Green 2013
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This document provides information about the ELIT 22 Mythology and Folklore course taught by Judy Hubbard. The course will analyze selections of mythology and folklore from different cultures and time periods, examining their impact on beliefs, values, literature, art and trends. Students will read about mythological figures and complete assignments on the instructor's WordPress website. Required texts are listed. The course requirements include readings, quizzes, presentations, essays and exams. Grading criteria is outlined, with participation and attendance being essential parts of the course.
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Green 2013
This course focuses on comparing and contrasting mythological traditions across cultures and time periods, and examining the impact of mythology and folklore on beliefs, values, behaviors, literature, art, and trends. Students will read about various mythological topics and present on a superhero of their choice. Requirements include assigned readings, quizzes, exams, a group presentation, and a final essay. The instructor's contact information, office hours, required texts, grading scale, and participation expectations are provided.
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This document provides information about an ELIT 22 Mythology and Folklore course taught by Judy Hubbard. The course will compare and contrast mythological traditions across cultures and time periods, examining their impact on beliefs, values, art, and trends. Students will analyze readings about heroes, tricksters, and supernatural beings. Assessments include quizzes, presentations, essays and exams. The document outlines class policies, required texts, assignments, and grading scale. Students are expected to complete readings and participate actively in discussions.
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This document provides guidance on preparing for a summative assessment on the short story "A Summer's Reading" by Bernard Malamud. It outlines several key points students should know to successfully answer questions about basic understanding, higher-order thinking skills, and bridging questions. Specifically, it emphasizes the importance of thoroughly knowing the text, including background details, events, characters, and how the story concludes. It also notes several higher-order thinking skills that may be assessed, such as problem-solving, comparing and contrasting, and predicting. Sample bridging questions are provided to demonstrate how additional context can deepen understanding of the story when supported by examples from the text.
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1. The document summarizes Joseph Campbell's monomyth model of the hero's journey, which consists of 17 stages. It begins with the Call to Adventure and moves through trials and meeting supernatural figures to the ultimate boon.
2. Key stages include Refusal of the Call, Supernatural Aid, Belly of the Whale involving a metamorphosis, Road of Trials overcoming resistances, Meeting with the Goddess representing total knowledge, and Temptation.
3. The journey culminates with Apotheosis, potential Refusal to Return, Rescue from Without if needed, Crossing the Return Threshold to share knowledge, and Master of Two Worlds accepting both worlds' goods and
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Mwindo is the son of a chief named Shemwindo. Due to a prophecy, Shemwindo planned to kill all his sons. Mwindo's birth was preceded by difficulties and he was surrendered in a basket to the river. He was saved and later sought revenge on his father by burning down his village. After further trials and lessons, he achieved rank and honors, becoming a great chief and spreading wisdom.
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1. The hero's journey typically follows a pattern of a call to adventure, supernatural aid to overcome challenges, and an ultimate boon that is achieved and then must be returned from.
2. The hero often faces a meeting with the goddess and temptation but must understand the father figure to mature.
3. Upon returning, the hero may struggle from the divine state but brings knowledge to benefit society through overcoming a final threshold between the two worlds.
Recommended
Green 2013
This course focuses on comparing and contrasting mythological traditions across cultures and time periods, and examining the impact of mythology and folklore on beliefs, values, behaviors, literature, art, and trends. Students will read about various mythological topics and present on a superhero of their choice. Requirements include assigned readings, quizzes, exams, a group presentation, and a final essay. The instructor's contact information, office hours, required texts, grading scale, and participation expectations are provided.
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This document provides information about an ELIT 22 Mythology and Folklore course taught by Judy Hubbard. The course will compare and contrast mythological traditions across cultures and time periods, examining their impact on beliefs, values, art, and trends. Students will analyze readings about heroes, tricksters, and supernatural beings. Assessments include quizzes, presentations, essays and exams. The document outlines class policies, required texts, assignments, and grading scale. Students are expected to complete readings and participate actively in discussions.
11) the reader is not your friend
The document provides guidance on writing style for academic papers. It explains that an academic paper should be formal and avoid informal language. It advises not using first-person pronouns like "I" or "you" or discussing oneself. An academic paper also should not directly address the reader as a friend since the reader is not the author's friend. Examples are given of rewriting sentences to remove first-person references and direct addresses to the reader to make the language more formal and impersonal.
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This document provides guidance on preparing for a summative assessment on the short story "A Summer's Reading" by Bernard Malamud. It outlines several key points students should know to successfully answer questions about basic understanding, higher-order thinking skills, and bridging questions. Specifically, it emphasizes the importance of thoroughly knowing the text, including background details, events, characters, and how the story concludes. It also notes several higher-order thinking skills that may be assessed, such as problem-solving, comparing and contrasting, and predicting. Sample bridging questions are provided to demonstrate how additional context can deepen understanding of the story when supported by examples from the text.
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1. The document summarizes Joseph Campbell's monomyth model of the hero's journey, which consists of 17 stages. It begins with the Call to Adventure and moves through trials and meeting supernatural figures to the ultimate boon.
2. Key stages include Refusal of the Call, Supernatural Aid, Belly of the Whale involving a metamorphosis, Road of Trials overcoming resistances, Meeting with the Goddess representing total knowledge, and Temptation.
3. The journey culminates with Apotheosis, potential Refusal to Return, Rescue from Without if needed, Crossing the Return Threshold to share knowledge, and Master of Two Worlds accepting both worlds' goods and
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Mwindo is the son of a chief named Shemwindo. Due to a prophecy, Shemwindo planned to kill all his sons. Mwindo's birth was preceded by difficulties and he was surrendered in a basket to the river. He was saved and later sought revenge on his father by burning down his village. After further trials and lessons, he achieved rank and honors, becoming a great chief and spreading wisdom.
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1. The hero's journey typically follows a pattern of a call to adventure, supernatural aid to overcome challenges, and an ultimate boon that is achieved and then must be returned from.
2. The hero often faces a meeting with the goddess and temptation but must understand the father figure to mature.
3. Upon returning, the hero may struggle from the divine state but brings knowledge to benefit society through overcoming a final threshold between the two worlds.
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Cupid and Psyche and Beauty and the Beast are examples of myths/legends and folktales respectively. While both involve a beautiful young woman and involve themes of love and transformation, they differ in key ways. Cupid and Psyche is set in ancient Greece and involves the gods, while Beauty and the Beast is set in a nonspecific land far away and does not involve gods. They both feature a youngest daughter who is beautiful, but Cupid and Psyche's characters become immortal beings whereas Beauty and the Beast's characters remain human. Folktales can be analyzed through various lenses like historical context, sociological interpretations, and psychological symbolism to understand cultural values and human experiences.
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Osiris was the son of Nut and Re, the God of the Sun. Osiris married his sister Isis and they had a son named Horus. Set, Osiris' brother, killed Osiris and cut his body into pieces but Isis helped resurrect Osiris.
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This document discusses myths and their purpose and nature. It explains that myths were not meant as falsehoods, but rather as ways for ancient cultures to explain phenomena they did not understand. Myths are oral traditions that can have multiple versions and express the values and beliefs of the culture. The document also summarizes some common themes in myths such as creation stories, heroes/tricksters, and the afterlife. It provides examples of myths like the creation of the Greek gods and titans to illustrate its points about the nature and analysis of myths.
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The document discusses lesbian, gay, and queer criticism and literature. It explains that lesbian criticism addresses issues of both sexism and heterosexism. Gay criticism often analyzes how being gay influences one's worldview and experience of oppression as a gay person. Lesbian, gay, and queer criticism rely on textual evidence like homoerotic imagery to strengthen interpretations of works. Typical questions of lesbian, gay, and queer criticism include examining politics, literary devices, experiences portrayed, and coding of queer identities in texts.
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The document summarizes the classic Cinderella fairy tale and provides context and analysis of common elements and interpretations:
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The document summarizes Otto Rank's theory of the hero's journey in the first half of life and Joseph Campbell's model of the hero's monomyth or hero's journey. According to Rank, the hero is often the son of a king or leader whose birth was preceded by difficulties like a prophecy threatening his father's life. He is surrendered as a baby but survives and grows up, eventually finding and gaining acknowledgement from his distinguished parents. Campbell's hero's journey model describes the departure stage, which includes the hero receiving a call to adventure, potentially refusing the call, receiving supernatural aid from a guide, struggling to cross a threshold into an unknown realm, and undergoing a metamorphosis by being swallowed into the belly of
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The document discusses myths and provides several key points about their nature and purpose:
1. Myths were not meant as falsehoods but as attempts to explain phenomena that could not be easily understood. They were orally transmitted stories that varied by culture and version.
2. Myths express the values, beliefs, and fears of their originating cultures. They attempt to explain things like the structure of the universe, life and death, and supernatural beings.
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1. It outlines Joseph Campbell's Hero's Journey framework, which describes the typical path of the hero through departure, initiation, and return stages involving a call to adventure, supernatural aid, thresholds, trials and ordeals, and an ultimate boon.
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This document provides an overview and syllabus for an ELIT 22 Mythology and Folklore course taught by Judy Hubbard. The course will compare and contrast mythological traditions across cultures and time periods, examining their impact on beliefs, values, art, and society. Students will analyze selections from mythology and folklore, presenting on how superheroes draw from classic mythic elements. Requirements include readings, quizzes, presentations, essays, and a final exam. The instructor's contact information and policies, required texts, grading scale, and first homework assignment are outlined.
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This document provides information about the ELIT 21 Women In Literature course being offered in Spring 2019. It introduces the instructor Judy Hubbard and provides her contact information. The course will examine how literature influences gender identity at different stages of life by reinforcing patriarchal roles and cultural norms. Students will analyze how factors like class, race, culture and sexual orientation impact women as writers and characters. Required readings include Women and Literature: Reading Through the Ages course reader and novels by Moira Young, Amy Tan and Tillie Olsen. Students will be evaluated based on quizzes, papers, exams and class participation. The instructor's website provides additional resources and encourages use of electronic devices for notes.
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- The instructor provides her contact information and office hours. Policies on plagiarism, disabilities, and late assignments are also covered in the syllabus.
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This document contains the syllabus for a Basic Writing course taught by instructor Melissa Long at Porterville College. The syllabus outlines course policies, assignments, grading, and schedule. Students are expected to complete essays, paragraphs, grammar quizzes, textbook readings, and a reading journal. The course aims to improve students' mastery of grammar, punctuation, and paragraph structure. Students must attend regularly, participate in class, and adhere to academic honesty and technology policies. The semester will culminate in a final exam on December 7, 2011.
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This document discusses personalizing learning through humanizing online education. It begins by asking whether personalization is computer-mediated instruction or teaching. The document then discusses gathering information about students through surveys to understand their diverse backgrounds and needs. Course content includes the teacher's voice and experiences to create human connections. Assessment is designed to provide individual feedback to help students improve. Personalizing learning involves understanding students, incorporating their feedback, sharing work exemplars, and facilitating discussion to build relationships despite physical distance.
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Cupid and Psyche and Beauty and the Beast are examples of myths/legends and folktales respectively. While both involve a beautiful young woman and involve themes of love and transformation, they differ in key ways. Cupid and Psyche is set in ancient Greece and involves the gods, while Beauty and the Beast is set in a nonspecific land far away and does not involve gods. They both feature a youngest daughter who is beautiful, but Cupid and Psyche's characters become immortal beings whereas Beauty and the Beast's characters remain human. Folktales can be analyzed through various lenses like historical context, sociological interpretations, and psychological symbolism to understand cultural values and human experiences.
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This document discusses myths and their purpose and nature. It explains that myths were not meant as falsehoods, but rather as ways for ancient cultures to explain phenomena they did not understand. Myths are oral traditions that can have multiple versions and express the values and beliefs of the culture. The document also summarizes some common themes in myths such as creation stories, heroes/tricksters, and the afterlife. It provides examples of myths like the creation of the Greek gods and titans to illustrate its points about the nature and analysis of myths.
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The document discusses lesbian, gay, and queer criticism and literature. It explains that lesbian criticism addresses issues of both sexism and heterosexism. Gay criticism often analyzes how being gay influences one's worldview and experience of oppression as a gay person. Lesbian, gay, and queer criticism rely on textual evidence like homoerotic imagery to strengthen interpretations of works. Typical questions of lesbian, gay, and queer criticism include examining politics, literary devices, experiences portrayed, and coding of queer identities in texts.
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The document summarizes Otto Rank's theory of the hero's journey in the first half of life and Joseph Campbell's model of the hero's monomyth or hero's journey. According to Rank, the hero is often the son of a king or leader whose birth was preceded by difficulties like a prophecy threatening his father's life. He is surrendered as a baby but survives and grows up, eventually finding and gaining acknowledgement from his distinguished parents. Campbell's hero's journey model describes the departure stage, which includes the hero receiving a call to adventure, potentially refusing the call, receiving supernatural aid from a guide, struggling to cross a threshold into an unknown realm, and undergoing a metamorphosis by being swallowed into the belly of
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Gilgamesh is an ancient Sumerian epic poem from 2100 BC that is considered one of the earliest works of literature. It tells the story of Gilgamesh, a powerful king of Uruk, and his journey to discover the secret of eternal life after the death of his friend Enkidu. The poem includes themes of heroism, friendship, loss and the fear of death. It features characters and events from ancient Sumerian mythology such as the goddess Ishtar and the monster Humbaba.
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The class will be divided into factions to write questions about their assigned chapter from the text. Each group must write one question about a character, one question requiring evidence from the text, and one inference question. The Amnity group is assigned Chapter 12, Candor Chapter 13, Erudite Chapter 14, Abnegation Chapter 15, and Dauntless Chapter 16. For homework, students must read chapters 17-20, complete vocabulary, write a list of childhood favorites, and revise their first essay. A vocabulary quiz will be given in the next class.
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Myths are orally transmitted stories that are believed by their originating cultures and attempt to explain phenomena that cannot be easily explained. They express the values and beliefs of their cultures. Myths are studied by folklorists, anthropologists, psychoanalysts, and mythologists, with each viewing myths through their own lens. Common elements of myths include symbols, themes of creation, supernatural beings, heroes and tricksters, and explanations of life and death.
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The document discusses myths and provides several key points about their nature and purpose:
1. Myths were not meant as falsehoods but as attempts to explain phenomena that could not be easily understood. They were orally transmitted stories that varied by culture and version.
2. Myths express the values, beliefs, and fears of their originating cultures. They attempt to explain things like the structure of the universe, life and death, and supernatural beings.
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- Buddhism arose in India in the 6th-5th centuries BC due to discontent with sacrificial rituals. The Buddha taught that human suffering stems from craving and the belief in an eternal soul, and that Nirvana can be reached by following the eightfold path.
- Hinduism developed from the Vedic religion brought by the Aryans. Hindus believe in dharma and enduring suffering as part of life.
- Vishnu is the preserver or sustainer who maintains order, righteousness, and truth by taking earthly incarnations. He is popularly worshipped as Lord Venkateshwara.
Myths handout latest
This document summarizes several myth analysis methods and concepts:
1. It outlines Joseph Campbell's Hero's Journey framework, which describes the typical path of the hero through departure, initiation, and return stages involving a call to adventure, supernatural aid, thresholds, trials and ordeals, and an ultimate boon.
2. It maps six characteristics of trickster figures, who embody creative disruption through deception, shapeshifting, inverting social norms, and imitating the gods.
3. It summarizes J.F. Bierlin's view that myths give meaning to human existence by addressing our finitude, estrangement from deities, process of change and transformation, burden of choice, existence
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1. The document discusses methods for analyzing folktales, including identifying recurring motifs and symbols, and providing sociological and historical context.
2. It specifically examines the common elements of Cinderella stories, including her mistreatment by a stepmother, being prevented from attending a celebration, meeting a prince, and ultimately marrying him.
3. Vladimir Propp's morphology of the folktale is outlined, identifying 31 functional elements that commonly occur in stories, such as absence, interdiction, villainy, lack, counteraction, and resolution, often following a specific sequence. Character roles like villain, dispatcher, and hero are also defined.
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This document contains the syllabus for Melissa Long's Basic Writing course at Porterville College. The syllabus outlines the course details including time/location, instructor information, grading policies, assignments, textbooks, and schedule. Students are expected to attend class regularly, complete homework and essays, and take grammar quizzes. The goal is to improve students' writing skills in areas such as grammar, punctuation, and paragraph structure.
Internship Assignment
Mallori Gerson Sewell was born in Atlanta, Georgia. She has 2 sisters and 1 brother. She graduated from Tucker High School in 2014 and currently attends Kennesaw State University. She enjoys pasta, warm weather, spending time with friends, playing video games, and traveling to Texas, Mississippi, and South Carolina. She dislikes steak, long lines, scary monsters, ghosts, black or grey colors, long classes, early mornings, and when people sneeze or cough. Her 3-year goals are to become an early childhood teacher, drive a pre-k school bus, and work at PetSmart with dogs. She wants to live in Atlanta or Los Angeles. Her family, friends, and academy staff
How To Make A Cover Page For Assignment Guide - As
The document discusses Kanban, a system for scheduling lean and just-in-time production. Kanban was developed by Taiichi Ohno at Toyota to improve production and maintain high levels of output. It became an effective tool for running a production system as a whole unit. Areas with problems were highlighted by reducing the number of Kanban cards in circulation. The document traces the origins of Kanban to Toyota studying supermarkets in the 1940s and applying their stocking and shelf techniques to the factory floor.
English 12 r syllabus
This document outlines the syllabus and expectations for an English 12 class taught by Miss Przybysz, including an exploration of themes of self-discovery, individuality, and personal growth through literature as students examine where they have been, where they are now, and where they are going. The class will involve reading works such as The Catcher in the Rye, 1984, Death of a Salesman, and Hamlet, as well as personal essays focusing on reflection and goal-setting. Grades will be based on participation, preparedness, essays, homework and tests.
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The document provides an agenda and overview for an English writing class (EWRT 2). It includes:
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Grade Essay. . 013 Essay Example Grade Writing Thatsnotus
Grade Essay. . 013 Essay Example Grade Writing Thatsnotus
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1st midterm open latest 2
This document provides instructions for a two-part analysis assignment on fairy tales and fantasy works of literature. For part one, the student must analyze Beauty and the Beast using three different frameworks - Propp's elements, psychological elements relating to children, and historical elements appealing to adults. For each framework, the student must identify relevant elements from the story and give other examples. For part two, the student must explain how four different fantasy works fit into categories of fantasy fiction by referring to specific passages and what elements in those passages demonstrate the categories.
Final folktales
Tom Davenport is an independent filmmaker and distributor living in Delaplane, Virginia who graduated from Yale University. He began his career working with documentary filmmakers in New York and made his first independent film in 1969. In 1970, he started an independent film company with his wife Mimi Davenport. They are best known for a series of live action American adaptations of traditional folktales called "From the Brothers Grimm". Their most recent film Willa: An American Snow White was their first feature length film and won the Andrew Carnegie Award in 1998.
Cinderellas
The document summarizes common story elements found in fairy tales featuring a character like Cinderella:
1. A young beautiful girl loses or is abandoned by her mother and mistreated by a stepmother and/or stepsisters, being forced into menial service.
2. She is aided by supernatural powers and allowed to attend a celebration/ball where she meets a prince.
3. Through an identifying item like a lost shoe, ring, etc. she is identified as the one the prince falls in love with and marries, with good triumphing over evil.
Class one
This document discusses children's literature and its various forms and genres. It lists different perspectives from which children's literature can be viewed, such as from parents, educators, psychologists and more. It then instructs groups of 4 students to discuss books and films that were important to them as children, how the books were presented to them, and whether they were read to or introduced through television or movies. The groups are asked to make a list of favorites from when they were little to their teenage years and note any works that had an impact on their lives. Finally, it provides reading assignments from specific texts on fairy tales.
Midterm #1 list of terms and names
This document contains a list of names including fairy tale characters like Snow White and Cinderella as well as names like Saba, Lugh, Epona, Ash, Emmi, Mercy, Jack, Maev, Nero, and names from different cultures such as Anh Mei Hsu and Rose Hsu Jordan. It also lists terms for methods of criticism including Feminist Criticism, Queer Theory, and Kyriarchy/Intersectionality.
Short paper assignment folktales
This document outlines an assignment to analyze and compare five fairy tales - Snow White, Rapunzel, Cinderella, Sleeping Beauty, and Beauty and the Beast - based on elements identified in critical essays by Lois Tyson and Marcia K. Lieberman. Students must use quotes from both the fairy tales and critical essays in each paragraph. The analysis should interpret quotes from the tales to show underlying meanings, and find quotes from the essays that provide psychological depth beyond superficial outcomes like marriage. The paper must be at least two pages and follow MLA formatting.
Folktales presentation
This document discusses how folktales and fairy tales socialize children into patriarchal gender norms. It summarizes Lois Tyson's analysis of common folktales like Cinderella, Sleeping Beauty, and Snow White, noting how they encourage feminine passivity, depict marriage as women's only goal, and portray good women as submissive, virginal, and in need of male rescue. The document also discusses Marcia K. Lieberman's analysis of patterns in folktales, such as beautiful girls being initially punished but later rewarded without agency, and poor girls being chosen by princes based on their beauty alone. Students are asked to analyze these tales using Tyson and Lieberman's frameworks and
A Best Friend EWRT 1A 4 pm
This document outlines the characteristics of a best friend, including respecting each other's independence and differences, having a true connection built on trust, having a natural chemistry and understanding each other's needs, and being someone who helps the other person grow and is there for them when they need support.
A best friend EWRT 1A 1:30
A best friend is genuinely happy for their friend's accomplishments, brings them up during difficult times, and feels completely comfortable around them. They are considerate of each other's time, share humor in an appropriate way, and are open while also defending each other from criticism or abuse. A best friend understands that people make mistakes, aims to balance giving and receiving help, and supports their friend while also providing helpful criticism during difficult times.
Rapunzel
1) A childless couple longs for a baby. The wife craves rapunzel from a nearby walled garden belonging to a feared sorceress.
2) The husband retrieves rapunzel but is caught by the sorceress, who agrees to their child in exchange. She names the baby girl Rapunzel.
3) At age 12, the sorceress locks Rapunzel in a tower, visiting by calling up for her long hair. A prince hears Rapunzel singing and plans to visit her.
Beauty and the Beast
This summary provides the key details from the document in 3 sentences:
Beauty agrees to stay with the Beast to save her merchant father's life after he picks a rose for her and angers the Beast. She finds the Beast's enchanted castle well-appointed with everything she could need for comfort and amusement. Though frightened of the Beast, Beauty retains her courage and virtue, hoping her sacrifice will allow her father to live and return home safely.
Snow White
Snow White is a fairy tale about a beautiful princess with skin as white as snow, lips as red as blood, and hair as black as ebony. She is raised by her stepmother, a vain queen who is threatened by Snow White's beauty and asks a huntsman to kill her. The huntsman spares Snow White and brings back the heart of a wild boar instead. Snow White finds refuge with seven dwarfs and keeps house for them. The jealous queen, in disguise, tricks Snow White twice using poisoned accessories but is eventually defeated when Snow White is revived.
The sleeping beauty in the wood
The Sleeping Beauty tells the story of a princess who is cursed by an evil fairy to prick her finger and die on her 17th birthday. A good fairy modifies the curse so that the princess will instead fall asleep for 100 years until awakened by a prince's kiss. On her 17th birthday, the princess pricks her finger and falls asleep along with the entire castle. Exactly 100 years later, a prince discovers the sleeping princess and awakens her with a kiss, breaking the enchantment. They fall in love and are married.
Cinderella
Cinderella is mistreated by her stepmother and stepsisters, but her fairy godmother helps her attend the king's ball. At the ball, Cinderella dances with the prince but must flee before midnight, losing one of her glass slippers. The prince searches for the woman whose foot fits the slipper, and Cinderella is revealed as the beautiful woman from the ball when her foot fits the slipper. She marries the prince and lives happily ever after.
Feminism and Patrarchy
This document discusses concepts related to patriarchy, feminism, and gender norms. It presents lists of stereotypes and expectations for women and men under patriarchal systems, such as expectations around emotions, careers, relationships and more. The document also discusses how these norms are taught from an early age through folktales and cultural lessons. Students analyze how these norms impact and damage individuals and society, and consider whether they are changing. They are asked to find relevant quotes from assigned readings and discuss how their own views have changed through class discussion.
Class 2: Feminism and Patriarchy
This document discusses introducing concepts of patriarchy and feminism through an in-class exercise. Students are asked to work in gendered groups to identify societal expectations and norms for "good/bad" women and "real/inadequate" men. They then share their lists and discuss where these roles come from and how they impact individuals and society. The discussion is meant to help students examine their own views on patriarchy and feminism in relation to assigned readings. Students are also asked to analyze how folktales teach early gender norms and complete related homework.
Sisterhood
Sororities provide opportunities for sisterhood through intimate friendships, loyalty, trust, and emotional and physical affection. However, they can also encourage conformity, dependence on men, and exclusion from some activities typically associated with empowerment like sports or protest movements. While sororities nurture caring bonds, they may also involve backstabbing, cliques, and dishonesty between members.
Brotherhood
This document discusses characteristics of male-centered groups such as fraternities, sports teams, and militaries. It notes that these groups emphasize camaraderie, loyalty, and proving one's toughness through activities like hazing. They also tend to have hierarchical structures and encourage members to suppress emotions, take risks, and avoid seeking help.
First class
This document outlines a course on women in literature through the ages. It will examine how gender roles and cultural expectations are socialized through folktales told to children and the representations of women in various stages of life in literature. The course will analyze works including folktales, young adult fiction like Blood Red Road, The Joy Luck Club which explores the mother-daughter relationship, short stories by women of color and lesbians, and Tillie Olsen's novella Tell Me a Riddle about an old woman. Students will discuss concepts of sisterhood and brotherhood, complete a reading from Lois Tyson on feminist criticism, and read 100 pages per week from assigned works.
Readings and assignments sp 19
This document outlines the reading and assignment schedule for a literature course on women and literature for the spring semester. It includes:
1) Readings from feminist criticism books and folktales like Cinderella and Beauty and the Beast due in mid-April.
2) Assignments on those folktales and the novel Blood Red Road in late April.
3) Readings in May from books like the Joy Luck Club and course reader essays on mothers and daughters.
4) More assignments and quizzes on those works through mid-May.
5) Final readings in June include Tell Me a Riddle and an essay on aging women, culminating in a final exam and essay at
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Green 2013
- 1. ELIT 22 Mythology and Folklore 2013 Judy Hubbard Office: F11M Office Phone: 864-8476 email: hubbardjudy@fhda.edu Office Hours: Monday - Wednesday: 2-3 or by appointment COURSE EMPHASIS In this course we will read, analyze and evaluate a number of selections of mythology and folklore. We will be comparing and contrasting the mythological traditions not only across cultures but also across time. We will be looking at the impact of mythology and folklore on various cultures in terms of beliefs, values, behaviors, literature, art, and trends. We will be reading about heroes and tricksters, incest and cannibalism, fairies and witches, ghosts and spirits, quests and wars, creation and destruction. We will be ending the quarter with presentations about superheroes of your choice, as you show us how superheroes (and/or villains) are built upon classic myth, legend, and folklore elements. It should be a lot of fun. Website: http://hubbardmythandfolklore.wordpress.com/ In order to do the homework, you must establish an account. To make your own FREE Word Press account, go to wordpress.com and click on the large, orange button that says, “Get started here.” The system will walk you through a series of steps that will allow you to set up your own user-friendly Word Press blog. If you don't want a blog, you can signup for just a username. You can also register through Facebook. Make sure you sign in with YOUR Word Press username before you post on our class page so you get credit for your work. If you prefer not to use your own name, you may use a pseudonym. Please email me your username if it is significantly different from your real name. If you cannot establish your website and username, please come to my office hours as soon as possible, and I will help you with the process. Much of our work will take place online, so establishing this connection is mandatory.
- 2. REQUIRED TEXTS World Mythology: Donna Rosenberg. Third Edition The Classic Fairy Tales, Edited by Maria Tatar COURSE REQUIREMENTS Assigned Reading (see list) Quizzes 50 points (Varying points for each) Midterm 30 points Participation 25 points Group Presentation 25 points Final Essay 40 points Final Exam 30 points GRADING: A = 183-200 points A- = 181-182 points B+ = 179-180 points B = 163 - 178 points B- = 161-162 points C+ = 159-160 points C = 141-158 D+ = 139-140 D = 120 -138 points N/C = 119 and below
- 3. PARTICIPATION AND ATTENDANCE: This is not only a lecture class, although I will be lecturing for some part of every class. It is primarily a discussion class, so it's essential that you attend the class, make sure you have thoroughly read the assigned reading for the week, and participate in the group work and discussion. If you do not keep up with the readings, or if you miss a lot of the class, it will be impossible for you to keep up and receive the grade you want in the class. I suggest that you call and let me know how to reach you if you have to miss any day during the quarter. This isn’t the kind of class where you can keep up if you do the readings but don’t attend. A couple of other important rules to make class go smoothly and lessen distractions for us all: o No texting in class o Computers only for the purpose of taking notes please. o No cell phones on in class, no ringing and no answering during class time. If you have an unusual emergency, let me know. o If you have an emergency situation and you need to leave early, let me know; otherwise, I’ll expect you to be there for the entire class. * Please attend every day during the first week or I will assume that you have dropped. When people are trying hard to add, I want to try and give away empty spaces while I can. Attendance is also important because you have to be here to participate, an important part of the grade. Finally, Welcome! I'm looking forward to exploring mythology and folklore with you this quarter. I'm finding the reading exciting and thought provoking and I hope you will too. I know I will learn a lot from you, and I appreciate the opportunity to share what I know and have learned.