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 schedule and assignments for a literary theory course over three weeks. It includes readings, lectures, discussions and assignments on New Criticism, formalism, deconstruction, and feminist theory. Students are tasked with close readings of poems using these approaches and writing two essays - the first applying New Criticism to analyze a poem of their choice, and the second involving a comparative analysis of Roethke's "My Papa's Waltz" and other works. Class meetings include lectures, discussions of the readings, and group activities applying the theoretical lenses to sample texts. Online work involves further readings, posting responses to discussion questions, and continuing work on the essays.
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.
Useful suggestions and guidelines for writing papers in the humanities. This series is a supplement for lecture and discussion in the college classroom. While this presentation is primarily intended for writing research and other general topic papers in literature, cultural studies, history, and other disciplines within the humanities, the concepts it addresses may also be useful for writers from other disciplines.
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.
Applying Thinking Skills When Teaching a Novel ETAI 2010
1. The document outlines seven elements for teaching "Schindler's List" in class, including pre-reading discussion, reading comprehension questions, analyzing literary elements, introducing critical thinking skills, and connecting the text to real-world contexts.
2. Key elements involve having students answer basic questions about each chapter, identify literary devices like foreshadowing and themes, compare characters, and understand motives by role-playing characters from the book.
3. The lesson culminates with watching the film adaptation, visiting Holocaust memorial sites, and synthesizing their understanding of Schindler, the Holocaust, and examples of non-Jews who helped Jews during that time.
This document appears to be a student's reflective essay on their experience as an English major. It discusses several papers and literary works the student analyzed over their undergraduate career. The essay begins by describing how a re-reading of a William Carlos Williams poem helped them decide to major in English. It then summarizes several papers the student wrote, including analyses of works by Jack London, Margaret Atwood, F. Scott Fitzgerald, Rudyard Kipling, and Oscar Wilde. The student reflects on how their skills in literary analysis and ability to convey ideas clearly developed over four years of study. The document serves as a retrospective on the student's intellectual growth and inspiration gained from their English major courses.
This document provides guidance for an English composition class. It discusses using transitional phrases to connect sentences and paragraphs. Examples of transitional phrases are provided. Students are given an in-class exercise to practice using transitional phrases. The document also covers literary analysis and elements of fiction like character, plot, setting, and point of view. It provides examples and discusses how to incorporate these elements into a literary argument paper. Students are assigned to read parts of "Sleepy Hollow" and complete a mini paper and journal entry by the given due dates.
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 schedule and assignments for a literary theory course over three weeks. It includes readings, lectures, discussions and assignments on New Criticism, formalism, deconstruction, and feminist theory. Students are tasked with close readings of poems using these approaches and writing two essays - the first applying New Criticism to analyze a poem of their choice, and the second involving a comparative analysis of Roethke's "My Papa's Waltz" and other works. Class meetings include lectures, discussions of the readings, and group activities applying the theoretical lenses to sample texts. Online work involves further readings, posting responses to discussion questions, and continuing work on the essays.
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.
Useful suggestions and guidelines for writing papers in the humanities. This series is a supplement for lecture and discussion in the college classroom. While this presentation is primarily intended for writing research and other general topic papers in literature, cultural studies, history, and other disciplines within the humanities, the concepts it addresses may also be useful for writers from other disciplines.
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.
Applying Thinking Skills When Teaching a Novel ETAI 2010
1. The document outlines seven elements for teaching "Schindler's List" in class, including pre-reading discussion, reading comprehension questions, analyzing literary elements, introducing critical thinking skills, and connecting the text to real-world contexts.
2. Key elements involve having students answer basic questions about each chapter, identify literary devices like foreshadowing and themes, compare characters, and understand motives by role-playing characters from the book.
3. The lesson culminates with watching the film adaptation, visiting Holocaust memorial sites, and synthesizing their understanding of Schindler, the Holocaust, and examples of non-Jews who helped Jews during that time.
This document appears to be a student's reflective essay on their experience as an English major. It discusses several papers and literary works the student analyzed over their undergraduate career. The essay begins by describing how a re-reading of a William Carlos Williams poem helped them decide to major in English. It then summarizes several papers the student wrote, including analyses of works by Jack London, Margaret Atwood, F. Scott Fitzgerald, Rudyard Kipling, and Oscar Wilde. The student reflects on how their skills in literary analysis and ability to convey ideas clearly developed over four years of study. The document serves as a retrospective on the student's intellectual growth and inspiration gained from their English major courses.
This document provides guidance for an English composition class. It discusses using transitional phrases to connect sentences and paragraphs. Examples of transitional phrases are provided. Students are given an in-class exercise to practice using transitional phrases. The document also covers literary analysis and elements of fiction like character, plot, setting, and point of view. It provides examples and discusses how to incorporate these elements into a literary argument paper. Students are assigned to read parts of "Sleepy Hollow" and complete a mini paper and journal entry by the given due dates.
This document provides reminders and information for a composition class. It reminds students of an upcoming quiz and that rough drafts of mini papers are due. It then defines allegory and provides examples. The remainder of the document covers comma rules and provides an in-class exercise and activities for peer reviewing mini paper rough drafts.
- The document describes Brian Gardner's 1964 anthology "Up the Line to Death: The War Poets 1914-1918".
- Gardner selected 141 poems by 72 male poets from the time of WWI. He arranged the poems thematically according to the chronology of the war to tell the story of soldiers' experiences.
- The anthology is divided into sections with introductions based on songs from the war period. Gardner's intention was to pay tribute to the soldier poets and their reflections on the conflict.
This document discusses rhetorical analysis and the three main types of persuasive appeals: logos, pathos, and ethos. Students are instructed to write their view on whether the Headless Horseman is real and provide logical, emotional, and ethical appeals from The Legend of Sleepy Hollow story to support their view. The document explains each appeal type - logos appeals to logic using facts, statistics, and evidence. Pathos appeals to emotion using vivid language and descriptions to elicit feelings. Ethos appeals to credibility and shared values and morality. Students will conduct peer reviews of each other's work and learn to ask analytical questions to evaluate rhetorical techniques when reviewing other texts. Assignments are due for a revised mini paper and outline/sources for
This document outlines the syllabus for a writing class called "Writing Across Borders." The goal of the class is for students to write a 3-4 page analytical essay on a work of art. Throughout the semester, students will engage in discussions, writing workshops, and one-on-one meetings with the instructor to develop their writing skills. They will read works from various genres and cultures to draw inspiration from. The class will focus on finding students' individual voices as writers during the first half, and on completing the final essay during the second half. Students will be graded based on attendance, participation, and written work.
This document appears to be a syllabus for a World Literature: Horror course from Spring 2015. It outlines the course structure, assignments including discussions, reading quizzes, journals/blogs/wikis and a literary analysis paper. It introduces the instructor, Laura Govia, and her minion assistants - Le Chapeau, Magpie, Monk, and Big Green Head - who will provide reviews on grammar, developing a thesis, organizing an argument, and more. The grading criteria is also summarized for the various assignments.
This document outlines the schedule and assignments for an EWRT 2 course on writing about A Game of Thrones. In week 1, students read part of the book and write haiku and posts responding to prompts. They complete a vocabulary quiz. In week 2, students continue reading and posting responses, including writing dialogue and questions. They have another vocabulary quiz. In week 3, students analyze characters, learn characterization techniques, and outline their first essay on choosing a character from the book.
This document provides information and instructions for students in a Composition II class for week twelve. It includes assignments that are due, such as an annotated bibliography and APA short essay draft. It discusses the APA short essay requirements and provides background on author Joan Didion. It also covers several types of writing for self, including journaling, writing lists, notes, and creative writing. Students are instructed to answer questions about using reflective writing for research and creating unbiased opinions. Assignments due this week include reading a letter, submitting a journal, and drafts of an APA essay and final paper outline.
This document provides information about assignments, exams, and grammar questions for a literature class. It discusses that the last day to submit work on the novel is November 24th and the exam will be on that day at 6pm. It also includes potential reading response journal questions, explanations of subject-verb agreement and indefinite pronouns, examples of fragments and run-ons, and guidance for students to explain themes from their assigned novel.
The document outlines an agenda for a class that includes discussing works about passing and identity, giving definitions for key terms, and having students write an in-class essay arguing either for or against the statement that passing for white provides advantages and only idiots would fail to do so. Students will analyze stories and poems about passing to understand issues of race, identity, and oppression.
John Miller's senior exit portfolio has been positively reviewed, allowing him to graduate with an English major from Georgia State University. The portfolio contained well-written essays demonstrating his skills in research, close reading, and analysis. The reviewers provided positive feedback, praising Miller's reflective essay and the essays included in the portfolio. Miller is congratulated on completing this degree requirement.
This document provides guidance for students on analyzing arguments rhetorically. It discusses the three main persuasive audience appeals: logos (appeal to logic), pathos (appeal to emotion), and ethos (appeal to moral philosophy). Students are instructed to find examples of each appeal type in The Legend of Sleepy Hollow text and list them. They are also reminded of upcoming assignment due dates, including drafting a mini paper and working on an MLA short essay outline. The document aims to help students develop skills in rhetorical analysis and argumentation.
This document summarizes a presentation about plagiarism and APA citation style. The presentation covered defining plagiarism, when citations are required, how to format in-text citations and reference list entries for different source types like books, websites and journal articles. It included examples of proper APA citations and concluded with a citation relay activity to practice creating citations.
This document summarizes a presentation on plagiarism and APA citation style. The presentation covered defining plagiarism, discussing what needs to be cited from sources, and providing examples of proper in-text citations and references in APA style for different media like books, websites, and journal articles. It concluded with a citation relay activity to practice creating APA references. Contact information was provided for the presenter and reference librarians for any additional questions.
Choosing a manageable topic is important for the Extended Essay. The document provides guidance on selecting a topic within an IB subject, identifying keywords, conducting background research, narrowing the topic's scope, exploring related ideas, and refining the topic over time. Sample topics are also included for various IB subjects to illustrate the level of focus and structure expected for an Extended Essay topic.
This document analyzes Italo Calvino's unfinished sixth lecture titled "Consistency" from his work "Six Memos for the Next Millennium". The author justifies their methodology by showing that Calvino's memos reference his own literary essays and fiction. Examples are given of concepts, passages, and references from Calvino's essays that appear in the memos. The author also notes Calvino discussed several of his own works in the memos. This establishes that clues to the nature of "Consistency" may be found in Calvino's other writings. The author proposes to closely examine Calvino's words to deduce requirements for "Consistency", then develop content fitting those requirements and the spirit of Cal
The document provides information about an English 11 class taught by Ms. Sarah Farbacher, including her background, the content and texts that will be covered which focus on American literature from 1845 to present, and expectations around homework, assessment, and classroom strategies which involve discussion, journals, and an emphasis on writing. Major texts to be read include Death of a Salesman, Of Mice and Men, and The Absolutely True Diary of a Part-Time Indian.
The document provides an agenda for an English class that includes a presentation on terms related to social identity and literary devices, an in-class writing workshop for essay #2, and a lecture on author Leslie Feinberg who wrote the novel Stone Butch Blues and was influential in LGBTQ rights movements. Students are assigned to read more of the novel for homework and post responses online, and to bring a revised draft of their essay to class.
The document provides the agenda and instructions for EWRT 1C Class 7. It includes a discussion of four poems: "There Is a Girl Inside", "The Fish", "A Black Rook in Rainy Weather", and "Memories of West Street and Lepke". Students will choose one of the poems for a 500-750 word thesis-driven essay responding to a prompt. The essay should include a close reading that discusses how the poem communicates meaning through poetic strategies and why those strategies were used. Students will then discuss their chosen poem in groups to consider approaches and potential thesis ideas.
This document provides an overview of the rules and organization of the school library. It discusses three major sections - fiction, non-fiction, and biography. Fiction books are arranged alphabetically by author's last name. Non-fiction uses the Dewey Decimal system. Biographies are also in non-fiction and arranged alphabetically by the subject's last name. Call numbers help locate books. Students can use computers to access the card catalog and find books but need teacher permission for the internet. Magazines can be read or checked out. Students should work quietly and follow check-out procedures. The librarian is available to help students.
Seeing thin models in media can negatively impact young girls' self-image by making them self-conscious or feel inadequate in comparison. Young girls exposed to these images may develop feelings of self-hatred. Zora Neale Hurston's work highlighted the importance of community and sought to authentically represent African American language and culture during the Harlem Renaissance period.
The document provides guidance for writing a literary analysis essay. It discusses the differences between convincing and persuading, with convincing relating to establishing truth and persuading relating to encouraging action. An example is given of friends persuading someone to take a vacation by pointing out they were overworked, rather than convincing them. The document also includes tips for writing essays, such as focusing on a topic with ample evidence, interpreting evidence rather than just quoting it, and ensuring claims support the thesis.
This class agenda covers an advanced research workshop focusing on search skills and creating an annotated bibliography. The class will meet in the library lobby before the normal start time. Homework includes reading a selection from 400-417 and posting a question, hypothesis or quote from one of three authors to an online discussion.
This document provides reminders and information for a composition class. It reminds students of an upcoming quiz and that rough drafts of mini papers are due. It then defines allegory and provides examples. The remainder of the document covers comma rules and provides an in-class exercise and activities for peer reviewing mini paper rough drafts.
- The document describes Brian Gardner's 1964 anthology "Up the Line to Death: The War Poets 1914-1918".
- Gardner selected 141 poems by 72 male poets from the time of WWI. He arranged the poems thematically according to the chronology of the war to tell the story of soldiers' experiences.
- The anthology is divided into sections with introductions based on songs from the war period. Gardner's intention was to pay tribute to the soldier poets and their reflections on the conflict.
This document discusses rhetorical analysis and the three main types of persuasive appeals: logos, pathos, and ethos. Students are instructed to write their view on whether the Headless Horseman is real and provide logical, emotional, and ethical appeals from The Legend of Sleepy Hollow story to support their view. The document explains each appeal type - logos appeals to logic using facts, statistics, and evidence. Pathos appeals to emotion using vivid language and descriptions to elicit feelings. Ethos appeals to credibility and shared values and morality. Students will conduct peer reviews of each other's work and learn to ask analytical questions to evaluate rhetorical techniques when reviewing other texts. Assignments are due for a revised mini paper and outline/sources for
This document outlines the syllabus for a writing class called "Writing Across Borders." The goal of the class is for students to write a 3-4 page analytical essay on a work of art. Throughout the semester, students will engage in discussions, writing workshops, and one-on-one meetings with the instructor to develop their writing skills. They will read works from various genres and cultures to draw inspiration from. The class will focus on finding students' individual voices as writers during the first half, and on completing the final essay during the second half. Students will be graded based on attendance, participation, and written work.
This document appears to be a syllabus for a World Literature: Horror course from Spring 2015. It outlines the course structure, assignments including discussions, reading quizzes, journals/blogs/wikis and a literary analysis paper. It introduces the instructor, Laura Govia, and her minion assistants - Le Chapeau, Magpie, Monk, and Big Green Head - who will provide reviews on grammar, developing a thesis, organizing an argument, and more. The grading criteria is also summarized for the various assignments.
This document outlines the schedule and assignments for an EWRT 2 course on writing about A Game of Thrones. In week 1, students read part of the book and write haiku and posts responding to prompts. They complete a vocabulary quiz. In week 2, students continue reading and posting responses, including writing dialogue and questions. They have another vocabulary quiz. In week 3, students analyze characters, learn characterization techniques, and outline their first essay on choosing a character from the book.
This document provides information and instructions for students in a Composition II class for week twelve. It includes assignments that are due, such as an annotated bibliography and APA short essay draft. It discusses the APA short essay requirements and provides background on author Joan Didion. It also covers several types of writing for self, including journaling, writing lists, notes, and creative writing. Students are instructed to answer questions about using reflective writing for research and creating unbiased opinions. Assignments due this week include reading a letter, submitting a journal, and drafts of an APA essay and final paper outline.
This document provides information about assignments, exams, and grammar questions for a literature class. It discusses that the last day to submit work on the novel is November 24th and the exam will be on that day at 6pm. It also includes potential reading response journal questions, explanations of subject-verb agreement and indefinite pronouns, examples of fragments and run-ons, and guidance for students to explain themes from their assigned novel.
The document outlines an agenda for a class that includes discussing works about passing and identity, giving definitions for key terms, and having students write an in-class essay arguing either for or against the statement that passing for white provides advantages and only idiots would fail to do so. Students will analyze stories and poems about passing to understand issues of race, identity, and oppression.
John Miller's senior exit portfolio has been positively reviewed, allowing him to graduate with an English major from Georgia State University. The portfolio contained well-written essays demonstrating his skills in research, close reading, and analysis. The reviewers provided positive feedback, praising Miller's reflective essay and the essays included in the portfolio. Miller is congratulated on completing this degree requirement.
This document provides guidance for students on analyzing arguments rhetorically. It discusses the three main persuasive audience appeals: logos (appeal to logic), pathos (appeal to emotion), and ethos (appeal to moral philosophy). Students are instructed to find examples of each appeal type in The Legend of Sleepy Hollow text and list them. They are also reminded of upcoming assignment due dates, including drafting a mini paper and working on an MLA short essay outline. The document aims to help students develop skills in rhetorical analysis and argumentation.
This document summarizes a presentation about plagiarism and APA citation style. The presentation covered defining plagiarism, when citations are required, how to format in-text citations and reference list entries for different source types like books, websites and journal articles. It included examples of proper APA citations and concluded with a citation relay activity to practice creating citations.
This document summarizes a presentation on plagiarism and APA citation style. The presentation covered defining plagiarism, discussing what needs to be cited from sources, and providing examples of proper in-text citations and references in APA style for different media like books, websites, and journal articles. It concluded with a citation relay activity to practice creating APA references. Contact information was provided for the presenter and reference librarians for any additional questions.
Choosing a manageable topic is important for the Extended Essay. The document provides guidance on selecting a topic within an IB subject, identifying keywords, conducting background research, narrowing the topic's scope, exploring related ideas, and refining the topic over time. Sample topics are also included for various IB subjects to illustrate the level of focus and structure expected for an Extended Essay topic.
This document analyzes Italo Calvino's unfinished sixth lecture titled "Consistency" from his work "Six Memos for the Next Millennium". The author justifies their methodology by showing that Calvino's memos reference his own literary essays and fiction. Examples are given of concepts, passages, and references from Calvino's essays that appear in the memos. The author also notes Calvino discussed several of his own works in the memos. This establishes that clues to the nature of "Consistency" may be found in Calvino's other writings. The author proposes to closely examine Calvino's words to deduce requirements for "Consistency", then develop content fitting those requirements and the spirit of Cal
The document provides information about an English 11 class taught by Ms. Sarah Farbacher, including her background, the content and texts that will be covered which focus on American literature from 1845 to present, and expectations around homework, assessment, and classroom strategies which involve discussion, journals, and an emphasis on writing. Major texts to be read include Death of a Salesman, Of Mice and Men, and The Absolutely True Diary of a Part-Time Indian.
The document provides an agenda for an English class that includes a presentation on terms related to social identity and literary devices, an in-class writing workshop for essay #2, and a lecture on author Leslie Feinberg who wrote the novel Stone Butch Blues and was influential in LGBTQ rights movements. Students are assigned to read more of the novel for homework and post responses online, and to bring a revised draft of their essay to class.
The document provides the agenda and instructions for EWRT 1C Class 7. It includes a discussion of four poems: "There Is a Girl Inside", "The Fish", "A Black Rook in Rainy Weather", and "Memories of West Street and Lepke". Students will choose one of the poems for a 500-750 word thesis-driven essay responding to a prompt. The essay should include a close reading that discusses how the poem communicates meaning through poetic strategies and why those strategies were used. Students will then discuss their chosen poem in groups to consider approaches and potential thesis ideas.
This document provides an overview of the rules and organization of the school library. It discusses three major sections - fiction, non-fiction, and biography. Fiction books are arranged alphabetically by author's last name. Non-fiction uses the Dewey Decimal system. Biographies are also in non-fiction and arranged alphabetically by the subject's last name. Call numbers help locate books. Students can use computers to access the card catalog and find books but need teacher permission for the internet. Magazines can be read or checked out. Students should work quietly and follow check-out procedures. The librarian is available to help students.
Seeing thin models in media can negatively impact young girls' self-image by making them self-conscious or feel inadequate in comparison. Young girls exposed to these images may develop feelings of self-hatred. Zora Neale Hurston's work highlighted the importance of community and sought to authentically represent African American language and culture during the Harlem Renaissance period.
The document provides guidance for writing a literary analysis essay. It discusses the differences between convincing and persuading, with convincing relating to establishing truth and persuading relating to encouraging action. An example is given of friends persuading someone to take a vacation by pointing out they were overworked, rather than convincing them. The document also includes tips for writing essays, such as focusing on a topic with ample evidence, interpreting evidence rather than just quoting it, and ensuring claims support the thesis.
This class agenda covers an advanced research workshop focusing on search skills and creating an annotated bibliography. The class will meet in the library lobby before the normal start time. Homework includes reading a selection from 400-417 and posting a question, hypothesis or quote from one of three authors to an online discussion.
This document provides an agenda for a class on writing and citing sources. It includes sections on revision strategies, integrating quotations, citing summarized material, MLA formatting, and works cited pages. It outlines a writing workshop where students will get into peer review pairs and provide feedback on each other's essays using a handout of questions. It provides guidance on integrating short and long quotations, including punctuation rules. It also reviews citing summarized material, avoiding grammatical errors when quoting, and formatting the works cited page in MLA style. The class will then change peer review teams and discuss essays related to the philosophers Lao-Tzu and Machiavelli and how their ideas apply to A Game of Thrones.
1. The document outlines a class discussion on character analysis in A Game of Thrones. Students are placed in teams and will discuss their character analyses.
2. The class will choose from 5 essay prompts focusing on different aspects of character analysis like whether a character is minor but significant, dynamic, embodies their culture, reveals their personality through conflict, or can be considered a tragic hero.
3. Outlines are provided for developing theses for each prompt to help students choose which one to write their essay on. The outlines also guide students in developing their arguments and including specific examples.
This document provides an agenda and checklist for finalizing a draft essay. It includes instructions to prepare the final draft of Essay #2, read The Hunger Games, complete Journal #4, and study vocabulary. The checklist outlines parts and organization of the essay, including the beginning, body, ending, and basic features. It also lists skills and strategies to review like framing, sentence length, dialogue, and transitions. Students are told to read their draft aloud to check for errors and bring two clean copies to class on Monday. The homework includes continuing to read The Hunger Games, posting the draft and Journal #4 online, and studying vocabulary terms.
This class will feature a film screening. Essay #4 was due before class, and students should revise essay #2 if resubmitting it. As homework, students should print and read King's "I Have a Dream" speech, bring a copy to the next class, submit a self-assessment by email before the next class, and prepare for a possible vocabulary test make-up.
The document provides information about the Harlem Renaissance period between World War I and the Great Depression when black artists and writers flourished. It discusses how Harlem became the epicenter of black culture during this time due to the large population of African Americans who migrated north for work opportunities. White intellectuals embraced black artists and their works that educated people about black heritage and culture. However, financial backing declined in the early 1930s due to the economic depression, bringing an end to the Renaissance. The document also introduces the poet Langston Hughes and author Zora Neale Hurston, discussing some of their notable works.
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 provides an agenda and instructions for EWRT 1C Class 7. It will include a poetry reading and discussion of four poems: "There Is a Girl Inside", "The Fish", "A Black Rook in Rainy Weather", and "Memories of West Street and Lepke". Students will choose one poem for a 500-750 word thesis-driven essay responding to a prompt. The essay should provide a close reading examining how the poem communicates meaning through poetic techniques and how its parts come together as a whole. Students will discuss their chosen poem in groups to consider questions to help understand it and potential approaches for their essay and thesis.
This document outlines the class agenda, assignments, and readings for a college course on identity and passing over 11 weeks. It includes weekly class presentations, discussions, lectures, and in-class writing assignments. Students are assigned readings, response posts, and essays on topics like personal and racial passing. They develop an outline and thesis for their final research paper comparing trickster characters (Essay 4). The course introduces concepts and literary works on identity, passing, and how individuals navigate social expectations and norms around race, gender, sexuality and more. Assignments require close analysis of texts and developing arguments through multiple drafts.
This document outlines the class schedule and assignments for an identity and passing literature course over 12 weeks. It includes the following key details:
- The course will focus on exploring concepts of identity and passing through readings, discussions, and essays. Readings include works by Larsen, Hughes, Morrison, and Feinberg.
- Students are required to complete 4 essays over the course analyzing themes of passing in assigned texts, as well as weekly reading responses and self-assessments. Essays include a personal narrative, an argument essay, a response to literature, and a research paper.
- Each class meets twice a week and includes presentations, discussions, lectures, and in-class writing related to the week
This document outlines the class agenda, assignments, and readings for an identity and passing literature course over 11 weeks. It includes discussion of assigned texts, lectures on writing strategies, in-class writing exercises, and the development of four essays on topics of personal and racial passing. Students are expected to complete close reading questions and responses (QHQ), outlining, drafting, and revising multiple essays. They will also participate in a library research workshop to prepare for a final research paper on trickster characters. The class meets twice weekly and incorporates exams, film screenings, and peer review sessions to support the writing assignments.
This document provides the class agenda, assigned readings, and homework for an identity studies course over 12 weeks. It includes:
1) An introduction to identity and assigned readings on the topic in Week 1, including an in-class writing assignment.
2) Discussion of assigned texts on racial passing in Weeks 2-4 and an in-class exam on identity terms.
3) Continued exploration of passing and sexuality/gender passing in Weeks 5-7, including work on the first three essays.
4) Examination of trickster characters and assigned research for the final paper on the topic in Weeks 8-10, culminating in a library workshop.
5) Discussion of reverse
This document provides the class agenda, assignments, and reading schedule for an identity and passing literature course. It summarizes the weekly plans over 11 weeks. The course introduces concepts of identity and passing through discussions of assigned texts. Students complete response posts and 4 essays on these topics. Essays include a personal narrative, an argument, a response to the novel Stone Butch Blues, and a research paper comparing characters as trickster figures. Class time involves presentations, discussions, lectures, and in-class writing to develop the essays.
This document contains the class agenda, homework assignments, and reading schedule for an identity and passing literature course taught over 12 weeks. Some of the key activities and assignments included are:
1. Students will write 4 essays analyzing themes of identity and passing in assigned texts. They will also complete regular discussion posts and reading responses.
2. Readings include works by Larsen, Hughes, Far, Morrison, Feinberg, and Chesnutt that explore themes of racial, gender, and sexual passing.
3. Class time will include lectures, discussions of the readings, writing workshops, and in-class writing assignments. Students will peer review drafts of their essays.
4. Additional assignments include
This document outlines the class schedule and assignments for an identity and passing literature course over 12 weeks. It includes the following key details:
- The course will cover topics of identity, passing, and tricksters through close readings of texts like Passing, Stone Butch Blues, and "The Passing of Grandison."
- Students will complete 4 essays over the course analyzing themes of passing in different contexts. They will also complete weekly reading responses and vocabulary exams.
- Each class meets twice a week and includes discussions of the texts, lectures on writing and analysis strategies, and in-class writing exercises.
- The schedule provides the reading and homework assignments due for each week, including drafts of essays
This document provides the class agenda, homework assignments, and reading assignments for an identity and passing literature course over 11 weeks. It includes the following:
- An outline of the weekly classes which will include presentations on course concepts, discussions of assigned readings, author lectures, and in-class writing exercises.
- Homework assignments that involve posting responses to assigned readings to the class website, completing short writing assignments, and drafting and revising essay assignments.
- Reading assignments that progress through works exploring concepts of identity and passing like poetry, short stories, novels and scholarly articles.
- Details of four major essay assignments that will be drafted, workshopped, and revised throughout the course requiring analysis of themes in the
This document outlines the schedule, readings, activities, and assignments for a hybrid literature and composition class over 10 weeks. The class meets in-person and online, and covers topics like New Criticism, feminist criticism, psychoanalytic criticism, and trauma theory through analyzing poems, short stories, and novels. Students complete 3 essays applying different literary theories. Homework includes weekly readings, discussion posts, and drafting essay sections. In-class work includes lectures, group activities, and workshops to develop the essays.
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 contains the class agenda, homework assignments, and reading assignments for a college literature course on identity and passing. It summarizes two weeks of the course, which focuses on exploring concepts of identity through assigned readings, discussions, and writing assignments, including three essays. The course introduces concepts of identity and passing through introductory lectures and in-class writing. Students are assigned short response posts and begin working on their first essay on personal narratives of identity. They also begin discussing assigned readings that explore racial passing, including works by Langston Hughes, Nella Larsen, and others. The document outlines the class meetings, assignments, and readings for continuing to explore these concepts and developing the first two essays over the next two weeks.
This document contains the class agenda, homework assignments, and reading assignments for a college literature course on identity and passing. The course meets twice a week for 3-hour sessions over 11 weeks. It covers topics like racial, gender, and sexual orientation passing through readings such as novels, short stories, poems and scholarly articles. Students are assigned regular reading, weekly blog posts responding to the texts, and 4 essays over the course of the semester. The document outlines the topics, assignments, and deadlines for each class session.
Ewrt 1 b winter 2014 tth new f ilm version sheet1jordanlachance
This document provides an overview of the syllabus and assignments for an English writing course focused on identity and passing. Over the 12-week semester, students will write 5 essays exploring different types of passing: narrative, argument, response to literature, research paper, and a final reflective essay. They will read works addressing racial, gender, and sexual passing. Discussions center on defining identity, judgments based on appearance, and experiences passing intentionally or unintentionally. Students complete weekly blog responses, in-class writings, and peer reviews to develop their analytical and writing skills for the series of passing-themed essays.
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
Similar to Ewrt 1 c with lit crit spring 2014 3 (20)
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.
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Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
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Ewrt 1 c with lit crit spring 2014 3
1. Week
1
4/7
In
Class
Section:
Literary
Theory
Homework
Class
1
Class
Introduction
Website
Assignments
Hybrid
Assignments
Participation:
Groups
#1
Establish
a
Word
press
username
Read:
Terry
Eagleton’s
Introduction:
“What
is
Literature.”
This
is
posted
on
the
website
under
“Course
Readings”
and
“Secondary
Texts.”
Post
#1:
What
is
literature?
How
does
Eagleton’s
explanation
reinforce
or
destabilize
your
ideas
about
literature?
Class
2
Lecture:
Introduction
to
Literature
Discussion:
What
is
Literature?
QHQ
Read:
“Literary
Theory”:
Internet
Encyclopedia
of
Philosophy
to
New
Historicism
and
Cultural
Materialism
(p
5).
(This
is
linked
to
the
website
under
“Course
Readings”
and
then
“Theory
Texts.”
Post
#2:
Choose
one
• What
is
the
difference
between
literary
theory
and
traditional
modes
of
literary
criticism?
What
might
literary
theory
serve
to
reveal
about
a
literary
text
that
traditional
criticism
cannot?
Which
major
school
of
literary
theory
interests
you
and
why?
• QHQ
on
“Literary
Theory.”
Class
3
Lecture:
Introduction
to
Theory
of
Literature
(part
1).
Discussion:
Literary
Theory
• Read:
“Literary
Theory”:
Internet
Encyclopedia
of
Philosophy:
New
Historicism
and
Cultural
Materialism
to
the
end.
(This
is
linked
to
the
website
under
“Course
Readings”
and
then
“Theory
Texts.”
• Post
#3:
Choose
one
• QHQ
on
one
theory.
Class
4
Lecture:
Introduction
to
Theory
of
Literature
(part
2).
Discussion:
Literary
Theory
• Review
the
reading
and
theories
we
have
covered
this
week.
Class
5:
Online
• Text
Oriented
approaches
• Read
“Formalism”
and
“New
Criticism”
(under
“course
readings”
and
“theory
texts.)
• Poetry
Reading:
“My
Papa’s
Waltz”
• Critical
Essay
Reading:
“‘My
Papa’s
Waltz’:
A
New
Critical
Reading.”
• Post
#4:
Choose
one
• What
made
New
Criticism
new?
What
is
the
critical
focus
of
New
Criticism?
Of
Formalism?
• Or
QHQ
• Bring
copies
of
“My
Papa’s
Waltz”
and
“My
Papa’s
Waltz:
A
New
Critical
Approach”
to
class.
Week
2
• Literary
Theory/Poetry
2. 4/14
Class
6
• Lecture:
Text-‐Oriented
Approaches:
Formalism/New
Criticism
Discussion:
Formalism/New
Criticism
• QHQ
• Group
Activity:
Participation
10
points
• “My
Papa’s
Waltz”
and
“My
Papa’s
Waltz:
A
New
Critical
Approach.
• 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.
Suggested
reading:
T.S
Eliot:
“Tradition
and
the
Individual
Talent”
Post
#5:
QHQ
on
Eliot
Class
7
• TS
Eliot
and
New
Criticism
• Scanning
Poetry
Read:
• “There
Is
a
Girl
Inside”
• “The
Fish”
• “A
Black
Rook
in
Rainy
Weather”
• “Memories
of
West
Street
and
Lepke”
Scan
one
poem
like
we
did
in
class
today
Post
#6:
summarize
the
form
(slide
17).
Class
8
• Review
• Using
rhetorical
strategies
• Applying
the
new
critical
lens
to
analyze
“My
Papa’s
Waltz”
• Choose
one
of
these
poems
to
begin
to
analyze.
You
may
use
the
one
you
scanned,,
or
you
may
choose
a
different
one.
• “There
Is
a
Girl
Inside”
• “The
Fish”
• “A
Black
Rook
in
Rainy
Weather”
• “Memories
of
West
Street
and
Lepke”
• Post
#7:
Find
multiple
examples
of
poetic
conventions
• Bring
your
notes
to
class
tomorrow
Class
9
• Essay
#1
• Poetry
Reading
o “There
Is
a
Girl
Inside”
o “The
Fish”
o “A
Black
Rook
in
Rainy
Weather”
o “Memories
of
West
Street
and
Lepke”
• Close
reading
Application
No
Homework
Class
10
Online
¨ Analyze
your
poem
¨ Write
your
thesis
¨ Outline/Draft
Essay
#1
¨ Post
#8
n Title
of
your
essay
n Your
thesis
statement
3. n A
general
outline
¨ Bring
your
outline
to
class
Monday
Week
3
4/21
New
Criticism;
Paper
#1
Class
11
Thesis
Statement
Introductions
The
Argument
Conclusions
Draft
your
essay
Bring
a
copy
to
class
tomorrow
Class
12
In-‐class
writing
workshop
Bring
your
draft
and
device
or
pen
and
paper
Draft
your
essay
Bring
a
copy
to
class
tomorrow
Class
13
Integrating
quotations
In
text
citations
The
works
cited
page
MLA
formatting
Finish
a
complete
draft
of
essay
#1:
2-‐3
pages.
Bring
two
copies.
You
must
have
two
copies
to
participate
in
the
Peer
Review
Workshop.
Post
#9:
The
introduction
and
one
body
paragraph
of
essay
#1
Class
14
Essay
#1
Peer
Review
No
Homework
Class
15
Online
Review:
Revise
and
edit
essay
#1
Essay
#1:
Due
before
class
17
Read:
Definition
of
Feminist
Criticism
Read
Tyson’s
Chapter
on
Feminist
Criticism
(Course
Readings;
Theory
Texts;
Lois
Tyson).
Post
#10:
What
is
the
primary
focus
of
feminist
criticism
and
theory?
How
do
feminist
critics
and
theorists
regard
the
role
of
women
in
literature?
OR
QHQ
Feminist
Criticism
Due:
Essay
#1:
Before
class
17
4.
Week
4
4/28
Poetry
and
Theory
Class
16
Questions
about
essay
#1
Literary
Theory:
The
Extrinsic
Lens
Feminist
Criticism
Read:
Andrew
Marvell’s
“To
His
Coy
Mistress”
and
“‘To
His
Coy
Mistress’:
A
Feminist
Reading.”
Post
#
11:
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.
Due:
Essay
#1:
Before
class
17
Class
17
Discussion
Feminist
Criticism
“To
His
Coy
Mistress”
Group
Activity:
Part
10
Andrew
Marvell’s
“To
His
Coy
Mistress”
and
Andrew
Marvell’s
“To
His
Coy
Mistress”:
A
Feminist
Reading.
Identify
and
discuss
qualities
of
Feminist
Criticism
as
it
is
applied
in
this
essay.
Provide
specific
examples
from
the
essay,
the
poem,
or
the
definition/description
of
Feminist
Criticism.
Read:
Definition
of
Psychoanalytic
Criticism
Read:
Lois
Tyson
“Psychoanalytic
Criticism”
Post
#12:
What
is
the
purpose
of
psychoanalytical
criticism?
OR
QHQ
Class
18
Review
Feminist
Criticism
Lecture/Discussion:
Psychoanalytic
Criticism
Read:
Bishop’s
“The
Fish”
Read:
Elizabeth
Bishop’s
“The
Fish”:
A
Psychoanalytic
Reading
Post
#13:
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
19
Discuss
Group
Activity:
Part
10
Bishop’s
“The
Fish”
and
Elizabeth
Bishop’s
“The
Fish”:
A
Psychoanalytic
Reading.
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.
No
Homework
Class
20
Online
Review
for
Exam
Study
for
Theory/poetry
exam
5.
Week
5
5/5
The
Short
Story/Novela
Class
21
Theory/Poetry
Exam
1
Read
Araby
Post
#14:
Choose
one
— Identify
and
discuss
one
or
more
of
the
numerous
religious
symbols
in
the
story.
— 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
based
on
a
passage
from
the
story.
— QHQ
“Araby”
Class
22
“Araby”
James
Joyce
Historical
Context
Literary
Style
Discussion
Read
The
Story
of
an
Hour
Post
#15
• 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?
• Do
you
think
Chopin's
critique
of
the
institution
of
marriage,
as
expressed
by
Louise,
is
applicable
today?
• Profile
a
character
• Discuss
the
story
through
one
critical
lens
• QHQ
Class
23
“The
Story
of
an
Hour”
Kate
Chopin
Historical
Context
Literary
Style
Discussion
“A
Very
Old
Man
with
Enormous
Wings”
Post
#16
• Speculate
on
the
identity
of
the
“old
man.”
• 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,
in
some
other
work
or
media?
• Speculate
on
how
you
might
apply
an
extrinsic
critical
lens
to
this
story.
Use
textual
evidence
to
support
your
argument.
• Discuss
trauma
in
the
story.
Who
suffers
it?
How
and
why?
• QHQ
6. Class
24
“A
Very
Old
Man
with
Enormous
Wings”
Gabriel
García
Márquez
Historical
Context
Literary
Style
Discussion
No
homework
Class
25
Online
Read
“Shawshank
Redemption”
Post
#17
Post
#18
¨ Post
#17
¤ Discuss
trauma
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
one
character
in
“Rita
Hayworth
and
the
Shawshank
Redemption.”
¨ Post
#18
¤ QHQ:
“Rita
Hayworth
and
Shawshank
Redemption.”
Week
6
5/12
The
Short
Story/
Paper
#2
Class
26
Discuss
“Shawshank
Redemption”
Stephen
King
Historical
Context
Literary
Style
Discussion
Read
“The
Metamorphosis”
Chapter
1
Post
#19:
Choose
1
• Discuss
the
details
Kafka
uses
to
establish
Gregor’s
life
before
his
metamorphosis
into
an
insect.
How
do
these
familiar
details
and
objects
define
Gregor’s
character
and
life?
• The
relationship
between
Gregor
and
his
father
is
at
the
core
of
the
story.
Describe
this
relationship
both
before
and
after
Gregor’s
metamorphosis.
• Much
of
this
part
of
the
story,
focuses
on
Gregor’s
inner
life.
Describe
Gregor’s
private
thoughts
and
emotions;
use
psychoanalytic
theory
to
discuss
his
attitudes
toward
his
family
and
outside
world.
Class
27
Discuss
The
Metamorphosis
Franz
Kafka
Historical
Context
Literary
Style
Discussion
Read
The
Metamorphosis
Chapter
2
Post
#20:
Choose
1
• Grete’s
character
undergoes
a
dramatic
change
in
this
section.
Trace
the
changes
that
highlight
the
changes
in
her
attitude,
character,
and
personality.
Can
feminist
theory
help
explain
her
behavior?
7.
• Gregor
refuses
to
part
with
the
picture
of
the
woman
wrapped
in
furs
on
the
wall.
Why
is
it
important?
Explain
its
symbolic
meaning.
• In
this
section
of
the
story,
Gregor’s
sense
of
guilt
is
highlighted.
Use
Psychoanalytic
theory
to
explain
Gregor’s
guilt.
Consider
how
his
lingering
guilt
affects
his
state
of
mind
and
his
feelings
toward
his
family.
Class
28
Discuss
The
Metamorphosis
Read
The
Metamorphosis
Chapter
3
Post
#21:
Choose
1
• Discuss
the
three
bearded
lodgers.
What
is
their
purpose
in
the
story?
• It
is
clear
from
the
outset
of
Part
3
that
Gregor
is
dying.
How
much
of
his
physical
decline
is
his
own
doing,
and
how
much
of
it
is
caused
by
outside
factors?
• Contrast
Gregor’s
state
of
mind
at
the
beginning
of
this
section
to
right
before
his
death.
What
incidents
or
events
cause
a
change
in
Gregor’s
attitude
and
thinking?
Are
Gregor’s
thoughts
rational
and
clear,
or
are
they
blurred
and
irrational?
Class
29
Discuss
The
Metamorphosis
No
Homework
Class
30
Online
Introduction
to
Essay
#2
Read
papers
on
Araby:
Crane
and
Ratinov
Look
under
“Essay
Prompts”
and
“Essay
2.”
Post
#22:
Choose
one
• Examine the way Crane’s thesis includes a
forecasting statement and how the forecast is fulfilled.
Then identify her topic sentences and key terms. Do
they effectively link her supporting paragraphs to her
thesis statement?
• Examine Crane’s paragraph five in her essay. Explain
her strategy in the organization of the paragraph. Is it
effective?
• Look at Crane’s paragraphs 6-8. What is her goal? Is
she successful? How and why?
• Compare essays to argue which is stronger. Consider
introductions, theses statements, support, analysis,
and the conclusion.
8. Week
7
5/19
Short
Story
/
Novella
Essay
#2
Class
31
How
to
respond
to
literature
Discussion:
Araby
Essays
Post
#23:
Post
two
ideas
you
have
for
essay
#2.
Class
32
Introduction
to
Essay
#2
How
to
respond
to
literature
Discussion:
Essay
#2
Basic
Features
Post
#24:
Introduction
and
Thesis
Statement
Class
33
Introduction
to
Essay
#2
How
to
respond
to
literature
Discussion:
Essay
#2
Outlining
Draft
Paper
#2
Post
#25:
Outline
of
essay
#2
Class
34
Review
for
Exam
#2
No
Homework
Class
35
Online
Draft
Paper
#2
Post
#26:
your
best
body
paragraph
and
your
conclusion
Study
for
exam
#2
Week
8
5/26
Holiday
Monday
NO
MEETING
HOLIDAY
Class
36
Exam
2:
Short
story/novella
Bring:
Two
complete
copies
of
your
draft
4-‐6
pages
Class
37
Writing
Workshop
Paper
2
Essay
#2
Read
Trauma
Theory
Class
38
Discuss
Trauma
Theory
No
Homework
Class
39
Online
Paper
2
due
at
noon
Read
Night:
All
9. Week
9
The
Novel/
Paper
#3
Class
40
Discussion
Night
Content/Themes
Begin
Outer
Dark
Class
41
Night
Theoretical
approaches
Finish
Outer
Dark
Class
42
Outer
Dark
Content
/Themes
Really
Finish
Outer
Dark
Class
43
Outer
Dark
/Theory
No
Homework
Class
44
Read
Room
Read
Room
Week
10
Paper
#3
Class
45
Library
Visit:
Research
Lecture
Room
Class
46
Room/Content/Themes
Room
Class
47
Room/Theory
Room
Class
48
Room
Introduction
to
Paper
#3
No
Homework
Class
59
Paper
3
Begin:
Night,
Room,
Outer
Dark
Write
paper
3
Week
11
Paper
#3
Class
50
Library
Research
trip
Write
paper
3
Class
51
Writing
essay
#3
Homework
Evaluations
Essay
#3
Class
52
Individual
meetings
my
office
Write
Essay
#3
Class
53
Individual
meetings
my
office
No
Homework
Class
54
Online
Homework
evaluations
Due
Essay
#3
10. Week
12
Class
55
Optional
attendance:
Exam
make-‐up
or
re-‐take
Essay
revision
of
1
or
2
due
electronically
Finish
Paper
#3
Class
56
Final
Paper
3
due
before
class
Final
Exam
#3:
The
Novel
10:30
class
Tuesday,
6/24
9:15-‐
11:15
11:30
class
Wednesday
6/25
11:30-‐1:30