This document contains the agenda and materials for an English class. The agenda includes a presentation on literary terms that will be on the upcoming exam, a peer revision session where students will provide feedback on each other's essays, and a discussion of two short stories and an author introduction. The document also defines several literary terms that will be on the exam, including definitions of terms like gay, heterosexual privilege, homophobia, and male privilege. It provides guidance for the peer revision session and lists potential traits of a trickster character that the class will discuss in relation to one of the short stories.
Position Paper—Monstrous IdentitiesENG 1013 Composition II, Arkansa.docxharrisonhoward80223
Position Paper—Monstrous IdentitiesENG 1013: Composition II, Arkansas State University
A Position Paper is a common type of academic argument that is written after reading about and discussing a particular issue in which you should state and defend your position on the issue as well as to illustrate how your opinion relates to similar or opposing opinions about the same issue. When writing your essay, remember that your thesis still needs to be both arguable and supported with details and evidence. Also continue to use transitions, which provide cues for the reader and improve coherence. We will also continue to use the following skills:
· collecting information from readings on a particular issue
· positioning one's claim in relation to other positions on the issue
· documenting sources using MLA in-text citations and works cited
· choosing an effective organizational strategy
· researching the library and Internet for sources
Purpose of the paper: To argue your position on how monsters reflect upon and create identity in at least two of the articles we have read in the Monsters textbook AND the YouTube documentary, showing how your position relates to those of the authors/narrator.
Audience: An academic audience that includes the authors of the readings and others interested in the issue upon which you are focusing.
Strategies:
· Focus on identities found in at least two of the readings. Use a specific, clearly stated thesis to introduce the focus. Introduce the issue early in the discussion.
· Develop your argument by defending your claim and showing how it relates to the positions of your sources. Show the positions of two or more authors/narrators, at least two of which must be from the textbook. Use clearly stated reasons and relevant, effective evidence. Reasons should represent sound logic. Evidence may be drawn from the readings and outside sources such as interviews, surveys, or written sources.
· Organize your paper in a way that effectively conveys information to your readers, is easy to follow, and presents your position in relation to those of the authors.
· Document all outside sources (both written and field sources) using MLA in-text citations and works cited.
· Write in a style that is clear, readable, appropriate to audience, and free from distracting errors in spelling, grammar, and usage.
· For extra information, consult “Major Assignment #2” in Monsters on pgs. 233-234.
Content and Audience
To focus your position paper, you should consider how your own insights add something new to a conversation on monstrosity in your hometown, in our nation, or in the larger world. Then, reflect on this issue, taking notes on perspectives that you feel are missing or on viewpoints that you feel are incompletely or inaccurately expressed. Even if you are writing about an issue with which you are already familiar you will want to read several sources pertaining to the issue before you begin writing. Some questions for you.
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docxchristiandean12115
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
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2. AGENDA
O Presentation: Terms
O Peer Revision: You must have
two copies of your essay. If you
do not, you may leave now and
return in one hour for our class
discussion.
O Discussion: “The Passing of
Grandison” and “Transformation”
O Author Introduction: David
Henry Hwang
3. Terms for Exam 3
O Gay: Someone who is primarily or exclusively attracted to
members of the same sex. In certain contexts, this term is
used to refer only to those who identify as men.
O Heterosexual Privilege: Being able to kiss or hug your
partner in public without threat or punishment; adopting or
foster-parenting children; dating the person of your desire
during your teen years; receiving validation from your
religious community; receiving social acceptance.
O Homophobia: The irrational hatred and fear of lesbian and
gay people that is produced by institutionalized biases in a
society or culture.
O Institutional Oppression: Policies, laws, rules, norms and
customs enacted by organizations and social institutions
that disadvantage some social groups and advantage other
social groups. These institutions include religion,
government, education, law, the media, and health care
system.
4. Intersex: An anatomical variation from typical understandings of
male and female genetics. The physical manifestation, at birth, of
genetic or endocrinological differences from the cultural norm. Also,
a group of medical conditions that challenge standard sex
designations, proving that sex, like gender, is a social construct. At
least one in 2,000 children is born with some degree of ambiguity
regarding their primary and/or secondary sex characteristics. In
these cases, medical personnel cannot easily label the child “boy”
or “girl.” Most of these children receive cosmetic surgery so that the
child’s genitalia conform to societal and familial expectations of
“normalcy,” even thought such surgeries are not medically
necessary and can damage the child’s reproductive organs. The
number of children born with some degree of intersexuality is
difficult to estimate. Intersex and transgender people share some
overlapping experiences and perspectives, but the terms are not
synonymous, and the issues are not the same. Though intersexed
people are opposed to the word “hermaphrodite” because it is
misleading and stigmatizing, it continues to be widely used in the
medical profession.
5. ⥀ Male Privilege: Benefiting from the higher status of men and
attributes associated with men and masculinity within the larger
culture.
⥀ Multiple Identities: The concept that a person’s identity does not
rest solely on one factor (e.g., sexual orientation, race, gender,
etc.). Therefore, no single element of one’s identity is necessarily
dominant, although certain identities can take precedence over
others at certain times.
⥀ Dialect: the language of a particular district, class, or group of
persons. It encompasses the sounds, grammar, and diction
employed by a specific people as distinguished from other persons
either geographically or socially. Dialect, as a major technique of
characterization, is the use by persons in a narrative of distinct
varieties of language to indicate a person’s social or geographical
status, and is used by authors to give an illusion of reality to
fictional characters. It is sometimes used to differentiate between
characters.
6. Euphemism: the use of an indirect, mild, delicate, inoffensive, or
vague word or expression for one thought to be coarse, sordid, or
otherwise unpleasant, offensive, or blunt.
Hyperbole: obvious and deliberate exaggeration or an extravagant
statement. It is a figure of speech not intended to be taken literally
since it is exaggeration for the sake of emphasis. Hyperbole is a
common poetic and dramatic device.
Imagery: the forming of mental images, figures, or likenesses of
things. It is also the use of language to represent actions, persons,
objects, and ideas descriptively. This means encompassing the
senses also, rather than just forming a mental picture.
Metaphor: a figure of speech in which a word or phrase is applied
to a person, idea, or object to which it is not literally applicable. It
is an implied analogy or unstated comparison which imaginatively
identifies one thing with another.
7. O Novel: a lengthy fictitious prose narrative
portraying characters and presenting an
organized series of events and settings. Novels
are accounts of life and involve conflict,
characters, action, settings, plot, and theme.
This is considered the third stage of the
development of imagination fiction, following the
epic and the romance.
O Pathos: A quality of a play’s action that
stimulates the audience to feel pity for a
character. Pathos is always an aspect of
tragedy, and may be present in comedy as well.
O Personification: a figure of speech in which
abstractions, animals, ideas, and inanimate
objects are endowed with human form,
character, traits, or sensibilities.
8. • Protagonist: the leading character of a drama, novel, etc. This is
not always the hero, but is always the principal and central
character whose rival is the antagonist.
• Scene: the place where some act or event occurs. Sometimes the
term is used for an incident or situation in real life. It is also the
division of an act of a play or a unit of dramatic action in which a
single point is made or one effect obtained.
• Drama: A prose or verse composition, especially one telling a
serious story, that is intended for representation by actors
impersonating the characters and performing the dialogue and
action. A serious narrative work or program for television, radio, or
the cinema.
9. Terms Exam 3
ODay: Class 16
OFormat: matching, fill in the
blank, multiple choice, and
definition writing.
ONumber 25 to get 25.
10. Essay 3: Peer Revision Day
1. Get into pairs and exchange papers
2. Read your partner’s essay silently
3. Write a one-sentence summary of the essay’s
thesis in the margin, near the thesis.
4. Carefully and thoughtfully, mark the rubric to
show the writer where he or she is successful
or needs work.
5. Then perform the MLA work on slide 13
11.
12.
13. MLA Formatting: As you read, make notes on the essay. Check
the following:
The header and heading are correct
The essay is double-spaced throughout.
Book titles are italicized.
Essays, articles, and short stories are in quotation marks.
The first time the writer refers to the author or a character,
he or she uses both the first and last name: Leslie
Feinberg; Jess Goldberg. Later references to the author
should be by last name.
References to the literature are in present tense.
In text citations are present and correct. Each citation is
introduced properly.
Commas and periods are INSIDE of quotation marks
UNLESS they are after the parenthetical.
A Works Cited page is present and entries are correctly
formatted.
There is an original title to the work.
14. OReaders: when you finish,
return the draft and the
completed rubric to the
writer.
OWriters: read the
comments and revise your
essay accordingly.
15. Essay #4
Teams
O Get into groups of four or five. (1-2
minutes)
O If you can’t find a group, please
raise your hand.
O Once your group is established,
choose one person to be the keeper
of the points.
O Write down members’ names
O Turn in your sheet at the end of the
class period.
In your groups, discuss
“Grandison” and Trickster
characters and their traits.
Then, identify specific
traits of the trickster you
saw in “Grandison.” Look
for textual evidence.
16. “The Passing of
Grandison”
OWho can offer
a brief
summary of
Grandison?
OWho can offer a
brief summary of
“Transformations
of the Trickster”?
“Transformations
of the Trickster”
18. possible traits of the trickster
• Deceitful (“truth-eluding ambiguity” according to Lock) : The
trickster uses trickery to bring about change. According to Lock,
the trickster “shifts and disguises the boundaries, undoes and
redraws the traditional connections” (III).
• Self-Serving: The trickster often feels that he or she has been
wronged and is therefore justified in taking action to bring about
change and/or to defeat “the enemy.”
• Shape Shifter: The trickster may change forms, sex, and so forth
as an element of surprise to his victim. The change may also be
psychological instead of (or in addition to) a visual change.
According to Lock, “Trickster is not gendered—only cultural
perceptions of the freedom and mobility necessary to be trickster.
Thus, premodern tricksters were imagined as primarily masculine,
though with gender-changing abilities” (III)
19. Cultural Hero:
The trickster may be idealized as a cultural hero when, as the
agent of transformation, he or she overturns a cruel or unfair
leader or political/social system or reverses the fortunes of the
more powerful party. According to Helen Lock, this characteristic
separates the fool from the trickster. “The true trickster’s trickery
calls into question fundamental assumptions about the way the
world is organized, and reveals the possibility of transforming
them (even if for ignoble [shameful] ends)” (Lock III). Michael J.
Carroll includes cultural hero as an attribute as well; he
characterizes the trickster as “a transformer who makes the world
habitable for humans by ridding it of monsters or who provides
those things [such as fire] that make human society possible
(“Levi-Strauss, Freud, and the Trickster” 305). Hardy
characterizes the trickster as the source of unexpected changes in
a world where change is not always comfortable and as a symbol
of the uncertain world in which we live.
20. • Solitary creature: Many tricksters are solitary animals (or
humans), working alone rather than with a partner or within a
group – to undertake change. Michael P. Carroll notes that
“Ravens are usually sighted singly or at most in pairs; coyotes
forage independently…; hares have long been noted for their
solitariness…Spiders generally associate with members of their
own species on only two occasions: when they are born and
when they mate” (“Trickster as Selfish Buffoon” 115).
• Physically, intellectually, or socially weak creature: The
trickster is often portrayed as a much weaker character than his
prey, and yet through cleverness and trickery, he is able to
overcome all obstacles and prevail. In some cases the trickster
may appear to be weaker physically in order to confuse his
prey (false frailty).
21. • Special tools: The trickster may have special tools or
abilities that enable him to perform his acts. Often these tools
include magic and/or supernatural powers.
• Teacher: The trickster is a purveyor of life lessons through
the stories, from manners to ethics. T
• “Trickster discourse is the process whereby language
negotiates the boundaries of the crossblood’s world,
deconstructing the fixed, authoritative beliefs and definitions
that Vizenor has called “terminal creeds” (Bearheart xiv)”
(Qtd. In Lock III).
• Some “tricksters work to transform the limitations and
boundaries of language in ways that can have real-world
consequences for the ethnic American” (Lock III).
23. O Study: Vocab/terms for Exam 3
O Finish Chinglish
O Read: Defining the Trickster:
This is posted under "Secondary
Readings." It is very brief and
easy reading.
O Post # 19: Using either or both
"Transformation of the
Trickster” and “Defining the
Trickster,” discuss Chinglish by
identifying traits of the trickster
that correspond to characters,
motivations, and outcomes in
the play. Use textual evidence!
Revise Essay 3 and
submit it through
Kaizena before our
next meeting.