote attributed to Ralph Waldo Emerson and its source.
Amer Lit 201 11-29
This document outlines the assignments for an American Literature 201 course. It provides the reading and assignment schedule for the next two weeks, including a reading quote identification assignment due on Monday and the essay portion of the final exam on Wednesday. It notes adjustments to grading policies for late or missing blogs and assignments. It also lists several works by authors like Emerson, Dickinson, and Hawthorne as potential readings for the quote identification assignment and provides an excerpt from The Deerslayer for analysis.
Amer Lit 201 11-17
This document summarizes the assignments for an American Literature 201 course. It provides instructions for the next few weeks, including deadlines for submitting blogs and papers. Students are asked to read "Bartleby, the Scrivener" by Monday, November 22nd and submit a passage for review in class. They are also to read Cooper's "Deerslayer" and submit another passage for the November 29th class. The final deadline for revising all blogs and papers is December 6th. The argumentative paper is due on December 8th.
Amer Lit 201 11-15
This document provides the assignments for an American Literature 201 course for the coming weeks. It lists the deadlines for the final blog posts and graded blogs. It also outlines the readings assigned, such as "Bartleby, the Scrivener" and "Deerslayer," and notes that students should submit passages from the readings for an extra credit review in class. Additionally, it provides the status of current assignments like research papers and gives the deadlines for revising work. It ends by reminding students of the deadline for the 15th blog post and to read part of Uncle Tom's Cabin, as well as including a quote from Ralph Waldo Emerson.
American Lit 11-08
The document outlines the assignments for an American Literature class for the upcoming week. Students are asked to submit a first draft of an argumentative paper on Monday and read "The Fall of the House of Usher". On Wednesday, the deadline is for the 15th class blog and students should read chapters 1 through 9 of Uncle Tom's Cabin, with opportunities to submit passages for extra credit review. Key passages from "The Birth Mark" are also provided and students are reminded of upcoming poetry video conferences and a Emerson quote.
American Lit 11-03
This document provides the assignments for an American Literature class for the upcoming week. Students are asked to submit a graded blog post, identify their thesis statement for an upcoming assignment, and read "The Birth Mark" by Nathaniel Hawthorne. They are also to submit a passage from the story for potential discussion in class. Later in the week, students will record a video of themselves reading a poem and should select their poem based on previous poems discussed in class. The document ends by reminding students of the due dates and assignments for November 8.
American Lit 10-27d
This document summarizes the assignments and schedule for an American Literature class. It includes discussions on Ralph Waldo Emerson's essay "Nature", revising the recording schedule for student poems, and assigning the reading of Emily Dickinson poems. Students are asked to identify a Dickinson poem for analysis and 3 poems for recording. Deadlines are set for submitting a thesis statement and drafts of an argumentative paper. Diagrams are included on the subjective individual world and a discussion topic on "Big Bear from Arkansas".
American Lit 10-27b
This document provides an updated schedule and assignments for an American Literature class. It notes that a reading and analysis of Emily Dickinson poems is due November 1, along with emails selecting poems for recording and analysis. A thesis statement for an argumentative paper is due by email on November 8, with a first draft due November 15 and the final draft due December 1. The paper must have a strong thesis, at least two sources, and be approximately 1200 words. Lastly, it reminds students to complete the assigned reading of Emily Dickinson poems and send two emails by November 1 regarding recording poems and analyzing a Dickinson poem.
American Lit 10-27
This document summarizes the schedule and assignments for an American Literature class. It notes that the recording of poems has been pushed back a week and an additional email of the thesis statement is required for the argumentative paper. The next week's assignments include reading Emily Dickinson poems, identifying poems for analysis and recording, and submitting two blog posts. Deadlines are provided for drafts of the argumentative paper. Lastly, it reminds students of the tasks due for November 1 and closes with a quote about appropriating the thoughts of others.
American Lit 10/15
This document summarizes the assignments and schedule for an American Literature 201 course. It includes instructions for students to read Emily Dickinson poems, select poems for analysis and recording, and submit related emails and blog posts by November 1st. It also outlines the requirements and deadlines for an argumentative paper, including submitting a thesis statement by November 8th and turning in a final draft by December 1st. The document ends with reminding students of the tasks due for November 1st and quoting Ralph Waldo Emerson.
American Lit 10-15
This document contains notes from an American Literature class. It discusses assignments that are due, including blogs, a midterm, and a research paper. It provides reading assignments for "Rip Van Winkle" topics and reminds students to read "The Big Bear of Arkansas" and work on the fifth graded blog. At the bottom, it includes a quote from Ralph Waldo Emerson about appropriating the thoughts of others.
American Lit 201-14b
This document provides an update for students in an American Literature 201 class. It notes that blogs 1-3 have been graded and returned, though delayed. It requires students to write their 4th blog by the next class and prepare for an upcoming mid-term exam by reducing their reading quote identification list to 30 quotes, finding short answers to sample exam questions in 1-2 sentences, and developing 6 topics for a potential essay comparing works with the use of quotes.
Fall 2010 class schedule01 b
The document provides a class schedule for a fall semester American literature course. It lists the reading assignments for each class meeting from August 18 to December 8, including authors, titles and page numbers. It notes whether assignments are graded or involve research blogs, summaries or drafts of longer assignments. The schedule is revised as of September 21st and runs through the first half of the semester.
American Lit 201-09
This document provides an update for a class on American Literature 201 and Benjamin Franklin's autobiography. It reminds students that the first and second graded blog entries have been returned and to identify the blog for the third grade. It lists topics covered in Franklin's autobiography such as important people and ideas. It also provides discussion questions and quotes related to the autobiography and reminds students to read part 2 by the next class and submit their seventh blog entry.
American Lit 201-07b
This document provides an overview of topics to be covered in an American Literature class, including a summary of George Fox's Quaker beliefs, definitions of the Holy Spirit, and topics related to John Woolman. It lists assignments due and poses thought-provoking questions about faith, doctrine, and living according to one's beliefs.
American Lit 201-06
This document provides a summary of the next week's class assignments. It includes definitions of the terms "God", "Spirit", and "Faith". It lists the upcoming deadlines to complete blog posts and source citations. Students are assigned to read extracts from John Woolman's "Journal" and Jonathan Edwards' "Personal Narrative".
Fall 2010 class schedule01
This document provides a class schedule for an American literature course in the fall semester of 2010. It lists the reading assignments, pages, and due dates for graded assignments such as research blogs, summaries, and drafts of papers for the first half of the semester. Key readings include excerpts from Crossing Brooklyn Ferry, writings by William Bradford, Thomas Morton, Mary Rowlandson, and selections from autobiographies by Benjamin Franklin and Frederick Douglass. The schedule outlines two midterm exams on October 11th and 13th and final exams on December 6th and 8th.
American Lit 201-04
The document discusses the nature and study of history. It makes three key points:
1) Historians can only understand the past in the context of the present, and the present only through knowledge of the past.
2) What a society considers historically significant reflects the views of that society.
3) Historians must attempt to understand the mindset and concerns of the people in the past time periods they are studying to avoid superficial or propagandistic interpretations of events.
American Lit 201-03
The document provides instructions for an American Literature class. It reminds students that their third blog post is due September 1st and to identify the blog for grading by putting "Grade" in the title. It also lists potential topics for an essay on William Bradford, such as social issues, Indians, servants, politics, the Mayflower Compact, business, trade, religion, and God's providence. Finally, it quotes Ralph Waldo Emerson and cites a source by Luc Sante.
04 Sample Research Summary Paper
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