This document outlines the schedule, readings, activities, and assignments for a hybrid literature and composition class over 10 weeks. It includes in-class and online components as well as homework assignments such as essays, discussion posts, and reading responses. The course introduces various literary theories including New Criticism, feminist criticism, psychoanalytic criticism, and trauma theory and applies them to analyzing poems, short stories, and novels. Students write three formal essays analyzing works through different theoretical lenses.
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.
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 overview of the schedule and assignments for a literature class focused on A Game of Thrones. In week 1, students read an excerpt of the book and wrote haiku responses. They learned about rhetorical strategies like using compressed statements. In week 2, students continued reading and discussing the book, writing dialogues and question-hint-question responses. The document outlines the subsequent weeks' activities like vocabulary tests, character analysis essays, and further examinations of rhetorical devices in the text.
This document provides an overview of the schedule and assignments for a literature class focused on A Game of Thrones. In week 1, students read an excerpt of the book and wrote haiku responses. They learned about rhetorical strategies like using compressed statements. In week 2, students continued reading and discussed the book, writing dialogues and question-hint-question responses. The schedule outlines subsequent weeks of reading, in-class exercises, vocabulary tests, and the development of an essay analyzing a character from the book.
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 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.
YES. . .They WILL Read for Indiana Reading Association Fall 2013Paul Hankins
This document provides an overview of strategies and resources used in an English classroom to promote reading. It discusses creating text sets that weave together different types of texts on a central topic or question. Examples provided include pairing novels, poems, videos and other materials to explore concepts like goodness. The classroom utilizes book discussions, advanced reader copies and a diverse classroom library. Student comments indicate the approach has increased reading enjoyment and amounts. Professional development resources are also mentioned.
This document outlines the schedule and assignments for an EWRT 2 course on writing about A Game of Thrones. In week 1, students will read an excerpt of the book, write haiku responses, and complete a vocabulary quiz. They will analyze characters and discuss different sides of issues. Week 2 continues with vocabulary, using dialogue for explanation, and writing question-hypothesis-question responses. Students will outline their character analysis essay in week 3, defining their chosen character through examples and explanations. Homework includes continued reading, writing exercises, and vocabulary study.
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.
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 overview of the schedule and assignments for a literature class focused on A Game of Thrones. In week 1, students read an excerpt of the book and wrote haiku responses. They learned about rhetorical strategies like using compressed statements. In week 2, students continued reading and discussing the book, writing dialogues and question-hint-question responses. The document outlines the subsequent weeks' activities like vocabulary tests, character analysis essays, and further examinations of rhetorical devices in the text.
This document provides an overview of the schedule and assignments for a literature class focused on A Game of Thrones. In week 1, students read an excerpt of the book and wrote haiku responses. They learned about rhetorical strategies like using compressed statements. In week 2, students continued reading and discussed the book, writing dialogues and question-hint-question responses. The schedule outlines subsequent weeks of reading, in-class exercises, vocabulary tests, and the development of an essay analyzing a character from the book.
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 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.
YES. . .They WILL Read for Indiana Reading Association Fall 2013Paul Hankins
This document provides an overview of strategies and resources used in an English classroom to promote reading. It discusses creating text sets that weave together different types of texts on a central topic or question. Examples provided include pairing novels, poems, videos and other materials to explore concepts like goodness. The classroom utilizes book discussions, advanced reader copies and a diverse classroom library. Student comments indicate the approach has increased reading enjoyment and amounts. Professional development resources are also mentioned.
This document outlines the schedule and assignments for an EWRT 2 course on writing about A Game of Thrones. In week 1, students will read an excerpt of the book, write haiku responses, and complete a vocabulary quiz. They will analyze characters and discuss different sides of issues. Week 2 continues with vocabulary, using dialogue for explanation, and writing question-hypothesis-question responses. Students will outline their character analysis essay in week 3, defining their chosen character through examples and explanations. Homework includes continued reading, writing exercises, and vocabulary study.
Part 1: The Common Application and the college essay questionJennifer Colby
This document provides guidance on how not to write a college admissions essay. It discusses that the essay, along with extracurricular activities and short answers, allow applicants to stand out from their academic credentials alone. The document then covers topics like understanding the audience of admissions officers, using creative nonfiction techniques to tell a true story, and dos and don'ts for the essay. It includes sample essay prompts and provides a writing workshop for students to develop potential essay ideas.
Part 1 and 2: The Common Application and the college essay questionJennifer Colby
As a result of this lesson, students should understand the purpose, requirements, and review process of the college application essay as work of creative nonfiction in order to draft an original, creative, and authentic 250-word essay on a college essay prompt chosen from a list of provided prompts. In panels, students will then peer edit the 250-word college essay drafts in consideration of the appropriate audience, thought organization, personal expression, and writing skills. Panels will present their findings to the class and the class will reflect on the success of selected essays based on understanding of the lesson.
This document outlines the schedule and assignments for a literature course on George R.R. Martin's A Game of Thrones over 4 weeks. It includes readings to be completed from the book, vocabulary tests, writing assignments such as haikus, debates, character analyses and an essay, and in-class activities like discussions and exercises on rhetorical devices. The course introduces techniques for analyzing characters and arguing different perspectives to prepare students for an essay analyzing a character from the book.
Teacher training workshop for English teachers featuring lots of tips and practical ideas on how to use educational technology #EdTech to teach current events in the #ESL classroom.
: CLIL in Practice: Syllabus, Materials, Assessment and Interaction through E...Richard Pinner
This 90 minute session will feature a 45 minute mini-demo lesson from a CLIL course on English Literature. The session will focus on the works of Sylvia Plath; examining her relationship to her own father and also her husband, Ted Hughes, through analysing her poem “Daddy”. Before and after the mini-demo lesson the speaker will situate the lesson in the context of the course, and explain how syllabus, materials and assessments would work together to ensure the lesson satisfies the “dual aims” of the CLIL approach (language and content). Samples of students’ work will also be shown in order to demonstrate how CLIL works in Practice, with a special focus on assessment and interaction. This is a very hands-on and practical session using real-life examples from a practicing teacher. There will also be time for questions and discussion at the end.
This document discusses challenging the narrative that students cannot write by focusing on what students do well and using writing in the classroom. It argues we should encourage risk-taking, see errors as a sign of learning, value different types of writing, and write with students. The document also discusses incorporating more writing into math classrooms to help students own concepts. Overall, it promotes changing mindsets about student writing to celebrate their strengths and encourage continued growth.
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 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 outlines the schedule and assignments for a literature course over 4 weeks. It includes readings from A Game of Thrones, writing assignments such as haiku, dialogues and character analyses, vocabulary studies and exams. Class sessions will cover techniques like rhetorical strategies, argumentation and developing a thesis. By week 4, students are expected to have a working thesis and outline for their essay on a character from the novel, with citations and evidence from the text.
This document outlines the schedule and assignments for a literature course over 4 weeks. It includes readings from A Game of Thrones, writing assignments such as haiku, dialogues and character analyses, vocabulary studies and exams. Key activities are discussing the novel, developing arguments using different rhetorical strategies, choosing an essay prompt and outlining the thesis. The schedule is detailed, with multiple assignments due each week including posts, readings, exercises and tests to aid learning.
This document outlines a lesson plan for a 9th grade language arts class on The Holocaust and The Diary of Anne Frank. Students are divided into groups and each group is assigned a person from The Diary of Anne Frank to research. They will create a poster with information about their assigned person and present their findings to the class. The process involves researching online and in books to complete the poster and a diary entry from the perspective of their assigned person. The lesson aims to provide an in-depth study of the characters and real people depicted in Anne Frank's diary to help students better understand The Holocaust.
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 a summary of the weekly schedule and assignments for a hybrid literature and composition class. It includes the following key details:
- The class meets in-person three times per week and has online components and assignments on the other days.
- Over the course of six weeks, the class covers topics like New Criticism, feminist criticism, psychoanalytic criticism, and trauma theory as applied to different literary works.
- Students complete two essays applying different literary theories and have regular reading assignments, discussion posts, and at-home work like outlining essays.
- The schedule culminates in a review for Exam 1 and introduces materials for Exam 2 in the final week.
This document provides a weekly schedule for an English literature and composition class that is taught in a hybrid format. It includes the following:
- Weekly topics that will be covered in in-class and online class sessions, including New Criticism, feminist criticism, psychoanalytic criticism, and trauma theory.
- Assigned readings from course textbooks and short stories to be completed each week.
- Homework assignments such as posting discussion questions, analyzing poems, drafting essay outlines and introductions.
- Details of two major essay assignments that students will complete over the course of the semester on different literary topics and using different critical lenses.
The schedule provides students an overview of all course activities, readings and assignments that
This document outlines the schedule and assignments for the first three weeks of a literary theory course. It includes readings on literary theory, poetry analysis assignments applying new criticism, and the drafting of a 2-3 page essay analyzing a poem using new critical techniques. Students are expected to post responses to discussion questions, summaries of readings and poems, outlines of their essay analysis, and drafts of their work. Class sessions will include lectures on theory, close readings of poems, workshops to provide feedback on essay drafts. The goal is for students to gain familiarity with literary theory and new criticism through application to poetry.
This document outlines the schedule and assignments for the first three weeks of a literary theory course. It includes readings on literary theory, poetry analysis assignments applying new criticism, and the drafting of a 2-3 page essay analyzing a poem using new critical techniques. Students are expected to post responses to discussion questions, summaries of readings and poems, outlines of their essay analysis, and drafts of their work. Class sessions will include lectures on theory, close readings of poems, workshops to provide feedback on essay drafts. The goal is for students to gain familiarity with literary theory and new criticism through application to poetry.
This document outlines the schedule and assignments for the first three weeks of a literary theory course. In Week 1, students are introduced to the concept of literature and different literary theories. They complete readings on Terry Eagleton's view of literature and an overview of various literary theories. In Week 2, the focus is on formalist and New Criticism approaches, including a lecture on these topics and an activity analyzing a poem and critical essay using New Criticism. Students scan poems and begin analyzing them using formalist lenses. Week 3 involves drafting and workshopping Essay 1, which applies New Criticism to analyze one of the assigned poems. The schedule provides reading assignments, discussion topics, lecture outlines, and due dates for discussion posts and
This document outlines the weekly schedule and assignments for a hybrid literature and composition class. It includes the in-class and online activities, readings, and homework assignments for each week. The class will cover topics like New Criticism, feminist criticism, psychoanalytic criticism, and trauma theory. Students will read and analyze short stories and poems, take two exams, and write two essays - one applying New Criticism and the other writing a response to a work of literature. The schedule provides detailed instructions for students on the readings, discussions, and writing assignments they need to complete each week for the class.
The document provides guidance and questions for an assignment on chapter 1 of Essentials of Children's Literature. Students are instructed to read the chapter, post answers to discussion questions on a discussion board, and respond to at least 3 other posts. The document also includes additional questions about defining children's literature, choosing quality books, the academic and personal values of literature, and finding book titles and reviews.
The Book Love Elective: Taking the Relationship to the Next Level (with clean...Austin Hall
**NOTE -- Ignore the tinyurl link on slide 1.** Austin Hall's Session for Day One of nErDcampMI 2018 on Strategic Reading, his reading workshop based, senior elective course. This version has been modified so that no slides have content that is hidden/obstructed from view.
Part 1: The Common Application and the college essay questionJennifer Colby
This document provides guidance on how not to write a college admissions essay. It discusses that the essay, along with extracurricular activities and short answers, allow applicants to stand out from their academic credentials alone. The document then covers topics like understanding the audience of admissions officers, using creative nonfiction techniques to tell a true story, and dos and don'ts for the essay. It includes sample essay prompts and provides a writing workshop for students to develop potential essay ideas.
Part 1 and 2: The Common Application and the college essay questionJennifer Colby
As a result of this lesson, students should understand the purpose, requirements, and review process of the college application essay as work of creative nonfiction in order to draft an original, creative, and authentic 250-word essay on a college essay prompt chosen from a list of provided prompts. In panels, students will then peer edit the 250-word college essay drafts in consideration of the appropriate audience, thought organization, personal expression, and writing skills. Panels will present their findings to the class and the class will reflect on the success of selected essays based on understanding of the lesson.
This document outlines the schedule and assignments for a literature course on George R.R. Martin's A Game of Thrones over 4 weeks. It includes readings to be completed from the book, vocabulary tests, writing assignments such as haikus, debates, character analyses and an essay, and in-class activities like discussions and exercises on rhetorical devices. The course introduces techniques for analyzing characters and arguing different perspectives to prepare students for an essay analyzing a character from the book.
Teacher training workshop for English teachers featuring lots of tips and practical ideas on how to use educational technology #EdTech to teach current events in the #ESL classroom.
: CLIL in Practice: Syllabus, Materials, Assessment and Interaction through E...Richard Pinner
This 90 minute session will feature a 45 minute mini-demo lesson from a CLIL course on English Literature. The session will focus on the works of Sylvia Plath; examining her relationship to her own father and also her husband, Ted Hughes, through analysing her poem “Daddy”. Before and after the mini-demo lesson the speaker will situate the lesson in the context of the course, and explain how syllabus, materials and assessments would work together to ensure the lesson satisfies the “dual aims” of the CLIL approach (language and content). Samples of students’ work will also be shown in order to demonstrate how CLIL works in Practice, with a special focus on assessment and interaction. This is a very hands-on and practical session using real-life examples from a practicing teacher. There will also be time for questions and discussion at the end.
This document discusses challenging the narrative that students cannot write by focusing on what students do well and using writing in the classroom. It argues we should encourage risk-taking, see errors as a sign of learning, value different types of writing, and write with students. The document also discusses incorporating more writing into math classrooms to help students own concepts. Overall, it promotes changing mindsets about student writing to celebrate their strengths and encourage continued growth.
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 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 outlines the schedule and assignments for a literature course over 4 weeks. It includes readings from A Game of Thrones, writing assignments such as haiku, dialogues and character analyses, vocabulary studies and exams. Class sessions will cover techniques like rhetorical strategies, argumentation and developing a thesis. By week 4, students are expected to have a working thesis and outline for their essay on a character from the novel, with citations and evidence from the text.
This document outlines the schedule and assignments for a literature course over 4 weeks. It includes readings from A Game of Thrones, writing assignments such as haiku, dialogues and character analyses, vocabulary studies and exams. Key activities are discussing the novel, developing arguments using different rhetorical strategies, choosing an essay prompt and outlining the thesis. The schedule is detailed, with multiple assignments due each week including posts, readings, exercises and tests to aid learning.
This document outlines a lesson plan for a 9th grade language arts class on The Holocaust and The Diary of Anne Frank. Students are divided into groups and each group is assigned a person from The Diary of Anne Frank to research. They will create a poster with information about their assigned person and present their findings to the class. The process involves researching online and in books to complete the poster and a diary entry from the perspective of their assigned person. The lesson aims to provide an in-depth study of the characters and real people depicted in Anne Frank's diary to help students better understand The Holocaust.
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 a summary of the weekly schedule and assignments for a hybrid literature and composition class. It includes the following key details:
- The class meets in-person three times per week and has online components and assignments on the other days.
- Over the course of six weeks, the class covers topics like New Criticism, feminist criticism, psychoanalytic criticism, and trauma theory as applied to different literary works.
- Students complete two essays applying different literary theories and have regular reading assignments, discussion posts, and at-home work like outlining essays.
- The schedule culminates in a review for Exam 1 and introduces materials for Exam 2 in the final week.
This document provides a weekly schedule for an English literature and composition class that is taught in a hybrid format. It includes the following:
- Weekly topics that will be covered in in-class and online class sessions, including New Criticism, feminist criticism, psychoanalytic criticism, and trauma theory.
- Assigned readings from course textbooks and short stories to be completed each week.
- Homework assignments such as posting discussion questions, analyzing poems, drafting essay outlines and introductions.
- Details of two major essay assignments that students will complete over the course of the semester on different literary topics and using different critical lenses.
The schedule provides students an overview of all course activities, readings and assignments that
This document outlines the schedule and assignments for the first three weeks of a literary theory course. It includes readings on literary theory, poetry analysis assignments applying new criticism, and the drafting of a 2-3 page essay analyzing a poem using new critical techniques. Students are expected to post responses to discussion questions, summaries of readings and poems, outlines of their essay analysis, and drafts of their work. Class sessions will include lectures on theory, close readings of poems, workshops to provide feedback on essay drafts. The goal is for students to gain familiarity with literary theory and new criticism through application to poetry.
This document outlines the schedule and assignments for the first three weeks of a literary theory course. It includes readings on literary theory, poetry analysis assignments applying new criticism, and the drafting of a 2-3 page essay analyzing a poem using new critical techniques. Students are expected to post responses to discussion questions, summaries of readings and poems, outlines of their essay analysis, and drafts of their work. Class sessions will include lectures on theory, close readings of poems, workshops to provide feedback on essay drafts. The goal is for students to gain familiarity with literary theory and new criticism through application to poetry.
This document outlines the schedule and assignments for the first three weeks of a literary theory course. In Week 1, students are introduced to the concept of literature and different literary theories. They complete readings on Terry Eagleton's view of literature and an overview of various literary theories. In Week 2, the focus is on formalist and New Criticism approaches, including a lecture on these topics and an activity analyzing a poem and critical essay using New Criticism. Students scan poems and begin analyzing them using formalist lenses. Week 3 involves drafting and workshopping Essay 1, which applies New Criticism to analyze one of the assigned poems. The schedule provides reading assignments, discussion topics, lecture outlines, and due dates for discussion posts and
This document outlines the weekly schedule and assignments for a hybrid literature and composition class. It includes the in-class and online activities, readings, and homework assignments for each week. The class will cover topics like New Criticism, feminist criticism, psychoanalytic criticism, and trauma theory. Students will read and analyze short stories and poems, take two exams, and write two essays - one applying New Criticism and the other writing a response to a work of literature. The schedule provides detailed instructions for students on the readings, discussions, and writing assignments they need to complete each week for the class.
The document provides guidance and questions for an assignment on chapter 1 of Essentials of Children's Literature. Students are instructed to read the chapter, post answers to discussion questions on a discussion board, and respond to at least 3 other posts. The document also includes additional questions about defining children's literature, choosing quality books, the academic and personal values of literature, and finding book titles and reviews.
The Book Love Elective: Taking the Relationship to the Next Level (with clean...Austin Hall
**NOTE -- Ignore the tinyurl link on slide 1.** Austin Hall's Session for Day One of nErDcampMI 2018 on Strategic Reading, his reading workshop based, senior elective course. This version has been modified so that no slides have content that is hidden/obstructed from view.
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 outlines the agenda for an English class. It includes putting desks in a U-shape, reviewing an idiom, quizzes on a novel and vocabulary, a newspaper presentation with group discussion, and homework assignments on completing vocabulary practice, group tasks, and novel readings. Students will discuss the main idea and costs of college in their home country compared to the US, views on the necessity of college, the affordability crisis, high tuition costs, and potential solutions.
Ewrt 1 c class 17 writing essay 2 review for exam 1jordanlachance
This document contains the agenda for EWRT 1C Class 17. It includes details about Essay #2, such as the prompt, which asks students to analyze one of the stories read in class. It also covers revising thesis statements with partners and different ways to structure the introduction, including using a directed summary. The document concludes with a review of material for Exam #1 on short stories, poems, and literary theories covered in the first 16 classes.
Ewrt 1 c class 17 writing essay 2 review for exam 1jordanlachance
This document contains the agenda for an EWRT 1C class. It includes details about essay assignment #2, such as the prompt, which asks students to analyze one of the stories read in class. It also discusses revising thesis statements with partners and different ways to structure the introduction, such as using a directed summary. The document concludes with a review of material for exam #1, covering short stories, poems, and literary theories like New Criticism.
Ewrt 1 c class 17 writing essay 2 review for exam 1jordanlachance
This document contains the agenda and notes for an EWRT 1C class. The agenda includes reviewing the prompt for Essay #2, revising thesis statements, and ways to structure the introduction. Students will analyze one of four short stories provided and write a 4-7 page thesis-driven essay. The prompt encourages using critical lenses studied in class. Notes cover reviewing thesis statements with peers, writing a directed summary for the introduction that states the title, hooks the reader, briefly summarizes while assuming familiarity, uses transitions, and includes the thesis. The class will also review for Exam #1 on short stories, poems, and literary theories covered in classes 1-16 in preparation for the exam.
Ewrt 1 c class 17 writing essay 2 review for exam 1jordanlachance
This document contains the agenda and notes for an EWRT 1C class. The agenda includes reviewing the prompt for Essay #2, revising thesis statements, and ways to structure the introduction. Students will analyze one of four short stories provided and write a 4-7 page thesis-driven essay. The prompt encourages using critical lenses studied in class. Notes cover reviewing thesis statements with peers, writing a directed summary for the introduction that states the title, hooks the reader, briefly summarizes while assuming familiarity, uses transitions, and includes the thesis statement near the end. The class will also review for Exam #1 on short stories, poems, and literary theories covered like New Criticism, feminist criticism, and psychoanalytic
This document discusses research into using blogging to improve student learning. Students in an education degree were required to write blog posts and comments about academic readings. The research found that blogging led students to read more widely, have richer discussions of texts, develop more sophisticated thinking, and feel more engaged with their studies. However, students found commenting on each other's posts unproductive and it raised issues around identity and confidence. Overall, blogging showed potential to improve learning but challenges remain around facilitating discussion and building students' confidence.
The document discusses resources from Orca Books to help struggling readers, including short novels, audiobooks, graphic novels, and teachers' guides. It provides details on different series for various age groups that have compelling stories and characters. These resources are aimed at reluctant readers and seek to engage them and improve literacy. The document also answers questions about best practices for reaching struggling readers and using literature circles.
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.
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.
Course DescriptionThis course will help you write prose that i.docxvoversbyobersby
Course Description
This course will help you
write prose
that is clear and informative. Clear thinking is the first step in reaching this goal. The class discussions, quizzes, and essay assignments have been especially designed to develop your critical thinking skills in this regard.
Another key ingredient in the ability to write strong prose is
active reading.
You must be able to take apart a piece of writing and analyze it on an abstract level. Leonardo da Vinci would never have been able to paint his Mona Lisa if he hadn't done his homework about human anatomy. The same goes for each of you--except you will be studying the flesh, blood, and bones of written prose. This active form of reading will help you when it comes time to do a little creating of your own on the printed page.
Average Workload Per Week
The average week in WR 122 will involve about 10-15 minutes per day of outside readings or watching video documentaries. There are only three essays. The first is a minimum of 2.5 pages long, the second is 3.5 pages long, and the third is 4.5 pages long.
Instructional Approach
This course is arranged chronologically and employs a modular design. Each week, students should complete all assignments listed in that week's lesson module. These modules can be accessed by clicking the "Learning Modules" folder on the Course Menu.
Due dates
for each week's assignments will be listed in the
Course Calendar
link which is available on the Course Menu.
All submissions will by due
by
midnight
on the date specified.
Assignments within the modules may direct students to use many of the tools contained in Blackboard, including the Assignment dropbox, Discussion Board, and Quizzes. These tools will be accessible both from within the weekly learning modules, as well as from the Course Menu.
Communication Guidelines
Communicate
by using the Blackboard e-mail system which can be accessed from the Course Menu. You can use Blackboard e-mail to send a private e-mail to your instructor and/or classmates. I will be checking email in Blackboard daily on weekdays. E-mail sent on weekdays will be answered within 48 hours. E-mail sent over the weekend will be answered the following Monday.
If your question or comment would be of interest to other students, please post it to the corresponding weekly
Discussions
area or
Chat
board. This way other participants can help answer questions, and all participants will benefit from the answers. Your first communication assignment is to introduce yourself in the discussion topic "Introductions."
Learning Outcomes
By the end of the term, you should be able to use critical thinking to analyze, synthesize and evaluate ideas. Your essays and compositions will demonstrate whether or not you have achieved this goal.
Learning yow to write is not always a clean orderly activity. A blank page is always cleaner than one filled with ink Messes will be encouraged in this course, so long as they are not cre.
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.
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.
Red provides a summary of the document in under 3 sentences:
Red recalls discussing trauma theory with his classmates, including topics like the fight-or-flight response, learned helplessness, and how trauma affects memory and emotions. The class debated the application of trauma theory to literature using examples from Bloom and Balaev. They also discussed the depiction of trauma in the film The Shawshank Redemption.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Film vocab for eal 3 students: Australia the movie
Ewrt 1 c spring 2017new
1. Week In-Class Activities Homework
Week 1
4/10
Class Work Homework
Essay #1
Class 1 v The Course Description and Details
v What is a Hybrid Class?
v Syllabus, Green Sheet, Website, and
Kaizena, and the QHQ
v The Lecture
a. What is Literature and
Composition?
b. What is literature?
c. What is Literary Theory?
d. What is New Criticism?
• Establish your username and explore the class
webpage
• Buy your books
• Read: Critical Theory Today: Chapter 1
Introduction 1-10
• Read: Critical Theory Today: Chapter 5 New
Criticism 135-164
• Post #1: QHQ: Literature, Literary Theory, or New
Criticism
Class 2 › Teams
› Review
› New Criticism
› The Formal Elements of New Criticism
› Paradox
› Irony
› Tension
› Ambiguity
› QHQs
› The Online Hour
• Review the readings and ideas we have covered
this week.
• Don’t forget to work through the online portion of
the class. You can find it under “Presentations,”
“Weeks 1-2” and “Class 3.”
Class 3
Online
• Figurative Language
• Poetry Reading:
• “My Papa’s Waltz”
• Critical Essay Reading:
• “‘My Papa’s Waltz’: A New Critical
Reading.”
• Post #2: Post a paragraph or two outlining your own
New Critical insights about “My Papa’s Waltz.” Then
write a paragraph discussing your agreement or
disagreement with the author of the New Critical
Essay. Consider thesis, figurative language, and
conclusion.
• Bring copies of “My Papa’s Waltz” and “My Papa’s
Waltz: A New Critical Approach” to class.
Week 2
4/17
Class 4 — Review: Formal Elements of Writing/
figurative language
— Group Activity “My Papa’s Waltz” and
“My Papa’s Waltz: A New Critical
Approach.
— Group Work: Identify and discuss
qualities of New Criticism as they are
(or are not) applied in this essay.
Provide specific examples from the
essay, the poem, or the
definition/description of New
Criticism.
— Scanning Poetry
READ
• “There Is a Girl Inside”
• “The Fish”
• “A Black Rook in Rainy Weather”
• “Memories of West Street and Lepke”
• “To His Coy Mistress”
• Choose one poem to scan (meter and rhyme)
• POST # 3: summarize the form (slides 19- 20 for
help).
• Choose two you might want to write about. Print
them both and bring them to class.
2. Class 5 • Review scanning poetry
• New rhetorical strategies:
• Using the new critical lens to analyze
• Introduction to essay #1
• In class writing
–
• Post # 4: Answer 7 of the 9 questions on slide 27
• Bring your notes to our next meeting
Class 6
Online
¨ Analyze your poem
¨ Write your thesis
¨ Begin to gather support for your thesis
¨ Post #5
n Title of your essay
n Your thesis statement
n A general outline
¨ Bring your outline (and a copy of your poem) to
class Monday
Week 3
4/24
Class 7 The Writing:
• The Thesis
• Introductions
• The Argument
• Conclusions
The Technical Details:
• Integrating quotations
• In text citations
• The works cited page
• MLA formatting
Ø Post #6: Your introduction with your thesis; your
conclusion
Ø Draft your essay
Ø Bring two complete copies of your draft to our
next class.
Class 8 Writing Workshop
Finish your essay.
Submit essay #1 through Kaizena by Saturday,
Week 3 at noon.
Class 9
Online
¨ An Introduction to Feminist Criticism
¨ Read: Tyson’s Feminist Criticism
¨ Re-read “To His Coy Mistress”
¨ Read “‘To His Coy Mistress’: A Feminist
Reading.”
¨ Homework
¨ Post #7: What is the primary focus of feminist
criticism and theory? Or, how do feminist critics
and theorists regard the role of women in
literature? Or QHQ Feminist Criticism
¨ Post # 8: QHQ: “To His Coy Mistress,” or ‘To His
Coy Mistress’: A Feminist Reading.”
¨ Bring: Andrew Marvell’s “To His Coy Mistress”
and “To His Coy Mistress”: A Feminist Reading.
Week 4
5/01
Essay #2
Class 10 ò New Teams
ò Literary Theory: The Extrinsic Lens
ò Feminist Criticism
ò Andrew Marvell “To His Coy Mistress”
ò Group Activity: Using Feminist
Criticism
ò Read: Lois Tyson: Chapter 2 “Psychoanalytic
Criticism” pages 11-49
ò Reread: Bishop’s “The Fish”
ò Read: Elizabeth Bishop’s “The Fish”: A
Psychoanalytic Reading (“Course Readings” and
“theory texts.” Bring copies of both texts.
ò Post #9: What is the purpose of psychoanalytical
criticism? OR QHQ on the Tyson reading
3. Class 11 Lecture/Discussion: Psychoanalytic
Criticism
Group Activity:
Bishop’s “The Fish” and Elizabeth Bishop’s
“The Fish”: A Psychoanalytic Reading.
Post #10: Identify and discuss qualities of
psychoanalytic criticism as it is applied in this essay.
Provide specific examples from the essay, the poem,
or the definition/description of Psychoanalytic
Criticism.
Class 12
Online
¨ Author Introductions
¨ James Joyce
¨ Anton Chekhov
¨ Read “Araby” by James Joyce
¨ Read “The Bet” by Anton Chekhov
¨ Post #11: Choose one
¤ Identify and discuss one or more of the
numerous religious symbols in the “Araby.”
¤ The narrator of "Araby" moves from innocence
to experience through his epiphany. What has
he learned by the end of the story?
¤ Write a short psychological profile of the
narrator of “Araby” based on a passage from the
story.
¤ QHQ “Araby”
¤ Write a short psychological profile of either the
lawyer or the banker in “The Bet” based on a
passage or two from the story.
¤ Has the lawyer been traumatized or
enlightened? Why do you think so?
¤ QHQ “The Bet”
Week 5
5/8
Class 13 § Short Story Discussions:
o “Araby”
o “The Bet”
§ Historical Content
§ Literary Style
§ Questions
§ QHQ
Read “The Story of an Hour”
Post #12: Choose one
v Discuss Mrs. Mallard as a sympathetic character
or as a cruel and selfish character. How might
your own gender, age, class or ethnicity influence
your response?
v Do you think Chopin's critique of the institution of
marriage, as expressed by Louise, is applicable
today?
v Discuss the story through one critical lens
v Discuss Trauma: who suffers it and why?
v QHQ
Read: “A Very Old Man with Enormous Wings”
Post #13: Choose one
v Speculate on the identity of the “old man.”
v How does the manner in which Garcia Marquez
treats the traditional idea of angels in "A Very Old
Man with Enormous Wings" compare with the
way angels are represented or interpreted
elsewhere?
v Discuss the story through one critical lens
v Discuss Trauma: who suffers it and why?
v QHQ
4. Class 14 v Author Introductions:
v Kate Chopin
v Gabriel García Márquez
v Short Story Discussions:
v “The Story of an Hour”
v “A Very Old Man with Enormous
Wings”
v Historical Content
v Literary Style
v Questions
v QHQ
No homework
Class 15
Online
u Introduction to Essay #2
u Read the Essay #2 Prompt
u Read both responses to “Araby”: Crane
and Ratinov
u Look under “Essay Prompts” and
“Essay 2.”
u Writing a response to literature
u Post # 14
u Homework
1. Post #14: Answer the questions on Slide 13
2. Choose the short story on which you will write
your essay.
3. Print it and bring it to class.
4. Print the Crane and Ratinov essays and bring
them to class.
Week 6
5/15
Class 16 • Essay #2 Prompt
• Writing about Literature
• Review: Crane and Ratinov
• Basic Features
• Annotating and Analyzing your story
• Writing your thesis
• Outlining your essay
• Reread and analyze your story
• Post #15: Tentative thesis and essay outline
• Bring a hardcopy or your device to class as we will
be working on essay # 2
Class 17 • Essay #2:
• The Prompt
• Reviewing and revising your thesis
• Ways to Proceed
• Introductions
• Review for Exam #1
Ø Study for exam #1
Ø Post # 16: Your introduction, thesis, and best
body paragraph.
Ø Work on Essay #2
Class 18
Online
¨ Draft Paper #2
¨ Study for exam #1
¨ Begin Rita Hayworth and the Shawshank
Redemption
¨ Exam #1 is at our next meeting
Week 7
5/22
Class 19 Exam #1 Poetry, Short Stories, New,
Feminist and Psychoanalytic Criticisms
¨ Finish Rita Hayworth and the Shawshank
Redemption
¨ Finish a draft of essay #2
¨ Bring: Two complete copies of your draft (At least
4 pages) for an in-class writing workshop
5. Class 20 › Writing Workshop: Essay # 2
› You need two copies of your essay
for this exercise.
› Introduction to Trauma Theory
Ø Work on Essay #2: Due Sunday, week 8 at
Noon
Ø Read Bloom’s “Trauma Theory Abbreviated”
Ø Read Balaev’s “Trends in Literary Trauma
Theory”
Ø Post # 17: QHQ Bloom or Balaev
Class 21
Online
¨ Author Introduction: Stephen King
¨ Historical Context
¨ Literary Style
¨ Finish Reading Rita Hayworth and
Shawshank Redemption
Edit Essay #2
Essay 2 Due Sunday, week 8 at Noon via Kaizena
› Post #18
› QHQ: Rita Hayworth and Shawshank
Redemption.
› Post #19 Choose one
› Discuss trauma (Bloom and Baelev) as it
applies to any one character in Rita Hayworth
and the Shawshank Redemption. Use textual
support to make a case that the traumatic
incident has long term ramifications.
› Using a psychoanalytic lens, do a character
profile of any character in The Shawshank
Redemption.
Week 8
5/29
No Class
Catch up!
Class 22 ² New Teams
² Trauma Theory
² Discussion:
² Trauma Theory
² Bloom
² Balaev
² Discussion: Rita Hayworth and
Shawshank Redemption
Class 23
Online
¨ Read The Metamorphosis
¨ Author Introduction:
Franz Kafka
¨ Historical Context
¨ Literary Style
Read Kafka’s The Metamorphosis
Post #20 Answer one of the questions from slides 12,
13, or 14 in 200-300 words
6. Week 9
6/5
Class 24 × Novella Discussion:
× Final comments: Rita Hayworth and
Shawshank Redemption
× Begin The Metamorphosis
× Questions
× Themes and Characters
× Potential Theoretical Approaches
Read Night First half
Post #21 QHQ
Class 25 s Discussion:
s End: The Metamorphosis
s Begin: Night
s Author Introduction:
s Elie Wiesel
s Historical Context
s Summary
s QHQ
No Homework
Class 26
Online
Finish Night
s Themes
s Literary Style
s Tensions
s Theoretical Approaches
s Finish Night
s Post #22 QHQ Night: Focus on a close reading of a
passage (or passages) that you could use to do a
critical reading through a particular theoretical
lens. Consider New Critical, Feminist,
Psychoanalytic, or Trauma Theories. You may use
another theory with which you are familiar.
Revisions due Friday, week 10 at Noon
Week 10
6/12
Class 27 Finish Discussion
Ø Night
o Themes
o Literary Style
o Tensions
o Theoretical Approaches
o Introduction to Essay #3
Read Room: Chapter 1 “Presents”
Post #23: QHQ Room
We will meet in the library for class
Class 28 Library Visit:
v Research Methods for
Fiction
v Research Opportunity
v Post #23 in-class library
task
No Homework
7. Class 29
Online
Read Room: Chapters 2, 3, and 4:
“Unlying,” “Dying,” and “After”
¨ Read Room: Chapters 2, 3, and 4:
“Unlying,” “Dying,” and “After”
¨ Thinking about trauma
¨ Homework
Essay #3
v Post #24: While they are in the room, we see little
evidence of the trauma they are suffering. Why is
that? What kind of trauma might we expect to
see? Is it possible that “Old Nick” has not
traumatized them?
v Post #25 Choose one
v QHQ Room: “Unlying,” “Dying,” or “After”
v Explain the dynamic between Old Nick and Ma.
Why does the author choose not to tell us Old
Nick’s story?
Revisions due Friday, week 10 at Noon
Week 11
6/19
Class 30 § Author Introduction: Emma
Donoghue
• Literary Style
• QHQ Discussion
v Finish Room: Read “Living”
v Final Post #26: Choose One
1. QHQ Room Chapter 5, “Living”
2. Focus on a close reading of a passage (or
passages) that you could use to do a critical
reading through a theoretical lens. Consider
New Critical, Feminist, Psychoanalytic, or
Trauma Theories. You may use another theory
with which you are familiar.
3. What role do you think the media play in the
novel? How does the media contribute to the
trauma.
Class 31 — QHQ Discussion: Room
— Questions and Theories
— Close Readings
— Review of Prompt #3
— Homework Assessment
¤ Post your homework assessment as a
comment on Kaizena.
¤ If you need a copy of the homework you have
done, please email me. I will post your
homework on Kaizena.
Class 32
Online
¨ Essay #3
¨ How to Proceed
¨ Work on Essay #3
¤ How will you approach the essay?
¤ Write a tentative thesis.
¤ Outline the essay
¤ Find evidence to use.
Week 12
6/26
Final:
Wed.
9:15-
11:15
Final Exam: Comprehensive
Final Essay Due before class begins
Wednesday June 28th, 9:15 to 11:15
Essay #3 Due
Have a great Summer