This document provides an overview and introduction to American literature between 1914 and 1945. It discusses the historical context during this period including World War I and II, women's suffrage, immigration restrictions, and the Great Migration. It also covers aspects of literary modernism such as tensions between tradition and innovation, popular and serious literature, and the relationship between politics and aesthetics. Finally, it highlights some of the radical social changes during the interwar period like expanding roles for women, the popularity of African American culture, labor movements, and the impact of automobiles and the Great Depression. The document uses images and examples to illustrate these historical developments and their influence on American literature during this time.
This document provides an overview and agenda for the first class of an American Literature course covering works between 1914-1945. The class will cover the syllabus, required materials including textbooks, an introduction to the time period, and how to use various online tools like the class website and Kaizena for submitting assignments. Requirements include participation, essays, exams, and online posts. Policies are outlined regarding attendance, late work, conduct, and academic dishonesty. The historical context of the time period between the World Wars and aspects of literary modernism are also briefly introduced.
This document provides an overview and introduction to American literature between 1914 and 1945. It discusses the major historical events of the period including women's suffrage, immigration laws, the Great Migration, Red Scares, the stock market crash and Great Depression. It also outlines aspects of literary modernism such as tradition vs innovation, popular vs serious literature, and the relationship between politics and aesthetics. Finally, it highlights some of the radical social changes during the interwar period like expanding roles and opportunities for women, the popularity of African American culture, labor struggles, and the impact of new technologies like the automobile. The period was shaped by two world wars and marked the transition of the US to a fully modern nation.
This document provides an overview of an American literature class covering the period between 1914-1945. It includes the agenda for the first class which reviews the syllabus, assignments, and required materials. It introduces some of the historical events of the period like women's suffrage, immigration reforms, the Great Migration, and both World Wars. It also discusses aspects of literary modernism during this era like debates over tradition versus innovation in writing styles. The class will examine American literature produced during this transformative period in US history.
This document provides an overview of an American literature class covering the period between 1914-1945. It includes the agenda, which discusses adding the class, the syllabus, green sheet, website, and an introduction to American literature during this period. It outlines historical events from this era like women's suffrage and the Great Migration. It also discusses aspects of literary modernism like the conflict between tradition and innovation in literary works. The class will require keeping up with readings, posts to the class website, exams and essays.
This document contains a syllabus and class materials for an English writing course. It includes:
- An overview of class policies on attendance, participation, assignments, grading, and academic dishonesty.
- A tentative weekly schedule that lists reading assignments, homework due dates, and topics to be covered each class.
- Information on submitting writing assignments through an online platform called Kaizena that allows for feedback.
- Details on setting up a WordPress account to access course materials and complete homework posts online.
- A discussion of identity, including definitions, cultural components, and Nitza Hidalgo's three levels of culture. Students are prompted to reflect on their own cultural identity.
This document provides an overview of the agenda and policies for the first class of an American literature course. It discusses adding and dropping the class, required texts, assignments including exams, essays and online posts. It also covers class policies on attendance, late work, academic honesty and conduct. Students are instructed to set up an account on the class website to complete and post daily homework assignments. The first homework is to read the introduction and post a question about the relevance of the assigned topics.
This document provides an agenda and overview for the first class of an American literature course. It discusses adding and switching between regular and honors sections of the class. It reviews the syllabus, known as the "Green Sheet", which outlines course requirements, assignments, materials, policies, and the class website. Students are expected to purchase two anthologies and two novels. The instructor emphasizes participation, attendance, and establishing a user account on the class website to complete and post homework assignments, including daily Question-Hypothesis-Question responses to readings.
This document outlines the agenda and expectations for the first class of an American literature course. It discusses adding and switching between the regular and honors sections of the class, expectations for honors students, the syllabus and class policies, required texts, assignments including essays and exams, the class website for submitting homework, and how to post homework responses online. Students are expected to actively participate in class discussions, keep up with readings and assignments, submit formal writing assignments, and complete regular homework posts to the class website.
This document provides an overview and agenda for the first class of an American Literature course covering works between 1914-1945. The class will cover the syllabus, required materials including textbooks, an introduction to the time period, and how to use various online tools like the class website and Kaizena for submitting assignments. Requirements include participation, essays, exams, and online posts. Policies are outlined regarding attendance, late work, conduct, and academic dishonesty. The historical context of the time period between the World Wars and aspects of literary modernism are also briefly introduced.
This document provides an overview and introduction to American literature between 1914 and 1945. It discusses the major historical events of the period including women's suffrage, immigration laws, the Great Migration, Red Scares, the stock market crash and Great Depression. It also outlines aspects of literary modernism such as tradition vs innovation, popular vs serious literature, and the relationship between politics and aesthetics. Finally, it highlights some of the radical social changes during the interwar period like expanding roles and opportunities for women, the popularity of African American culture, labor struggles, and the impact of new technologies like the automobile. The period was shaped by two world wars and marked the transition of the US to a fully modern nation.
This document provides an overview of an American literature class covering the period between 1914-1945. It includes the agenda for the first class which reviews the syllabus, assignments, and required materials. It introduces some of the historical events of the period like women's suffrage, immigration reforms, the Great Migration, and both World Wars. It also discusses aspects of literary modernism during this era like debates over tradition versus innovation in writing styles. The class will examine American literature produced during this transformative period in US history.
This document provides an overview of an American literature class covering the period between 1914-1945. It includes the agenda, which discusses adding the class, the syllabus, green sheet, website, and an introduction to American literature during this period. It outlines historical events from this era like women's suffrage and the Great Migration. It also discusses aspects of literary modernism like the conflict between tradition and innovation in literary works. The class will require keeping up with readings, posts to the class website, exams and essays.
This document contains a syllabus and class materials for an English writing course. It includes:
- An overview of class policies on attendance, participation, assignments, grading, and academic dishonesty.
- A tentative weekly schedule that lists reading assignments, homework due dates, and topics to be covered each class.
- Information on submitting writing assignments through an online platform called Kaizena that allows for feedback.
- Details on setting up a WordPress account to access course materials and complete homework posts online.
- A discussion of identity, including definitions, cultural components, and Nitza Hidalgo's three levels of culture. Students are prompted to reflect on their own cultural identity.
This document provides an overview of the agenda and policies for the first class of an American literature course. It discusses adding and dropping the class, required texts, assignments including exams, essays and online posts. It also covers class policies on attendance, late work, academic honesty and conduct. Students are instructed to set up an account on the class website to complete and post daily homework assignments. The first homework is to read the introduction and post a question about the relevance of the assigned topics.
This document provides an agenda and overview for the first class of an American literature course. It discusses adding and switching between regular and honors sections of the class. It reviews the syllabus, known as the "Green Sheet", which outlines course requirements, assignments, materials, policies, and the class website. Students are expected to purchase two anthologies and two novels. The instructor emphasizes participation, attendance, and establishing a user account on the class website to complete and post homework assignments, including daily Question-Hypothesis-Question responses to readings.
This document outlines the agenda and expectations for the first class of an American literature course. It discusses adding and switching between the regular and honors sections of the class, expectations for honors students, the syllabus and class policies, required texts, assignments including essays and exams, the class website for submitting homework, and how to post homework responses online. Students are expected to actively participate in class discussions, keep up with readings and assignments, submit formal writing assignments, and complete regular homework posts to the class website.
This document provides an overview of the syllabus and requirements for a creative writing class. It includes sections on adding the class, required materials, assignments, policies, and the class website. Students are expected to regularly attend class, participate in discussions, complete formal writing projects, and post creative writing to the class website. Assignments include poetry, fiction, and drama projects. Students will be graded based on participation, assignments, quizzes, and tests. The document outlines policies on plagiarism, conduct, late work, and attendance. It also provides information on establishing accounts on the class website to submit homework and access course materials.
This document provides an agenda and overview for the first class of a creative writing course. It discusses adding students to the class and reviewing the syllabus and course policies. It outlines homework requirements, including regular writing posts to the class website. Key texts are reading assignments posted online, with no textbook required. Students must participate in class, complete writing assignments on poetry, fiction and drama, and take terms tests and quizzes. Late work is not accepted. The document reviews policies on plagiarism, attendance, and maintaining a respectful learning environment.
This document provides an agenda and overview for the first class of a creative writing course. The class will cover adding students to the course, reviewing the syllabus and course website, defining literary terms, and doing an in-class writing. It outlines policies for attendance, assignments, grading, and conduct. Students are instructed to sign up for an account on the course website to complete and submit homework assignments. The syllabus and quarter plan provide details on projects, exams, due dates, and reading assignments.
This document provides an agenda and overview for the first class of a literature course. It discusses adding and dropping the class, honors sections, course expectations, grading, policies, required materials, and establishing accounts for the class website where students will post homework. Students are expected to actively participate, complete readings, essays, exams, website posts, and in-class assignments. Academic dishonesty will not be tolerated and attendance is important for participation points. The syllabus provides a tentative weekly schedule.
Ms. Kaiser's English class discusses classroom procedures, rules, and grading. The main rules are to be respectful, prepared, and participate. Breaking rules results in warnings and detention. Grades are based on tests, quizzes, papers, projects and participation. Students must have a binder, literature book, writing utensils, and keep all class materials organized. Any questions are welcomed.
Procedures and Expectations Fall 2013 English II mskaiser88
This document outlines the rules, procedures, and grading system for Ms. Kaiser's English class. It discusses classroom expectations such as having the proper materials, taking Cornell notes, and completing assignments. It also details policies for late work, absences, and behavioral issues. Students are expected to follow general school rules and will face consequences such as detention for breaking classroom rules multiple times. The grading system includes tests, quizzes, classwork, and a participation grade. Extra credit opportunities are also provided.
This document provides information about an American literature course titled ELIT 48C including:
1. Contact information for the professor and details about the class website for submitting assignments.
2. An overview of the course objectives to explore American writers and the evolution of the American dream through diverse perspectives.
3. Requirements including attendance, reading, papers, exams, website posts, and other assignments.
4. Details on texts, grading breakdown, class policies on submissions, attendance, conduct and more.
Elit 17 class 1 intro and comedy of errorskimpalmore
This document provides an overview of the first class of an ELIT 17 Shakespeare course. It includes the agenda, which introduces the class website, discusses The Comedy of Errors, and covers Shakespearean comedies in general. Requirements are outlined, including regular homework posts to the class website. Guidelines are provided for assignments, exams, attendance, and academic integrity policies.
This document provides information about an ELIT 48C course on American literature since 1914, including:
1. Contact information for the professor and details about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, which are to explore the American Dream theme through diverse writers and understand its evolution.
3. Requirements including attendance, keeping up with readings, papers, exams, website posts, and other assignments.
4. Details about texts, grading scale, class policies on submissions, attendance, conduct, participation, exams and late work.
This document outlines the structure of an in-class essay assignment. It begins with an overview of the agenda, which includes a presentation on sentence types and instruction on essay structure. It then defines and provides examples of simple, compound, complex, and compound-complex sentences. The document concludes by outlining the steps students will take to write the in-class essay, including developing a thesis, writing body paragraphs, addressing counterarguments, and concluding. As homework, students are asked to write sentences of each type and read chapters for additional context on the essay prompt.
This document provides information about an American literature course titled ELIT 48C including:
1. Contact information for the professor and details about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, requirements, texts, student learning outcomes, and grading scale.
3. Class policies on essay submissions, attendance, conduct, late work, adding/dropping the course, and educational use of student papers.
This document provides information about an ELIT 48C course on American literature since 1914, including:
1. Contact information for the professor and information about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, which are to explore the American dream theme through diverse writers and understand the trajectory of the dream through the 20th century.
3. Requirements including attendance, keeping up with readings and assignments, papers, exams, website posts, and other assessments.
4. Information about texts, grading breakdown, class policies on submissions, attendance, conduct, participation, exams and quizzes, late work, appointments, adding/dropping the class, and educational use of
This document provides information about the EWRT 1A class to students. It discusses class policies like only accepting 30 students and handling the waitlist. It outlines the course requirements including essays, tests, homework posts, and participation. Grading policies, academic honesty, and conduct are also addressed. The document directs students to set up a WordPress account to complete homework assignments and outlines the process for submitting essays electronically for feedback.
This document provides instruction on four types of sentences: simple, compound, complex, and compound-complex. It defines each sentence type and provides examples. Key points include:
- Simple sentences contain one independent clause.
- Compound sentences contain two or more independent clauses joined with coordinating conjunctions or semicolons.
- Complex sentences contain one independent clause and one or more dependent clauses.
- Compound-complex sentences contain two or more independent clauses and one or more dependent clauses.
This document provides information about the first class of an English writing course. It discusses that the class is limited to 30 students. As they review the syllabus, students should consider whether they want to stay in the class and let the professor know if they want to leave so someone on the waiting list can take their spot. The document outlines what students will find on the class website, including assignments, policies, and where to post homework. It provides details about the required texts, assignments including essays and tests, grading, policies on attendance, conduct, and plagiarism. It includes the course syllabus and homework which is to create a WordPress account, post an essay outline, and bring materials to the first class for an in
The document outlines the agenda and policies for a creative writing class, including assignments, participation requirements, grading, the class website, and policies around plagiarism, attendance, and conduct. Key assignments include a poetry project, two fiction projects, and a drama project, with regular creative writing posts, quizzes, and tests. The syllabus provides a tentative schedule for the quarter with color-coded sections for each project and exam dates.
This syllabus outlines the expectations and requirements for Mrs. Pareja's AP World History class. Students will study world history from earliest migrations to the 21st century, with an emphasis on patterns, generalizations, and developing historical thinking skills. Successful students will improve their study habits, participate actively, and prepare for the AP exams in May. Mrs. Pareja expects students to be respectful and work cooperatively to create a positive learning environment.
This document provides an overview and introduction to American literature between 1914 and 1945. It discusses the historical context during this period including World War I and II, women's suffrage, immigration restrictions, and the Great Migration. It also covers aspects of literary modernism such as traditions vs innovation, popular vs serious literature, and the relationship between politics and aesthetics. Finally, it highlights some of the radical social changes during the interwar period like expanding roles for women, the popularity of African American culture, labor movements, and the impacts of the stock market crash and Great Depression. The document uses images and examples to illustrate these historical developments and their influence on literature of the time.
The document provides instructions for a writing workshop revision activity. Students are paired and asked to read each other's essays aloud. They then write comments and questions in the margins and backs of the essays following a provided handout. The essays are returned to their owners to review the comments and discuss revisions. Additional writing tips are included, such as using present tense when writing about literature and avoiding certain words. Students are reminded to check for proper MLA formatting and assignment requirements.
This document contains a summary of a college literature class. It discusses accidental vs incidental, introduces poems about rain blowing away papers, and sets the agenda to choose new discussion groups. It then provides a lecture on the Harlem Renaissance historical context between WWI and the Great Depression when black artists flourished. Specific details are given about the migration of African Americans to northern cities and their questioning of second-class status after fighting in WWI. Discussion questions are posed about Langston Hughes' poems "The Negro Speaks of Rivers" and "I, Too, Sing America". Groups then discuss connections between blues music and race in Hughes' poem "The Weary Blues". The document ends by introducing the works of Zora Neale
This document provides an agenda and notes for an EWRT 1C class discussing the book Night by Elie Wiesel. It includes:
1) A discussion of the literary style of Night, including that it is told from the first person perspective without entering other characters' minds or fully explaining the narrator's thoughts.
2) An overview of biblical allusions and references to scripture found in Night.
3) An explanation that Night is an "anti-bildungsroman" as it presents a young man forced into a hellish situation rather than seeking adventure and maturity.
4) A prompt for students to focus on a close reading of a passage from Night using a theoretical lens like New
This document outlines an assignment for students to write a 4-7 page essay analyzing one of several short stories. It provides guidance on choosing an aspect of the story to analyze, formulating a thesis, including textual evidence, and following MLA formatting standards. Students are instructed to ask critical questions about their chosen aspect and use these questions to develop an argument about the author's style, purpose, characters, symbolism or other elements. The document provides best practices and things for students to avoid in completing the assignment successfully.
This document provides an overview of the syllabus and requirements for a creative writing class. It includes sections on adding the class, required materials, assignments, policies, and the class website. Students are expected to regularly attend class, participate in discussions, complete formal writing projects, and post creative writing to the class website. Assignments include poetry, fiction, and drama projects. Students will be graded based on participation, assignments, quizzes, and tests. The document outlines policies on plagiarism, conduct, late work, and attendance. It also provides information on establishing accounts on the class website to submit homework and access course materials.
This document provides an agenda and overview for the first class of a creative writing course. It discusses adding students to the class and reviewing the syllabus and course policies. It outlines homework requirements, including regular writing posts to the class website. Key texts are reading assignments posted online, with no textbook required. Students must participate in class, complete writing assignments on poetry, fiction and drama, and take terms tests and quizzes. Late work is not accepted. The document reviews policies on plagiarism, attendance, and maintaining a respectful learning environment.
This document provides an agenda and overview for the first class of a creative writing course. The class will cover adding students to the course, reviewing the syllabus and course website, defining literary terms, and doing an in-class writing. It outlines policies for attendance, assignments, grading, and conduct. Students are instructed to sign up for an account on the course website to complete and submit homework assignments. The syllabus and quarter plan provide details on projects, exams, due dates, and reading assignments.
This document provides an agenda and overview for the first class of a literature course. It discusses adding and dropping the class, honors sections, course expectations, grading, policies, required materials, and establishing accounts for the class website where students will post homework. Students are expected to actively participate, complete readings, essays, exams, website posts, and in-class assignments. Academic dishonesty will not be tolerated and attendance is important for participation points. The syllabus provides a tentative weekly schedule.
Ms. Kaiser's English class discusses classroom procedures, rules, and grading. The main rules are to be respectful, prepared, and participate. Breaking rules results in warnings and detention. Grades are based on tests, quizzes, papers, projects and participation. Students must have a binder, literature book, writing utensils, and keep all class materials organized. Any questions are welcomed.
Procedures and Expectations Fall 2013 English II mskaiser88
This document outlines the rules, procedures, and grading system for Ms. Kaiser's English class. It discusses classroom expectations such as having the proper materials, taking Cornell notes, and completing assignments. It also details policies for late work, absences, and behavioral issues. Students are expected to follow general school rules and will face consequences such as detention for breaking classroom rules multiple times. The grading system includes tests, quizzes, classwork, and a participation grade. Extra credit opportunities are also provided.
This document provides information about an American literature course titled ELIT 48C including:
1. Contact information for the professor and details about the class website for submitting assignments.
2. An overview of the course objectives to explore American writers and the evolution of the American dream through diverse perspectives.
3. Requirements including attendance, reading, papers, exams, website posts, and other assignments.
4. Details on texts, grading breakdown, class policies on submissions, attendance, conduct and more.
Elit 17 class 1 intro and comedy of errorskimpalmore
This document provides an overview of the first class of an ELIT 17 Shakespeare course. It includes the agenda, which introduces the class website, discusses The Comedy of Errors, and covers Shakespearean comedies in general. Requirements are outlined, including regular homework posts to the class website. Guidelines are provided for assignments, exams, attendance, and academic integrity policies.
This document provides information about an ELIT 48C course on American literature since 1914, including:
1. Contact information for the professor and details about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, which are to explore the American Dream theme through diverse writers and understand its evolution.
3. Requirements including attendance, keeping up with readings, papers, exams, website posts, and other assignments.
4. Details about texts, grading scale, class policies on submissions, attendance, conduct, participation, exams and late work.
This document outlines the structure of an in-class essay assignment. It begins with an overview of the agenda, which includes a presentation on sentence types and instruction on essay structure. It then defines and provides examples of simple, compound, complex, and compound-complex sentences. The document concludes by outlining the steps students will take to write the in-class essay, including developing a thesis, writing body paragraphs, addressing counterarguments, and concluding. As homework, students are asked to write sentences of each type and read chapters for additional context on the essay prompt.
This document provides information about an American literature course titled ELIT 48C including:
1. Contact information for the professor and details about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, requirements, texts, student learning outcomes, and grading scale.
3. Class policies on essay submissions, attendance, conduct, late work, adding/dropping the course, and educational use of student papers.
This document provides information about an ELIT 48C course on American literature since 1914, including:
1. Contact information for the professor and information about establishing accounts on the class website for completing homework assignments.
2. An overview of the course objectives, which are to explore the American dream theme through diverse writers and understand the trajectory of the dream through the 20th century.
3. Requirements including attendance, keeping up with readings and assignments, papers, exams, website posts, and other assessments.
4. Information about texts, grading breakdown, class policies on submissions, attendance, conduct, participation, exams and quizzes, late work, appointments, adding/dropping the class, and educational use of
This document provides information about the EWRT 1A class to students. It discusses class policies like only accepting 30 students and handling the waitlist. It outlines the course requirements including essays, tests, homework posts, and participation. Grading policies, academic honesty, and conduct are also addressed. The document directs students to set up a WordPress account to complete homework assignments and outlines the process for submitting essays electronically for feedback.
This document provides instruction on four types of sentences: simple, compound, complex, and compound-complex. It defines each sentence type and provides examples. Key points include:
- Simple sentences contain one independent clause.
- Compound sentences contain two or more independent clauses joined with coordinating conjunctions or semicolons.
- Complex sentences contain one independent clause and one or more dependent clauses.
- Compound-complex sentences contain two or more independent clauses and one or more dependent clauses.
This document provides information about the first class of an English writing course. It discusses that the class is limited to 30 students. As they review the syllabus, students should consider whether they want to stay in the class and let the professor know if they want to leave so someone on the waiting list can take their spot. The document outlines what students will find on the class website, including assignments, policies, and where to post homework. It provides details about the required texts, assignments including essays and tests, grading, policies on attendance, conduct, and plagiarism. It includes the course syllabus and homework which is to create a WordPress account, post an essay outline, and bring materials to the first class for an in
The document outlines the agenda and policies for a creative writing class, including assignments, participation requirements, grading, the class website, and policies around plagiarism, attendance, and conduct. Key assignments include a poetry project, two fiction projects, and a drama project, with regular creative writing posts, quizzes, and tests. The syllabus provides a tentative schedule for the quarter with color-coded sections for each project and exam dates.
This syllabus outlines the expectations and requirements for Mrs. Pareja's AP World History class. Students will study world history from earliest migrations to the 21st century, with an emphasis on patterns, generalizations, and developing historical thinking skills. Successful students will improve their study habits, participate actively, and prepare for the AP exams in May. Mrs. Pareja expects students to be respectful and work cooperatively to create a positive learning environment.
This document provides an overview and introduction to American literature between 1914 and 1945. It discusses the historical context during this period including World War I and II, women's suffrage, immigration restrictions, and the Great Migration. It also covers aspects of literary modernism such as traditions vs innovation, popular vs serious literature, and the relationship between politics and aesthetics. Finally, it highlights some of the radical social changes during the interwar period like expanding roles for women, the popularity of African American culture, labor movements, and the impacts of the stock market crash and Great Depression. The document uses images and examples to illustrate these historical developments and their influence on literature of the time.
The document provides instructions for a writing workshop revision activity. Students are paired and asked to read each other's essays aloud. They then write comments and questions in the margins and backs of the essays following a provided handout. The essays are returned to their owners to review the comments and discuss revisions. Additional writing tips are included, such as using present tense when writing about literature and avoiding certain words. Students are reminded to check for proper MLA formatting and assignment requirements.
This document contains a summary of a college literature class. It discusses accidental vs incidental, introduces poems about rain blowing away papers, and sets the agenda to choose new discussion groups. It then provides a lecture on the Harlem Renaissance historical context between WWI and the Great Depression when black artists flourished. Specific details are given about the migration of African Americans to northern cities and their questioning of second-class status after fighting in WWI. Discussion questions are posed about Langston Hughes' poems "The Negro Speaks of Rivers" and "I, Too, Sing America". Groups then discuss connections between blues music and race in Hughes' poem "The Weary Blues". The document ends by introducing the works of Zora Neale
This document provides an agenda and notes for an EWRT 1C class discussing the book Night by Elie Wiesel. It includes:
1) A discussion of the literary style of Night, including that it is told from the first person perspective without entering other characters' minds or fully explaining the narrator's thoughts.
2) An overview of biblical allusions and references to scripture found in Night.
3) An explanation that Night is an "anti-bildungsroman" as it presents a young man forced into a hellish situation rather than seeking adventure and maturity.
4) A prompt for students to focus on a close reading of a passage from Night using a theoretical lens like New
This document outlines an assignment for students to write a 4-7 page essay analyzing one of several short stories. It provides guidance on choosing an aspect of the story to analyze, formulating a thesis, including textual evidence, and following MLA formatting standards. Students are instructed to ask critical questions about their chosen aspect and use these questions to develop an argument about the author's style, purpose, characters, symbolism or other elements. The document provides best practices and things for students to avoid in completing the assignment successfully.
This document contains notes from an English class discussing the submission of a reflective essay and final portfolio. It includes the agenda for the class which focuses on revising, editing, and discussing the final portfolio submission. The calendar lists important upcoming due dates. Guidelines are provided for what the grading committee looks for in the portfolio essays. Tips are given for writing the introduction paragraph, thesis, body paragraphs, and ensuring essay cohesiveness. Formatting requirements are covered, and students are instructed to identify different sentence structures in their writing. Homework includes revising essay #4 and bringing materials to the next class.
This class agenda covers a discussion of questions and theories from the novel Room, close readings of passages from the text, and a review of essay prompt #3. Students will analyze passages that could be used for a critical essay applying a theoretical lens. The final exam will be comprehensive and include an objective section and 500-1000 word essay. Homework evaluations and the final exam essay are due this week.
This document contains an agenda and instructions for an in-class writing workshop. The agenda includes discussing a reflective essay self-evaluation, peer evaluation, and final portfolio submission. The calendar section lists due dates for the reflective essay and revising the combined essay. Instructions are provided for an in-class peer review activity, with guidance for annotating paragraphs in each other's essays. Formatting requirements are also outlined. Homework includes revising the reflection essay based on feedback and bringing drafts to the next class.
This document provides the class agenda, assignments, and reading schedule for an identity and passing literature course. It summarizes the weekly plans over 11 weeks. The course introduces concepts of identity and passing through discussions of assigned texts. Students complete response posts and 4 essays on these topics. Essays include a personal narrative, an argument, a response to the novel Stone Butch Blues, and a research paper comparing characters as trickster figures. Class time involves presentations, discussions, lectures, and in-class writing to develop the essays.
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 contains an agenda and terms list for Class 15 EWRT 1B. The agenda includes an in-class writing assignment on essay #3, which will involve a directed summary, counterargument, and conclusion. The terms list defines key terms like androgyny, anti-Semitism, assigned (biological) sex, bisexual, cross-dresser, cultural humility, and FtM/MtF. Guidance is provided on how to write a directed summary, counterargument, and conclusion for the essay assignment.
This document discusses writing haiku as a rhetorical strategy to communicate social and political ideas concisely. It begins by providing background on traditional haiku poetry from Japan, noting it uses 17 syllables over 3 lines to capture a moment and its emotions. It then encourages writing haiku with a social or political focus, providing an example about legal rights. The document explains how haiku can express complex ideas briefly through simple observations and reflections on nature, everyday life, or human conditions.
The document provides information about Sigmund Freud and psychoanalytic theory. It discusses Freud's background and contributions, including creating psychoanalytic theory and therapy. It outlines some of Freud's key concepts, such as the unconscious mind, drives, personality components including the id, ego and superego, and defense mechanisms. The document also discusses other influential psychoanalytic theorists like Jung, Lacan and Kristeva. It defines psychoanalytic criticism and provides examples of questions psychoanalytic critics may ask about literary texts.
This document provides an agenda and guidance for an essay assignment. It discusses describing the problem, outlining the solution and thesis, counterarguments, and alternative solutions. It also covers introductions, conclusions, and self-assessment. Guidance is given on developing paragraphs on the problem description, solution, implementation steps, counterarguments, and alternative solutions. Sample outlines are provided. Tips are included on writing introductions, conclusions, and using sources in the essay.
The document discusses an English literature class focusing on Ralph Ellison's Invisible Man. It includes an agenda covering discussions of Ellison's prologue and "Battle Royal" chapter, as well as introductions to authors like Ginsberg. Key discussion topics are outlined, such as inferences that can be made about the narrator from the prologue and implications of his speech mistake. A reading of Ginsberg's poem "Howl" is summarized, noting its themes of individualism and critiques of American society. Postmodern aspects of "Howl" are also highlighted.
Kim J. Palmore has extensive experience as an instructor of English and writing courses at the community college and university levels. She holds a Ph.D. in English from UC Riverside and has received several honors and awards for her academic work. Currently, she teaches various writing and literature courses as an instructor at De Anza College.
The document outlines the agenda for an ELIT 17 Class 3, which includes a lecture on Shakespeare's language and a discussion of The Comedy of Errors. It provides context on rhyme schemes, new words Shakespeare created, contractions and syntax used in his works. It also includes exercises having students read and discuss passages from the play, addressing themes of identity, deception and the role of servants. Students are assigned a recitation of either a sonnet or soliloquy from Shakespeare's works.
This document contains the agenda and notes for an EWRT 1A class. It discusses focusing an essay concept, developing a thesis statement, and outlining. It provides examples of effective thesis statements and uses classification and examples as writing strategies. Students are instructed to draft a working thesis on their concept in 10 minutes and post an outline for their essay, including a preliminary anecdote, thesis, categories, and types. Homework includes studying vocabulary.
Elit 17 class 4 n the sonnet sign up sheet!jordanlachance
The document discusses Shakespeare's sonnets and sonnet conventions. It provides information on the typical structure of a Shakespearean sonnet, including the rhyme scheme of abab cdcd efef gg and how it is composed of three quatrains followed by a couplet. It also discusses the typical presence of a "turn" or shift in meaning between the first 12 lines and the concluding couplet. Additionally, the document outlines characteristics of Petrarchan and Spenserian sonnets.
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This document provides information for a college English course. It outlines class policies such as attendance, assignments, grading, and academic honesty. It introduces the theme of "passing" and discusses how people pass for reasons of race, religion, gender, or sexuality. It also provides the syllabus and schedule, which includes assigned readings on the topic of passing and identity. Students are instructed to establish a class website profile and purchase required books and materials. The first homework assignment asks students to write about a time they were judged or passed as someone different.
This document provides an agenda and information for an English writing course. It discusses establishing accounts on the class website to post assignments. Key topics of the course include identity, social expectations, and passing as someone different. Students will write about how they express their own identities and how much they reveal about themselves. The syllabus outlines assignments, readings, requirements and policies. Homework includes establishing a website account, exploring the class webpage, ordering books, and posting initial in-class writing and a short reflection.
This document provides an agenda and details for a hybrid literature and composition class. It discusses the course description, syllabus, required materials, assignments, policies, and online components including the class website and Kaizena for submitting papers. The class will meet twice a week in person and require one additional hour of online work to be completed before each Monday class. Essays, exams, participation, and online posts will be part of the coursework. Academic honesty and conduct policies are also outlined.
This document provides an agenda and overview for an English writing class (EWRT 1B). It includes:
1) A presentation on the class green sheet, syllabus, and website. A lecture on identity and social expectations, and an in-class writing on expressing identity.
2) Information on class size limits and the waiting list process. Students are advised to consider if they will remain in the class after reviewing the syllabus.
3) An overview of the class green sheet, which outlines course requirements, assignments and values, participation, required materials, and class policies on plagiarism and conduct.
4) Details on primary and secondary texts, assignments including essays and website posts, requirements,
This document provides an agenda and overview for the first class of a hybrid literature and composition course. It discusses the course description, syllabus, required materials, assignments, policies, and the online components. It also gives an introduction to key concepts that will be covered in the class, including what is meant by literature, literary theory, and New Criticism. The homework assigned is to set up the class website account, purchase books, read introductory sections in the textbook on New Criticism, and post a QHQ response online.
This document provides an overview of the agenda and expectations for the first week of an American literature class. It discusses adding and switching between the regular and honors sections of the class. Students are informed that the syllabus and green sheet will be reviewed, which outline the class requirements, policies, assignments and grading. Students are also instructed on how to access and post assignments to the class website. The honors section requires a minimum of 10 additional hours of work, including an annotated bibliography and final paper incorporating outside research.
This document provides an overview of the first class of an American literature course. It discusses the syllabus, class policies, assignments and expectations. Students are informed that there is a maximum of 45 students in the class and they will need to establish an account on the class website to complete homework assignments. The honors section requires additional research and a longer final paper. Students are also introduced to the QHQ assignment, where they will pose an initial question about the reading, develop a hypothesis, and conclude with a final question. The first homework assignment is to establish a website account and complete a QHQ on the introduction.
This document provides an overview of the agenda and expectations for the first class of an American literature course. It discusses adding and switching between regular and honors sections of the class. The syllabus/green sheet is reviewed, outlining course requirements, policies, assignments, materials, and grading. Students are instructed to set up a username on the class website to post homework as writing assignments and discussion will take place online. The first homework is to write a Question-Hypothesis-Question response to the introduction of the textbook.
The document outlines the agenda and policies for an English writing course titled EWRT 1B, including introducing the syllabus, discussing identity and social expectations, assigned readings on passing as someone different, and an in-class writing assignment on expressing identity. The syllabus details course requirements, assignments, grading, attendance policies, and academic integrity policies. Students are instructed to establish an account on the class website to post homework responses and writing assignments.
The document outlines the agenda and expectations for the first class of a literature course, including establishing a class website account, reviewing the syllabus and grading policies, expectations for honors students, and the first homework assignment of posting a question about the introduction reading.
This document provides an agenda and overview for the first class of a hybrid literature course. It discusses the hybrid format, adding and switching between the regular and honors sections, expectations, assignments, participation through teamwork, required texts, and policies. Students are expected to complete weekly homework online and participate in class discussions for points. The class website provides course materials and a place for students to post homework responses.
This document provides an agenda and overview for the first class of a hybrid literature and composition course. It discusses what a hybrid class is, how to add the class, and reviews the syllabus, required readings, assignments, policies, and online platforms like the class website and Kaizena that students will use. It also gives an introduction to what literature and composition are, defines literature, and provides an overview of literary theory and New Criticism in particular. The homework assigned is to set up a username on the class website, buy books, read introductory sections on critical theory and New Criticism, and post a QHQ response to New Criticism.
This document provides an agenda and overview for the first class of a hybrid literature and composition course. It discusses what a hybrid class is, how to add the class, and reviews the syllabus, required readings, assignments, policies, and online components including establishing accounts and submitting work. It also gives an introduction to what will be covered in the class, including defining literature, literary theory, and an overview of New Criticism. The homework assigned is to create a username, explore the class website, obtain books, read introductory sections on critical theory and New Criticism, and post a QHQ response.
This document provides information about an American literature course, including contact information for the professor, course objectives, requirements, texts, grading, policies, and schedule. The main points are:
- The course will focus on American writers since 1914 and explore the evolution of the American Dream through diverse perspectives.
- Requirements include regular attendance, assignments, two papers, two exams, posts to the class website, and tests/quizzes.
- Policies address essay submissions, academic dishonesty, attendance, conduct, participation, quizzes, exams, late work, and adding/dropping the course.
This document provides an overview and instructions for an English literature and composition hybrid class. It introduces the instructor, Dr. Kim Palmore, and outlines the course structure, assignments, materials, and policies. The class will meet twice a week for lectures and discussions, with the remaining hour completed online. Students are expected to actively participate in all aspects of the class. The document reviews what will be covered, including literary theory such as New Criticism, and provides the initial homework assignment.
This document provides an agenda and information for the first class of a creative writing course. It includes:
- An overview of the syllabus/green sheet which outlines course requirements, policies, and materials.
- Details on setting up a WordPress account to submit homework and access course resources online.
- An explanation of the first homework assignment - to post 2-3 original haiku poems to the class website.
- Additional details on haiku as a poetic form, examples of haiku poems, and guidance for writing haiku in terms of form, structure, and language.
- A reading assignment on blank verse and a reminder to study the first 5 terms introduced in class.
This document provides an overview and instructions for an English literature and composition hybrid class. It introduces the instructor and gives contact information. It outlines what a hybrid class entails and how the course will utilize an online platform. It details required texts and materials, course expectations and policies, and a tentative course schedule. Key aspects of the class include submitting writing assignments online, completing weekly reading and posting response writings called QHQs (Question-Hypothesis-Question), and exploring various literary theories with a focus on New Criticism.
This document provides information about an English literature course taught by Dr. Kim Palmore. It outlines the course requirements, policies, assignments and schedule. Students are expected to complete reading assignments, post responses online, and participate in class discussions. They will write two essays and take a midterm and final exam. The course will examine LGBTQ literature and themes through works like Giovanni's Room and Beebo Brinker. Literary theory, particularly queer theory, will be used to analyze the texts.
This document provides information about an English literature course focusing on LGBTQQIA2 literature. It includes the syllabus, assignments, policies, and reading materials. Students are expected to complete weekly reading assignments, post response writings called QHQs (Question-Hypothesis-Question) online, and participate in class discussions. They will analyze assigned texts using frameworks from Lois Tyson's chapter on queer literary theory. The course aims to examine the development of LGBTQQIA2 literature and cultural contexts over the 20th century.
This document provides an overview of the EWRT 1A class for the quarter. It discusses policies around adding/dropping the class, required materials including two textbooks, and the grading system. The professor outlines expectations for participation, essays, tests, and blog posts. Academic honesty policies are stated, noting plagiarism will not be tolerated. Finally, homework assignments are provided, including creating online accounts and outlining an argumentative essay about necessary survival supplies. Students are informed the first in-class essay will be on this topic.
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.
3. Adding the Class
• I can only take 45 students
• If you are on the waiting list, you can stay. I won’t
hand out add codes until at least Monday of next
week, and then, only if there is room.
• As we go over the syllabus, consider whether
you will stay in the class. If you want out, please
let me know, so I can offer your seat to another
student.
• If you are not on the waiting list, it is very unlikely
you will get into the class unless we have a mass
exodus after the syllabus!
4. The Green Sheet
• What you will find here
– Course Requirements
• Assignments and values
• Participation
– Required Materials
– Class Policies
• Plagiarism
• Conduct and Courtesy
– The Class Website
• How to sign up for an
account
• How to post your
homework.
– How to use Kaizena to
submit your Paper
5. Texts and Required Materials:
Available at the De Anza Bookstore
• Baym, et al., The Norton Anthology of American Literature. 8th ed.,
Vol. D—"Between the Wars 1914-1945."
• Baym, et al., The Norton Anthology of American Literature. 8th ed.,
Vol. E—"Literature since 1945."
Available online and from local booksellers
• Critical Theory Today by Lois Tyson (The book is available
electronically).
• The Great Gatsby by F. Scott Fitzgerald (There is a link to the full
text novel on the website).
• The Road by Cormac McCarthy (Buy it, Borrow it, or Beg for it).
• A stapler, loose-leaf paper or a notebook for notes and drafts, and
pens or pencils. Alternatively, you may use your computer for
drafting.
6. Requirements:
• Active participation in class discussions and
regular attendance. You will earn real points for
your participation in activities.
• Keeping up-to-date on the assignments and
reading.
• Formal writing: Two short formal essays
• Two exams: A midterm and a final
• A series of posts to the class website
• Reading quizzes, and in-class assignments.
9. Writing Submissions
1. Before you submit your essay, please save your file as your last name and the
essay number, like this: Smith 2. That will help me keep your essays
organized.
2. Submit your essay through Kaizena, a Google Drive add-on, at
https://kaizena.com/palmoreessaysubmissiongmail. Or simply use the link
on our class website home page. This system allows me to respond to your
essay with both voice and written comments and to insert helpful links.
3. Sign in to your Google Account and allow Kaizena access to your Google
Drive.
4. Click on the “Ask Dr. Kim Palmore for feedback” link.
5. Choose your document from your Google Drive. Your paper must be saved
as either a Google doc or a PDF file to be detected by Kaizena. You will be
directed to a new page to choose a delivery box from a drop down menu.
6. Add your essay to the appropriate EWRT 1B box (Essay #2, #3, or #4). Then,
click the “Ask for feedback” button again.
7. Once I have graded your paper, Kaizena will automatically share with you the
link to the Google document in the comments section — located on the top-
right corner of the Google document.
8. Click on the highlighted sections of the paper to find both audio and written
comments concerning your essay or links to materials that will help you
improve your writing.
All out of class essays are to be submitted to me electronically
before the due date.
10. Attendance:
Success in this course depends on regular attendance
and active participation. Participation points will be
part of our daily activities. If you are not in class, you
cannot earn these points. You should save absences
for emergencies, work conflicts, weddings, jury duty,
or any other issues that might arise in your life.
It is your responsibility to talk to me your absences or
other conflicts. Work done in class cannot be made
up. Also, please arrive on time, as you will not be able
to make up work completed before you arrive,
including quizzes.
11. Exams:
– We will have two exams during the quarter. They will likely
be identification, short answer, and essay style. Make-ups
are rare and require documentation of a rare or fatal
illness.
Late Work
– I do not accept late work. I do, however, extend an
opportunity to revise essay #1 for a better grade. If you
miss the due date, you may submit that work when the
revisions are due on the last day of the term.
12. Conduct, Courtesy, and Electronic Devices:
• In this class, we will regularly engage in the discussion of
topics that may stir passionate debates. Please speak
freely and candidly; however, while your thoughts and
ideas are important to me and to the dynamics of the
class, you must also respect others and their opinions.
Courtesy will allow each person to have the opportunity
to express his or her ideas in a comfortable environment.
• Courtesy includes but is not limited to politely listening
to others when they contribute to class discussions, not
slamming the classroom door if you do arrive late, and
maintaining a positive learning environment for your
fellow classmates. To help maintain a positive learning
environment, please focus on the work assigned, put
away your cell phones and iPods before class, and do not
text-message in class. If your behavior becomes
disruptive to the learning environment of the class, you
may be asked to leave and/or be marked absent.
13. Academic Dishonesty:
Plagiarism includes quoting or
paraphrasing material without
documentation and copying from
other students or professionals.
Intentional plagiarism is a grave
offense; the resulting response will
be distasteful. Depending upon the
severity, instances of plagiarism may
result in a failing grade for the paper
or the course and possible
administrative action. All
assignments will be scanned and
scrutinized for academic dishonesty.
Please refer to your handbook for
more information regarding
plagiarism.
15. Syllabus
• The syllabus is a tentative schedule.
• It may be revised during the quarter.
• Use it to determine how to prepare for class.
Week, Dates, and Days
What we will
do
in class
Homework due
before the next
class
16. Website:
• Our class website is http://palmoreelit48C2x.wordpress.com. In
order to do the homework, you must establish an account. To
make your own FREE Word Press account, go to wordpress.com
and click on the large, orange button that says, “Get started here.”
The system will walk you through a series of steps that will allow
you to set up your own user-friendly Word Press blog, sign up for
just a user name or sign in with your Facebook account. Make
sure you sign in with YOUR Word Press username before you post
on our class page so you get credit for your work.
• If you prefer not to use your own name, you may use a
pseudonym. Please email me your username if it is significantly
different from your real name.
• If you cannot establish your website and username, please come
to my office hours as soon as possible, and I will help you with the
process. Much of our work will take place online, so establishing
this connection is mandatory.
17. • Writing Assignments
• Reading Assignments
• The Green Sheet
• The Syllabus (The Daily Plan)
• Writing Tips
• Helpful Links
• Your Daily Homework Assignment
(which is where you post your
homework.)
18. Posting Homework
• On the front page of the website, you will find the
homework post after each class.
• Below that post on the right, are the words “Leave a
comment.”
• Copy and paste your homework into the box.
• Click there and a comment box will open. Post your
homework in the comment box and click “Post
Comment.”
19. Homework
There is writing homework almost
everyday in this class. This is both
to help you think about your
reading and to help you produce
ideas for your essays.
In order to earn an A on your
homework, you must do the
following:
• Complete all of the posts.
• Post them on time.
• Be thoughtful in your responses.
23. • The Nineteenth Amendment to the Constitution (1920)
– American women’s efforts to win the right to vote were “given a final push
by women’s work as nurses and ambulance drivers during the war”
(NAAL 4).
• The Immigration Act of 1924
– “prohibited all Asian immigration and set quotas for other countries on
the basis of their existing U.S. immigrant populations, intending thereby
to control the ethnic makeup of the United States” (NAAL 4).
• The Great Migration (c. 1910–1930)
– the American landscape was transformed by the internal migration of
two million African Americans from the rural South to urban centers in the
Northeast, West, and Midwest
The Two Wars as Historical Markers
During the period of literary history that falls between 1914 (the
beginning of World War I) and 1945 (the end of World War II), the
United States grew and changed in radical ways.
24. The Two Wars as Historical Markers
• The first Red scare (1919–1920)
– Following the Russian Revolution of 1917 and the birth of the Soviet Union,
American leftists looked to socialism and communism as models for the
labor movement in the United States. Many Americans were intensely
suspicious of European-style socialism, and the first Red scare of the
twentieth century took place during this time, a generation earlier than the
McCarthyism that took hold following World War II.
• The stock market crash (1929)
– The stock market crash of 1929 and the decade-long Great Depression
that followed it were also events both international and domestic in scope
• The Great Depression (c. 1929–1939)
– Unemployment in the United States reached a high of twenty-five percent
during the Depression years, international trade dropped off by fifty
percent.
26. Literary modernism
– tradition vs. innovation:
• “One conflict centered on the uses of literary tradition. To some, a
work registering its allegiance to literary history—through allusion to
canonical works of the past or by using traditional poetic forms and
poetic language—seemed imitative and old-fashioned. To others, a
work failing to honor literary tradition was bad or incompetent writing”
(NAAL 6).
“The two wars . . . bracket a period during which the United
States became a fully modern nation” (NAAL 6).
The aspects of social and political modernity that are laid
out in the previous slides have their counterpart in literary modernism,
which is better defined as a series of conflicts rather than as a
homogeneous set of characteristics.
27. Literary modernism
– serious vs. popular literature:
• “A related conflict involved the place of popular culture in
serious literature. Throughout the era, popular culture gained
momentum and influence. Some writers regarded it as crucial
for the future of literature that popular forms, such as film
and jazz, be embraced; to others, serious literature by
definition had to reject what they saw as the cynical
commercialism of popular culture” (NAAL 6).
– politics vs. aesthetics
• “Another issue was the question of how far literature should
engage itself in political and social struggle. Should art be a
domain unto itself, exploring aesthetic questions and
enunciating transcendent truths, or should art participate in
the politics of the times?” (NAAL 6).
29. Changing Times: Thomas Hart Benton’s 1931 painting
City Activities with Subway reflects the radical social
changes that took place during the interwar period.
30. Changing Times: The Nineteenth Amendment to the Constitution officially
gave women the right to vote. Unofficially, the amendment also opened up
new arenas for women to explore—politically, sexually, artistically, and socially.
Suffragists Audre Osborne and Mrs. James Stevens.
31. Changing Times: These two women illustrate the era's penchant for both fun
and recklessness by doing the Charleston on a rooftop ledge. Their playful
posturing also reflects the risks that women were taking in an era of greater
opportunity.
December 11, 1926, Chicago, Illinois.
32. Changing Times: The increasing mainstream popularity of African American
artists, writers, and performers in cities like Chicago and New York during the
interwar period is a complex phenomenon to account for, stemming from a
movement toward racial equality on the one hand and an escalation in racially
motivated violence that contributed to the Great Migration of two million
African Americans from the South on the other.
An audience at Harlem's Cotton Club, a popular nightclub, watches a
performance. April 18, 1934.
33. Changing Times: “Class inequality, as well as American racial divisions,
continued to generate intellectual and artistic debate in the interwar years.
The nineteenth-century United States had been host to many radical
movements—labor activism, utopianism, socialism, anarchism—inspired by
diverse sources. In the twentieth century, especially following the rise of the
Soviet Union, the American left increasingly drew its intellectual and political
program from the Marxist tradition” (NAAL 8).
Philadelphia,
Pennsylvania, The
Bement Miles Pond
Company. A general view
of the plant and some of
its workers.
34. Changing Times: The
Industrial Workers of the
World attracted working-
class men and women
frustrated with low wages
and long hours. It also
attracted writers, artists, and
intellectuals who were
sympathetic to socialist
movements across the
world.
35. Changing Times: Gastonia, North Carolina,
April 5, 1929.
This photo shows a group of female
textile strikers attempting to disarm a
National Guard trooper, who had
been ordered to the Loray Mills in an
effort to stop the serious rioting that
took place following the strike.
As evidenced in this photograph,
labor struggles often turned violent,
with strikebreakers (both military and
civilian) brought in to end labor
protests and return disgruntled
workers to their jobs.
36. Science and
Technology
“Technology played a vital,
although often invisible, role in
all these events, because it
linked places and spaces,
contributing to the shaping of
culture as a national
phenomenon rather than a
series of local manifestations . . .
The most powerful
technological innovation [was]
the automobile (NAAL 10).
Ford Adds to Your Pleasure. Poster
ca. 1920.
37. • Automobiles put Americans on the road, dramatically reshaped
the structure of American industry and occupations, and altered
the national topography as well. Along with work in automobile
factories themselves, millions of other jobs— in steel mills, parts
factories, highway construction and maintenance, gas stations,
machine shops, roadside restaurants, motels—depended on the
industry”
• The road itself became—and has remained—a key powerful
symbol of the United States and of modernity as well. Cities grew,
suburbs came into being, small towns died, new towns arose
according to the placement of highways, which rapidly
supplanted the railroad in shaping the patterns of twentieth-
century American urban expansion. The United States had
become a nation of migrants as much as or more than it was a
nation of immigrants” (NAAL 10).
38. The 1930s
Brokers line up to throw themselves out of the window
after the stock market crash of October 1929.
Contemporary American cartoon.
One of the defining features of
the interwar period is the stock
market crash of 1929 and the
resulting depression. “The
suicides of millionaire bankers
and stockbrokers”—parodied in
this cartoon—“made the
headlines, but more compelling
was the enormous toll among
ordinary people who lost homes,
jobs, farms, and life savings in the
stock market crash.
Conservatives advised waiting
until things got better; radicals
espoused immediate social
revolution” (NAAL 11).
39. The 1930s November 16, 1930,
Chicago. Notorious
gangster Al Capone
attempts to help
unemployed men with
his soup kitchen “Big
Al's Kitchen for the
Needy.” The kitchen
provides three meals a
day consisting of soup
with meat, bread,
coffee, and doughnuts,
feeding about 3,500
people daily at a cost of
$300 per day.
40. The 1930s
A man walks past
a farmhouse in a
dust storm at the
height of the Dust
Bowl. Ca. 1937.
43. How do I know what I think until I see what I say?
--E.M. Forster
Each text we study will provide material for response writing called a
QHQ (Question-Hypothesis-Question). The QHQ requires students to
have second thoughts, that is, to think again about questions that
arise during their reading and to write about questions that are
meaningful to them.
Begin your QHQ by formulating some question you have about some
aspect of the reading. The first question in the QHQ may be one
sentence or longer, but its function is to frame your QHQ writing. A
student might start with a question like, “Why is the house in this
story haunted? Or, “Why do I suspect the murdered child has come
back to life?” A student might even write, “Why am I having so much
trouble understanding this story?”
44. After you pose your initial question, focus on a close reading of the
text in search of a hypothesis. This hypothesis section comprises the
body of your text. The student who asked about the haunted house
might refer to multiple passages about haunting in the text,
comparing and contrasting them to other instances of haunting with
which he or she is familiar. The student who asked about the dead
child might connect passages associated with the death to sections
about a new child who abruptly appears in the text. The student who
struggled to understand the text might explore those passages whose
meanings were obscure or difficult to understand, connecting them
to other novels and/or cultural texts.
After carefully exploring your initial question (200-300 words), put
forward another question, one that has sprung from your hypothesis.
This will be the final sentence of your QHQ and will provide a base
for further reflection into the text.
45. The QHQ is designed to help you formulate your response to the texts
we study into clearly defined questions and hypotheses that can be
used as a basis for both class discussion and longer papers. The QHQ
can be relatively informal but should demonstrate a thoughtful
approach to the material. While the papers need to be organized and
coherent, because you will sharing them in class, the ideas they
present may be preliminary and 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 be
posted on the website the evening before the class for which they are
due. This will give both me and other students time to ponder your
ideas and think about appropriate responses. Moreover, this sharing
of material should provide plenty of fodder for essays. Even though
you have posted your QHQ, you should bring a copy of it to class in
order to share your thoughts and insights and to stimulate class
discussion.
46. Homework
• Establish your username and explore
the class webpage
• Buy Your books
• Read The Norton introduction: pp. 3-22
(also on website)
• Read “Modernist Manifestos” pp. 335-350
• Post #1: QHQ from one of these writer’s
manifestos:
Marinetti Loy
Pound Cather
Williams Hughes
Editor's Notes
Your audience deserves to be treated like royalty. Design a presentation that meets their needs, not just yours.
Another aftereffect of the war that was both international and domestic in nature is the rise of the international Communist movement. Following the Russian Revolution of 1917 and the birth of the Soviet Union, American leftists looked to socialism and communism as models for the labor movement in the United States. Many Americans were intensely suspicious of European-style socialism, and the first Red scare of the twentieth century took place during this time, a generation earlier than the McCarthyism that took hold following World War II. The stock market crash of 1929 and the decade-long Great Depression that followed it were also events both international and domestic in scope: As unemployment in the United States reached a high of twenty-five percent during the Depression years, international trade dropped off by fifty percent.
All of the various changes and developments that took place in the United States between the two world wars are evidence of “the irreversible advent of modernity” (NAAL 6). The aspects of social and political modernity that are laid out in the previous slide have their counterpart in literary modernism, which is better defined as a series of conflicts rather than as a homogeneous set of characteristics. “One conflict centered on the uses of literary tradition. To some, a work registering its allegiance to literary history—through allusion to canonical works of the past or by using traditional poetic forms and poetic language—seemed imitative and old-fashioned. To others, a work failing to honor literary tradition was bad or incompetent writing . . . A related conflict involved the place of popular culture in serious literature. Throughout the era, popular culture gained momentum and influence. Some writers regarded it as crucial for the future of literature that popular forms, such as film and jazz, be embraced; to others, serious literature by definition had to reject what they saw as the cynical commercialism of popular culture . . . Another issue was the question of how far literature should engage itself in political and social struggle. Should art be a domain unto itself, exploring aesthetic questions and enunciating transcendent truths, or should art participate in the politics of the times?” (NAAL 6).
Thomas Hart Benton’s 1931 painting City Activities with Subway provides a great shorthand for understanding the radical social changes that took place during the interwar period. Discuss with your students what they see in this painting that reflects these changes (for example, the urbanization of America, greater independence and sexual freedom for women, advances in technology, and so on). As explained in the “Changing Times” section of the volume introduction—and in the following slides—three of these major changes are in the areas of gender and sexuality, race, and class.
Suffragists Audre Osborne and Mrs. James Stevens.
As mentioned earlier, the Nineteenth Amendment to the Constitution officially gave women the right to vote. Unofficially, the amendment also opened up new arenas for women to explore—politically, sexually, artistically, and socially.
December 11, 1926, Chicago, Illinois. These two young women illustrate the era's penchant for both fun and recklessness by doing the Charleston on a rooftop ledge at Chicago's Sherman Hotel. Their playful posturing also bespeaks the risks that women were taking in an era of greater opportunity.
An audience at Harlem's Cotton Club, a popular nightclub, watches a performance. April 18, 1934.
The increasing mainstream popularity of African American artists, writers, and performers in cities like Chicago and New York during the interwar period is a complex phenomenon to account for, stemming from a movement toward racial equality on the one hand and an escalation in racially motivated violence that contributed to the Great Migration of two million African Americans from the South on the other.
Philadelphia, Pennsylvania, The Bement Miles Pond Company. A general view of the plant and some of its workers.
“Class inequality, as well as American racial divisions, continued to generate intellectual and artistic debate in the interwar years. The nineteenth-century United States had been host to many radical movements—labor activism, utopianism, socialism, anarchism—inspired by diverse sources. In the twentieth century, especially following the rise of the Soviet Union, the American left increasingly drew its intellectual and political program from the Marxist tradition” (NAAL 8).
The Industrial Workers of the World attracted working-class men and women frustrated with low wages and long hours. It also attracted writers, artists, and intellectuals who were sympathetic to socialist movements across the world.
Gastonia, North Carolina, April 5, 1929. This photo shows a group of female textile strikers attempting to disarm a National Guard trooper, who had been ordered to the Loray Mills in an effort to stop the serious rioting that took place following the strike.
As evidenced in this photograph, labor struggles often turned violent, with strikebreakers (both military and civilian) brought in to end labor protests and return disgruntled workers to their jobs.
Ford Adds to Your Pleasure. Poster ca. 1920.
“Technology played a vital, although often invisible, role in all these events, because it linked places and spaces, contributing to the shaping of culture as a national phenomenon rather than a series of local manifestations . . . The most powerful technological innovation [was] the automobile . . . Automobiles put Americans on the road, dramatically reshaped the structure of American industry and occupations, and altered the national topography as well. Along with work in automobile factories themselves, millions of other jobs— in steel mills, parts factories, highway construction and maintenance, gas stations, machine shops, roadside restaurants, motels—depended on the industry. The road itself became—and has remained—a key powerful symbol of the United States and of modernity as well. Cities grew, suburbs came into being, small towns died, new towns arose according to the placement of highways, which rapidly supplanted the railroad in shaping the patterns of twentieth-century American urban expansion. The United States had become a nation of migrants as much as or more than it was a nation of immigrants” (NAAL 10).
Brokers line up to throw themselves out of the window after the stock market crash of October 1929. Contemporary American cartoon.
One of the defining features of the interwar period is the stock market crash of 1929 and the resulting depression. “The suicides of millionaire bankers and stockbrokers”—parodied in this cartoon—“made the headlines, but more compelling was the enormous toll among ordinary people who lost homes, jobs, farms, and life savings in the stock market crash. Conservatives advised waiting until things got better; radicals espoused immediate social revolution” (NAAL 11).
November 16, 1930, Chicago. Notorious gangster Al Capone attempts to help unemployed men with his soup kitchen “Big Al's Kitchen for the Needy.” The kitchen provides three meals a day consisting of soup with meat, bread, coffee, and doughnuts, feeding about 3,500 people daily at a cost of $300 per day. Such social “safety nets” became increasingly important during the Great Depression.
A man walks past a farmhouse in a dust storm at the height of the Dust Bowl. Ca. 1937.
Migrant family walking on the highway from Idabel, Oklahoma to Krebs, Oklahoma. Photo by Dorothea Lange, 1938.