This document provides an overview of the topics and assignments for an English literature course. It includes an agenda for the class that covers reviewing the syllabus, exploring fiction through examining elements like plot and characterization, and preparing a first response paper. It outlines expectations for response papers, which should thoughtfully discuss students' personal reactions to works rather than just summarizing plots. Guidelines are provided for writing and formatting response papers, and resources like the class blog are introduced.

1. English 101: Comp & Lit IIWeek 2: January 28, 2010Thursday, 6:00-8:40 PMProfessor Melinda Roberts

2. Today’sAgendaReview SyllabusExploring FictionLiterature: Personal Response and Critical ThinkingPreparing a First Response PaperUsing the Class Blog / WebsiteHomework Assignment6:00 PM: Class Begins7:20-7:30 PM: Break8:40 PM: Class Ends

3. Exploring Fiction: The Reader as ParticipantThe exploration of literature begins with YOUYour engagement with the literature creates the literary experienceA piece of literature is only words on a page until YOU read the words, bring them to life, and give them meaningYOU give meaning to the literaturebackground (national origin, race, creed, gender, etc.)personalityprior experiences with literatureknowledge of the world

4. Exploring Fiction:The Reader as ParticipantLiterature demands our attention, our reflection, our examinationLiterature requires an investment of emotion and the connection of knowledge and experienceWhen we learn to appreciate the nuances of literature, we develop the ability to think and to write critically about it

5. Exploring Fiction:The Methods of FictionTone: the “mood” of the storytone depends on the reader’s delicate emotional responses to language and situationPlot: the series of events that create the fictional world of the storythe arrangement of connected sequence of narrative eventsbeginning, middle, endCharacterization: the process by which the characters are rendered to make them seem real to the readerround character flat charactershort story writers develop characters rapidly and limit number of round characters (rarely more than three)

6. Exploring Fiction:The Methods of FictionSetting: a single geographical location within a short period of time (time and place)historical settingsocial settingPoint of View: who is narrating the story?first person (“I”)third person: narrator does not appear as a character in the story; story told from outside (“he,” “she,” “they”)“omniscient narrator”knows thoughts, feelings, actions of all characters“limited omniscient narrator” knows thoughts, feelings, actions of a single character

7. Exploring Fiction:The Methods of FictionIrony: the gap between what is expected and what occursTheme: underlying idea, statement the work makes about its subjectlook to the protagonist (main character)what is he/she “striving” for?what is the protagonist’s “epiphany”?sudden flash of recognition that signals the awareness / understanding of moral complexitythe passage from childhood to adulthood (coming of age)

8. Exploring Fiction:Criticisms for AnalysisBiographical: how does the author’s life experiences influence his/her writing?Historical: how does the historical setting of the story affect/influence the behavior of the characters? Sociological: how does the sociological setting of the story affect/influence the behavior of the characters?

9. Exploring Fiction:Criticisms for AnalysisPsychological: FreudWhat are the underlying conscious and unconscious motives of the author? the characters?Oedipus Complex / Electra ComplexMythological: Jungthe “collective consciousness”symbols, allegories, hidden meaning

10. Personal Response and Critical ThinkingTo think critically about literature, we build on our personal responses –record our responsesreview our responsesdiscuss our responses with peerssupport our responses with valid evidenceCritical thinking does not mean searching for one right answer. There may be as many answers as there are readers.Your best answers are those that analyze and articulate your response in light of supporting evidence.

11. Personal Response and Critical Thinking: Written ResponseA written response IS NOT:a summary of a particular literary work that you’ve readA written response IS:a short essay that expresses your personal reaction to a particular literary worka short essay that conveys your thoughts and feelings about an aspect of a particular literary worka short essay that discusses how a particular literary work affectedyou as you read it

12. Personal Response and Critical Thinking: Written ResponseA written response DOES NOT:require you to do outside researchA written response DOESrequire a careful reading of the literature, clear thinking about what the author has written, and honest writing in response to the what you’ve thought, felt, questioned, disagreed with, agreed with, were touched by – i.e., how you were affected by / how you connected to the particular piece of literaturepresent your point of view in a clear and organized manner

13. Responding to LiteratureFrom the surface level to the core“Surface” Level Evaluation / Response“Meat” Level Evaluation / Response“Core” Level Evaluation / Response

14. Responding to Literature“Surface” LevelTitle (consider its import)Narrator (point of view)First person (“I”)Third person (“he,” “she”, “they”)CharacterWho is the protagonist?Who is the antagonist?Who are the minor characters?

15. Responding to LiteratureComments at the Surface LevelFrom the title, I thought the story was about . . .When I first met _____, I thought he/she/it was . . .__________ (someone or something) reminded me . . .I don’t understand . . . I want to learn more about . . .

16. Responding to Literature“Meat” LevelCharacterGoalsMotivesBehaviorDialogueInner thoughtsWho says what to whom?Who says what about whom?Flashback(s)Have there been any?

17. Responding to Literature“Meat” LevelMoodWhat is the psychological “feeling” of the literature?Does the setting contribute to the “feeling” of the literature?IronyHave there been any surprises? Outcomes that were the opposite of what you expected?SymbolsWhat has more than one meaning?

18. Responding to LiteratureComments at the Meat LevelI liked / I didn’t like . . . because . . .I understood / didn’t understand why . . . because . . .I felt ___ when ___ said, “. . .,” because . . .I was surprised . . .I thought ____ should / should not have . . .The story made me feel . . . I liked / didn’t like when the author used _____ to symbolize . . . because . . .

19. Responding to Literature“Core” Level: Has the author “met” you with his/her writing?Have you had a change of attitude?Has the writing challenged your beliefs?Has the writing reinforced your beliefs?Has the writing affected you in any other way?

20. Responding to LiteratureComments at the Core LevelThe story made me feel . . .I don’t understand why . . .I could relate to . . .I could not relate to . . . __________ reminds me of . . .This story compares with . . .I felt _____ when . . .

21. Back to you . . .Think about the last piece of literature you read. What was the title? Who is the author? Why did you read it? Choose 3-5 adjectives to describe your experience with the literature. Discuss your responses with a partner.When I read a good book . . . I wish that life were three thousand years long.Ralph Waldo Emerson

22. “The Kiss”Kate Chopin(February 1850-August 1904)Work with a partner. What do you know about the lives of women in the late 1800s? What was expected of them? What was important to them? How did a woman choose her husband? How did a man choose his wife? With your partner, jot down five things you know about women’s lives in the late 1800s. Be prepared to share with the class.

23. “The Kiss”Kate Chopin(February 1850-August 1904)Which is more important – to marry for love, or to marry for money?

24. “The Kiss”Read / listen to the story (10 minutes)Make notes / highlight passages / circle new vocabulary wordsRead the story a second time (10 minutes)Make additional notesWrite a first response paper (you will have 20 minutes)Share your first response with a partner (you will have 10 minutes)

25. Personal Response and Critical ThinkingA response paper IS NOT:a summary of a particular literary work that you’ve readA response paper IS:a short essay that expresses your personal reaction to a particular literary worka short essay that conveys your thoughts and feelings about an aspect of a particular literary worka short essay that discusses how a particular literary work affectedyou as you read it

26. Personal Response and Critical ThinkingA response paper DOES NOT:require you to do outside researchA response paper DOESrequire a careful reading of the literature, clear thinking about what the author has written, and honest writing in response to the what you’ve thought, felt, questioned, disagreed with, agreed with, were touched by – i.e., how you were affected by / how you connected to the particular piece of literaturepresent your point of view in a clear and organized manner

27. Class Blog / Websitehttp://english102wcc02.blogspot.com/Log onSign up to followReview homework assignmentsRespond to “post a comment” activities (participation / non-participation affects your grade)

28. First Response Paper:Guidelines8.5x11-inch paper1-inch marginstyped, double-spaced, Cambria 12 fontShort Story: minimum one (1) page; maximum two (2) pagesPoetry: minimum three-quarter (3/4) page; maximum one (1) pageIMPORTANT NOTE: Papers that do not meet these guidelines will not be accepted. See your syllabus/class website for further specific details.

29. First Response Paper:GuidelinesUpper left-hand corner of the paper, single-spaced:FIRST AND LAST NAMEFebruary 4, 2010Professor Melinda RobertsEnglish 102: Spring 2010Centered Title (all caps and bolded):RESPONSE PAPER: ”YOUNG GOODMAN BROWN”RESPONSE PAPER: “THIS BE THE VERSE” IMPORTANT NOTE: Papers that do not meet these guidelines will not be accepted. See your syllabus/class website for further specific details.

30. Homework: Due February 4, 2010 @ 6:00 PMPurchase class textsLog on to class websitesign up as “follower”response to “post a comment” promptsReadings from Literature: The Human ExperienceChapter 1: pages 1-21Chapter 1: pages 38-42“Young Goodman Brown,” by Nathaniel Hawthorne (pages 81-91)check class website for first response writing prompt“This Be The Verse,” by Philip Larkin (pages 159-160)check class website for first response writing promptArchetypes in Literaturecheck class website for link to handout