This document contains a syllabus for an American Literature course covering 1914-1945. It lists the weekly reading assignments, in-class activities, and homework for each of the 6 weeks of the course. The readings include works by Fitzgerald, Glaspell, Cather, Faulkner, Hughes and others. In-class work includes lectures on the authors, works, and literary theories like feminism and new criticism. Homework includes posting discussion questions (QHQs) on the readings and theories each week.
This document provides the weekly schedule and assignments for an American Literature course covering 1914-1945. It includes in-class activities, assigned readings, and homework posts for each of the 6 weeks. The course introduces students to major modernist works like The Great Gatsby and My Antonia through close reading and analysis. It also exposes students to modernist manifestos and different literary theories like Feminism, New Criticism, and African American Criticism to analyze the texts through different lenses. Students are required to write discussion posts responding to prompts about the readings each week to demonstrate their understanding.
This document outlines the weekly schedule, in-class activities, and homework assignments for an American Literature course covering works from 1914-1945. Over the 12-week quarter, students will read and discuss major modernist texts like The Great Gatsby and My Antonia, as well as poems by Pound, Williams, Hughes and others. In-class activities include lectures, discussions of the texts, and introductions to relevant historical contexts and literary theories like New Criticism, Feminism, and African American Criticism. Homework includes weekly reading assignments, posting discussion questions on the texts, and two response essays analyzing selected works through the lens of different critical theories. The schedule culminates in a final exam on the last day of
This document contains a weekly schedule for an American Literature class covering 1914-1945. It includes assigned readings, in-class activities, homework assignments, and due dates for discussion posts. Each week focuses on different authors and literary theories. Students are expected to read works like The Great Gatsby, Trifles, My Antonia, poems by Pound and Williams, and discuss them applying concepts from introductions to modernism, feminism, African American criticism, and more. Essay topics are also introduced. The class uses online discussion forums and includes lectures, group work, and a midterm exam.
This document provides an overview of the class schedule, assignments, and readings for an ELIT 17 Shakespeare course taught in the fall of 2016. The class meets on Mondays and Wednesdays from 12:30-2:20 PM.
In the first week, students are introduced to Shakespeare's works and comedy, and assigned to read Acts 1-3 of The Comedy of Errors. They must complete a discussion post responding to prompts about the play. Subsequent weeks cover more of The Comedy of Errors, an introduction to sonnets, Twelfth Night, Richard III, Othello, and The Tempest. Students are given reading assignments from the plays as well as additional sources. They must respond to discussion prompts
This document outlines the weekly schedule and assignments for an American literature class covering the period from 1914-1945. In week 1, students are introduced to the historical context and key authors of American modernism such as F. Scott Fitzgerald. They read his novel The Great Gatsby and post discussion questions online. In subsequent weeks, students are introduced to different literary theories like New Criticism, feminist criticism, and African American criticism. They apply these theories in discussions of Gatsby and the play Trifles. Students also begin reading the novel My Antonia by Willa Cather.
This document outlines the weekly schedule and assignments for an American literature class covering the period from 1914-1945. In week 1, students are introduced to the historical context and key authors of American modernism such as F. Scott Fitzgerald. They read his novel The Great Gatsby and post discussion questions online. In subsequent weeks, students are introduced to different literary theories like New Criticism, feminist criticism, and African American criticism. They apply these theories in discussions of Gatsby and the play Trifles. Students also begin reading the novel My Antonia by Willa Cather.
This document contains a weekly schedule for an American Literature class from 1914-1945. It lists the in-class activities and homework assignments for each week. The in-class activities include lectures on literary works and theories, discussions of questions posted by students, and introductions to new authors. The assigned readings include works by Fitzgerald, Glaspell, Cather, Pound, Williams, Stevens, Loy, and Faulkner. Students are required to post discussion questions on the readings and respond to prompts analyzing symbols, characters, and the works' connections to literary theories and modernist manifestos.
This document provides instructions and prompts for an essay assignment on postmodern literature. Students are asked to write a 3-6 page thesis-driven essay responding to one of several prompts about works they have read in the course. The prompts cover topics like postmodernism and manifestos, themes in specific works, and analyzing passages through different theoretical lenses. The essay should demonstrate clear writing, rhetorical skills, and use MLA style formatting with citations. The document provides learning objectives, introduction to the assignment, and detailed prompts to choose from as well as formatting and submission requirements.
This document provides the weekly schedule and assignments for an American Literature course covering 1914-1945. It includes in-class activities, assigned readings, and homework posts for each of the 6 weeks. The course introduces students to major modernist works like The Great Gatsby and My Antonia through close reading and analysis. It also exposes students to modernist manifestos and different literary theories like Feminism, New Criticism, and African American Criticism to analyze the texts through different lenses. Students are required to write discussion posts responding to prompts about the readings each week to demonstrate their understanding.
This document outlines the weekly schedule, in-class activities, and homework assignments for an American Literature course covering works from 1914-1945. Over the 12-week quarter, students will read and discuss major modernist texts like The Great Gatsby and My Antonia, as well as poems by Pound, Williams, Hughes and others. In-class activities include lectures, discussions of the texts, and introductions to relevant historical contexts and literary theories like New Criticism, Feminism, and African American Criticism. Homework includes weekly reading assignments, posting discussion questions on the texts, and two response essays analyzing selected works through the lens of different critical theories. The schedule culminates in a final exam on the last day of
This document contains a weekly schedule for an American Literature class covering 1914-1945. It includes assigned readings, in-class activities, homework assignments, and due dates for discussion posts. Each week focuses on different authors and literary theories. Students are expected to read works like The Great Gatsby, Trifles, My Antonia, poems by Pound and Williams, and discuss them applying concepts from introductions to modernism, feminism, African American criticism, and more. Essay topics are also introduced. The class uses online discussion forums and includes lectures, group work, and a midterm exam.
This document provides an overview of the class schedule, assignments, and readings for an ELIT 17 Shakespeare course taught in the fall of 2016. The class meets on Mondays and Wednesdays from 12:30-2:20 PM.
In the first week, students are introduced to Shakespeare's works and comedy, and assigned to read Acts 1-3 of The Comedy of Errors. They must complete a discussion post responding to prompts about the play. Subsequent weeks cover more of The Comedy of Errors, an introduction to sonnets, Twelfth Night, Richard III, Othello, and The Tempest. Students are given reading assignments from the plays as well as additional sources. They must respond to discussion prompts
This document outlines the weekly schedule and assignments for an American literature class covering the period from 1914-1945. In week 1, students are introduced to the historical context and key authors of American modernism such as F. Scott Fitzgerald. They read his novel The Great Gatsby and post discussion questions online. In subsequent weeks, students are introduced to different literary theories like New Criticism, feminist criticism, and African American criticism. They apply these theories in discussions of Gatsby and the play Trifles. Students also begin reading the novel My Antonia by Willa Cather.
This document outlines the weekly schedule and assignments for an American literature class covering the period from 1914-1945. In week 1, students are introduced to the historical context and key authors of American modernism such as F. Scott Fitzgerald. They read his novel The Great Gatsby and post discussion questions online. In subsequent weeks, students are introduced to different literary theories like New Criticism, feminist criticism, and African American criticism. They apply these theories in discussions of Gatsby and the play Trifles. Students also begin reading the novel My Antonia by Willa Cather.
This document contains a weekly schedule for an American Literature class from 1914-1945. It lists the in-class activities and homework assignments for each week. The in-class activities include lectures on literary works and theories, discussions of questions posted by students, and introductions to new authors. The assigned readings include works by Fitzgerald, Glaspell, Cather, Pound, Williams, Stevens, Loy, and Faulkner. Students are required to post discussion questions on the readings and respond to prompts analyzing symbols, characters, and the works' connections to literary theories and modernist manifestos.
This document provides instructions and prompts for an essay assignment on postmodern literature. Students are asked to write a 3-6 page thesis-driven essay responding to one of several prompts about works they have read in the course. The prompts cover topics like postmodernism and manifestos, themes in specific works, and analyzing passages through different theoretical lenses. The essay should demonstrate clear writing, rhetorical skills, and use MLA style formatting with citations. The document provides learning objectives, introduction to the assignment, and detailed prompts to choose from as well as formatting and submission requirements.
The document provides an overview of an English literature class discussing the novel The Road by Cormac McCarthy.
It begins with defining the terms "loathe" and "loath". Then, it outlines the class agenda, including discussing the novel as a postmodern work, using a critical lens to analyze it, and examining how the American Dream is portrayed.
The document then delves into each of these discussion points, providing textual evidence and analysis to support analyzing the novel through postmodern and trauma theory lenses and how it depicts the American Dream. It concludes with reviewing the quarter and assigning a final exam essay.
This document summarizes the key points from an ELIT 48C class discussion on Maxine Hong Kingston's novel "The Woman Warrior".
The class covered:
- Historical context of women's roles in Chinese society
- Kingston's use of fact and fiction in her writing
- Postmodern aspects like genre blending and individual identity
- Major themes like gender inequality and societal pressure
- Important symbols like the villagers and circular imagery
- Discussion questions about the cultural conflicts faced by the narrator and Kingston's use of storytelling
The document provides context on Kingston's work and engages with elements like setting, style, themes, symbols and questions for discussion. It recaps the
Red badge of courage critical thinking toolVictory
Victory's critical thinking tool can be used to create interactive scaffolded lessons for ELA, social studies, science , and math. This is an example of an ELA critical thinking lesson.
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 a summary of the weekly schedule and assignments for a hybrid literature and composition class. It includes the following key details:
- The class meets in-person three times per week and has online components and assignments on the other days.
- Over the course of six weeks, the class covers topics like New Criticism, feminist criticism, psychoanalytic criticism, and trauma theory as applied to different literary works.
- Students complete two essays applying different literary theories and have regular reading assignments, discussion posts, and at-home work like outlining essays.
- The schedule culminates in a review for Exam 1 and introduces materials for Exam 2 in the final week.
This document provides definitions and examples of the terms "hence", "thus", and "therefore". Hence means from this place or because of a preceding fact. It is used to show reason or cause. Thus means in this or that manner or way, as an example. It is used to draw a conclusion. Therefore means for that reason or because of that; it directly relates to reasoning. The document provides examples of sentences using each term to demonstrate their meanings.
This thesis examines the critical reception and visual interpretations of F. Scott Fitzgerald's novel The Great Gatsby. It analyzes four critical studies of the novel from different decades to show changing approaches and evaluations of the American Dream. It also discusses three film adaptations and how they depict the director's vision and the technical capabilities of their time. While initially dismissed, the novel became a canonical work through the combined efforts of literary criticism and film adaptations, gaining popularity among academics and the general public. The thesis argues this helped increase debate and interest in Fitzgerald's exploration of issues like class, mobility, ethics and romance.
The document appears to be a collection of informal notes and commentary from a literature class. It includes snippets of conversation between students, observations about assigned readings, and brief discussions of literary concepts and theories. Several topics are mentioned, such as postmodernism, critical theory, the American Dream, and interpretations of specific texts like The Road and Death of a Salesman. Students debate different analytical approaches and potential essay prompts.
This thesis analyzes the popularity and success of the first four Harry Potter books by J.K. Rowling. It examines their publication history, marketing strategies, and how they draw from different literary genres like the school story, epic/romance, and modern fantasy. The thesis argues that Rowling's unique blending of these genres through her use of morality and values contributes to the books' complexity and widespread appeal to both children and adults. It aims to understand why the Harry Potter series has become such a global phenomenon.
The document describes a 5-round literary quiz competition with rounds on classics, visual identification, mythology, title guessing, and rapid-fire questions. It provides sample questions, outlines scoring for each round including bonuses for faster title guesses, and notes the quiz master's
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.
The document provides resources for teaching a unit on finding historical facts within the fictional novel "Bud, Not Buddy" by Christopher Paul Curtis. The resources include a book about a barber during the Great Depression, a website with timelines and firsthand accounts, information about jazz music depicted in the novel, photos showing hardship during the era, and activities for students to analyze the historical context within the story.
Multiple Text Assignment - Bud, Not BuddyBobbieKeenan
The document provides resources for teaching a unit on finding historical facts in the fictional novel "Bud, Not Buddy" by Christopher Paul Curtis. The resources include a picture book, websites on the Great Depression and jazz, and photographs to enhance students' understanding of the historical context of the novel and provide different learning activities.
PYNCHON AND I
...meeting our match in cyberspace
Thomas Ruggles Pynchon, Jr.(8 May 1937) was born the very week, the very month, that the North American Baha'is were putting into place their first organized and systematic teaching Plan-1937-1944-for the extension & consolidation of the Baha'i community in the western hemisphere.Pynchon is an American novelist, a MacArthur Fellow, a polymath, a workaholic, some say a genius. He is noted for his dense and complex novels.
This document provides an agenda for a class that includes presentations on literary terms like characterization and dialogue, an author lecture on Langston Hughes, a discussion of racial passing using excerpts from Hughes' short story "Passing" and poem of the same name, and a lecture on writing summaries and paraphrasing poetry. The class will also include an in-class writing assignment where students summarize and paraphrase. Key terms are defined, including irony, literal, literature, and paraphrase. Information is also provided on Langston Hughes' influential career spanning the Harlem Renaissance through the Civil Rights Movement.
This document provides an agenda and slides for an English literature course, including discussions of literary analysis, argumentation, outlining essays, and close readings of short stories by James Joyce from the collection Dubliners. The instructor emphasizes developing a thesis, finding evidence to support arguments, and honing critical thinking skills needed to analyze literary texts.
This document provides summaries of student responses to essay questions on William Shakespeare's A Midsummer Night's Dream from past exams. For the first question, most students saw the play as exploring both the irrationality and potential constancy of love through the interchangeable human lovers and their arbitrary desires. However, some struggled to address how the play shows love's "potential for great constancy." For the second question, few students attempted it and some examiners felt the key terms of "authority" and "experience" were not fully addressed regarding Theseus and Hippolyta's roles. Weaker responses focused only on the opening scene and missed opportunities in Act 5.
This document provides links and information for purchasing assistance with literature homework and exams. It advertises immediate access to complete solutions for literature courses, exams, and assignments without needing to register an account. The solutions are rated highly. The page includes links to purchase assistance for specific literature assignments and exams.
El documento describe las propiedades y usos del amaranto o kiwicha. El amaranto es una planta originaria de América con alto valor nutricional que ha sido cultivada por más de 7000 años. Provee proteínas, calcio y otros nutrientes. Tiene aplicaciones culinarias, cosméticas y beneficios para la salud como reducir el colesterol y prevenir la osteoporosis. El amaranto fue seleccionado por la NASA para la dieta de astronautas debido a su alto valor nutricional.
The document provides an overview of an English literature class discussing the novel The Road by Cormac McCarthy.
It begins with defining the terms "loathe" and "loath". Then, it outlines the class agenda, including discussing the novel as a postmodern work, using a critical lens to analyze it, and examining how the American Dream is portrayed.
The document then delves into each of these discussion points, providing textual evidence and analysis to support analyzing the novel through postmodern and trauma theory lenses and how it depicts the American Dream. It concludes with reviewing the quarter and assigning a final exam essay.
This document summarizes the key points from an ELIT 48C class discussion on Maxine Hong Kingston's novel "The Woman Warrior".
The class covered:
- Historical context of women's roles in Chinese society
- Kingston's use of fact and fiction in her writing
- Postmodern aspects like genre blending and individual identity
- Major themes like gender inequality and societal pressure
- Important symbols like the villagers and circular imagery
- Discussion questions about the cultural conflicts faced by the narrator and Kingston's use of storytelling
The document provides context on Kingston's work and engages with elements like setting, style, themes, symbols and questions for discussion. It recaps the
Red badge of courage critical thinking toolVictory
Victory's critical thinking tool can be used to create interactive scaffolded lessons for ELA, social studies, science , and math. This is an example of an ELA critical thinking lesson.
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 a summary of the weekly schedule and assignments for a hybrid literature and composition class. It includes the following key details:
- The class meets in-person three times per week and has online components and assignments on the other days.
- Over the course of six weeks, the class covers topics like New Criticism, feminist criticism, psychoanalytic criticism, and trauma theory as applied to different literary works.
- Students complete two essays applying different literary theories and have regular reading assignments, discussion posts, and at-home work like outlining essays.
- The schedule culminates in a review for Exam 1 and introduces materials for Exam 2 in the final week.
This document provides definitions and examples of the terms "hence", "thus", and "therefore". Hence means from this place or because of a preceding fact. It is used to show reason or cause. Thus means in this or that manner or way, as an example. It is used to draw a conclusion. Therefore means for that reason or because of that; it directly relates to reasoning. The document provides examples of sentences using each term to demonstrate their meanings.
This thesis examines the critical reception and visual interpretations of F. Scott Fitzgerald's novel The Great Gatsby. It analyzes four critical studies of the novel from different decades to show changing approaches and evaluations of the American Dream. It also discusses three film adaptations and how they depict the director's vision and the technical capabilities of their time. While initially dismissed, the novel became a canonical work through the combined efforts of literary criticism and film adaptations, gaining popularity among academics and the general public. The thesis argues this helped increase debate and interest in Fitzgerald's exploration of issues like class, mobility, ethics and romance.
The document appears to be a collection of informal notes and commentary from a literature class. It includes snippets of conversation between students, observations about assigned readings, and brief discussions of literary concepts and theories. Several topics are mentioned, such as postmodernism, critical theory, the American Dream, and interpretations of specific texts like The Road and Death of a Salesman. Students debate different analytical approaches and potential essay prompts.
This thesis analyzes the popularity and success of the first four Harry Potter books by J.K. Rowling. It examines their publication history, marketing strategies, and how they draw from different literary genres like the school story, epic/romance, and modern fantasy. The thesis argues that Rowling's unique blending of these genres through her use of morality and values contributes to the books' complexity and widespread appeal to both children and adults. It aims to understand why the Harry Potter series has become such a global phenomenon.
The document describes a 5-round literary quiz competition with rounds on classics, visual identification, mythology, title guessing, and rapid-fire questions. It provides sample questions, outlines scoring for each round including bonuses for faster title guesses, and notes the quiz master's
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.
The document provides resources for teaching a unit on finding historical facts within the fictional novel "Bud, Not Buddy" by Christopher Paul Curtis. The resources include a book about a barber during the Great Depression, a website with timelines and firsthand accounts, information about jazz music depicted in the novel, photos showing hardship during the era, and activities for students to analyze the historical context within the story.
Multiple Text Assignment - Bud, Not BuddyBobbieKeenan
The document provides resources for teaching a unit on finding historical facts in the fictional novel "Bud, Not Buddy" by Christopher Paul Curtis. The resources include a picture book, websites on the Great Depression and jazz, and photographs to enhance students' understanding of the historical context of the novel and provide different learning activities.
PYNCHON AND I
...meeting our match in cyberspace
Thomas Ruggles Pynchon, Jr.(8 May 1937) was born the very week, the very month, that the North American Baha'is were putting into place their first organized and systematic teaching Plan-1937-1944-for the extension & consolidation of the Baha'i community in the western hemisphere.Pynchon is an American novelist, a MacArthur Fellow, a polymath, a workaholic, some say a genius. He is noted for his dense and complex novels.
This document provides an agenda for a class that includes presentations on literary terms like characterization and dialogue, an author lecture on Langston Hughes, a discussion of racial passing using excerpts from Hughes' short story "Passing" and poem of the same name, and a lecture on writing summaries and paraphrasing poetry. The class will also include an in-class writing assignment where students summarize and paraphrase. Key terms are defined, including irony, literal, literature, and paraphrase. Information is also provided on Langston Hughes' influential career spanning the Harlem Renaissance through the Civil Rights Movement.
This document provides an agenda and slides for an English literature course, including discussions of literary analysis, argumentation, outlining essays, and close readings of short stories by James Joyce from the collection Dubliners. The instructor emphasizes developing a thesis, finding evidence to support arguments, and honing critical thinking skills needed to analyze literary texts.
This document provides summaries of student responses to essay questions on William Shakespeare's A Midsummer Night's Dream from past exams. For the first question, most students saw the play as exploring both the irrationality and potential constancy of love through the interchangeable human lovers and their arbitrary desires. However, some struggled to address how the play shows love's "potential for great constancy." For the second question, few students attempted it and some examiners felt the key terms of "authority" and "experience" were not fully addressed regarding Theseus and Hippolyta's roles. Weaker responses focused only on the opening scene and missed opportunities in Act 5.
This document provides links and information for purchasing assistance with literature homework and exams. It advertises immediate access to complete solutions for literature courses, exams, and assignments without needing to register an account. The solutions are rated highly. The page includes links to purchase assistance for specific literature assignments and exams.
El documento describe las propiedades y usos del amaranto o kiwicha. El amaranto es una planta originaria de América con alto valor nutricional que ha sido cultivada por más de 7000 años. Provee proteínas, calcio y otros nutrientes. Tiene aplicaciones culinarias, cosméticas y beneficios para la salud como reducir el colesterol y prevenir la osteoporosis. El amaranto fue seleccionado por la NASA para la dieta de astronautas debido a su alto valor nutricional.
El SENA tiene la misión de ofrecer formación profesional integral a los trabajadores colombianos para contribuir al desarrollo social, económico y tecnológico del país. Su visión es convertirse en una entidad líder mundial en formación profesional e innovación al servicio de las personas y empresas para 2020. El escudo y la bandera del SENA representan los tres sectores económicos en los que se enfoca: industria, comercio y servicios, y sector primario.
- La película sigue a los Minions, criaturas amarillas que han servido a los villanos más despreciables a lo largo de la historia. Actualmente se encuentran sin un amo a quien servir y deciden embarcarse en una aventura para encontrar a un nuevo líder villano.
- En su búsqueda, encuentran a Scarlet Overkill, la primera supervillana femenina, y viajan con ella desde la Antártida hasta Nueva York en los años 60.
- Finalmente, los Minions se enfrentan a su mayor reto cuando tienen
Definiciones de conceptos basicos de analisis de sistemasPollo XD
El documento define varios conceptos clave relacionados con el análisis de sistemas, incluyendo método, procedimiento, sistema, análisis, sistemas de información, programador, análisis de sistemas, líder de proyecto y sistema informático.
The document contains information about an individual named Mária Katona, including a percentage of 94%, a code of PSA8-2898, and a date of May 27th, 2009.
Taller mejora la Empleabilidad dirigido a estudiantes universitarios de último curso. Su objetivo es transmitir herramientas eficaces en la búsqueda de empleo.
El documento presenta los proyectos de aula para el año 2013 en la Institución Educativa Santa María del Río para la educación secundaria. Los proyectos buscan mejorar el aprendizaje y desarrollo de los estudiantes a través de actividades prácticas y experiencias significativas.
El documento describe los principios y características de la reingeniería de procesos. En resumen: (1) la reingeniería de procesos busca mejorar drásticamente los procesos para reducir costos y mejorar la calidad, (2) los principios incluyen enfocarse en los procesos en lugar de las funciones y crear valor para el cliente, (3) los beneficios son menores costos, mayor satisfacción del cliente y mejor imagen de la empresa.
O documento discute estratégias para o uso das mídias sociais. Ele fornece informações sobre o palestrante André Damasceno e apresenta tópicos como pesquisa nas mídias sociais, otimização de perfis, definição de objetivos e construção de planejamentos estratégicos. O foco é ensinar como desenvolver relacionamentos por meio das mídias sociais que possam gerar vendas e resultados para marcas.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a los bancos rusos, la prohibición de la venta de aviones y equipos a Rusia, y sanciones contra funcionarios rusos. Los líderes de la UE esperan que las sanciones aumenten la presión económica sobre Rusia y la disuadan de continuar su agresión contra Ucrania.
Este documento proporciona información sobre diferentes métodos anticonceptivos, incluyendo condones masculinos y femeninos, inyecciones anticonceptivas, dispositivos intrauterinos, parches subdérmicos. Describe las ventajas y desventajas de cada método. Resalta que aunque la abstinencia es el único método 100% efectivo, los anticonceptivos permiten disfrutar la sexualidad de forma segura y responsable. Recomienda siempre usarlos para prevenir embarazos no deseados y enfermedades de transmisión sexual.
1. The document outlines a syllabus for an American literature class covering modernist works from 1914-1945. It lists the weekly readings, assignments, and discussion topics which include manifestos, poems, and novels like The Great Gatsby.
2. Students are assigned discussion posts responding to questions or prompts about the works. They analyze symbols, themes, characters, and apply different literary theories. They also complete character analyses and discuss historical context.
3. The course introduces modernist genres like imagist poetry and examines authors through the lenses of feminist, Marxist, and minority criticism to explore themes of class, gender, and race in the early 20th century United States.
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.
This document outlines the syllabus for an ELIT 10Q course on GLBTQ literary theories and texts from Fall 2014. It includes:
1. A weekly schedule that pairs specific literary works from 1895 to the present with corresponding theorists and case studies for discussion. Readings include works by Willa Cather, Radclyffe Hall, James Baldwin, and Leslie Feinberg among others.
2. Assignment details including weekly discussion posts applying literary theories to assigned texts and two written papers.
3. Exam dates covering the works and trends studied each semester half.
The course uses a historical approach to trace the development of GLBTQ literature and how understandings of sexuality and identity have evolved over
This document outlines the schedule and assignments for an ELIT course on GLBTQ theories and literature from Fall 2014. It includes:
1. A weekly class schedule from weeks 1-12 that lists the readings, discussions, assignments and exams for each class. Readings include works by Freud, Woolf, Forster, Hemingway, Baldwin and others.
2. Details of two major writing assignments - a paper on representations of homosexuality before the Stonewall riots due in week 7, and a final paper due in week 12.
3. Readings are paired with discussion questions or topics that will be covered each week, focusing on applying literary theories to the assigned works.
This document outlines the syllabus for an ELIT 10Q course on LGBTQ literature from Fall 2014. It includes:
1. An overview of the class schedule organized by week, with assigned readings, class activities, and homework due for each class. Readings include works from Krafft-Ebbing, Freud, Baldwin, and others.
2. Details on two exams, two papers assigned, group presentations, and discussion questions posted weekly by students in response to the readings.
3. An introduction to different literary theories and LGBTQ topics to be covered each class, with a focus on applying these theories to analyze the assigned works.
This document provides the weekly schedule and assignments for an American literature class covering modernist works from 1914-1945. The schedule outlines the assigned readings, discussion questions, and writing prompts for each day of the week over several weeks. Students are asked to read works like Trifles, My Antonia, The Great Gatsby, poems by Pound, Williams, and Hughes, and respond to the prompts by analyzing symbols, themes, characters, and making connections to historical and literary contexts. The class will also cover literary theories like feminist criticism, Marxist criticism, and new criticism that can be applied to the analyzed texts.
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The document outlines an English class schedule and assignments for the week of April 19th. It includes reviewing different literary criticism models like feminist criticism and analyzing short stories like "The Storm" through those lenses. Students will also analyze speeches by Booker T. Washington and W.E.B. Du Bois using historical criticism, comparing their arguments. They will write essays analyzing stories and speeches seen through various literary criticism perspectives.
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AEJMC Literary Journalism Handout 2016 AssignmentsMitzi Lewis
This document contains descriptions of several successful long-form journalism assignments provided by professors. Some of the key assignments described include:
1. Narrative nonfiction pieces of 18-25 pages developed around scenes using a narrative nonfiction guidebook.
2. Essays of various lengths on place, memoir, and satire using a creative nonfiction textbook.
3. Analysis of a book and a series of articles totaling close to 30 pages on a tornado anniversary.
4. Comparative essays of various lengths comparing works by Native American writers and literary journalists.
On histories and stories selected essays by A.S. Byatt (farijulbari@gmail.com)Farijul Bari
This document is the introduction to a collection of essays by A.S. Byatt titled "On Histories and Stories". Byatt discusses how the essays explore the complicated relationships between reading, writing, and the academic study of literature. She describes how she has always seen herself primarily as a writer though she has taught literature. The introduction provides context for the essays, which examine British novels about history and the intersections between fiction and history. Byatt reflects on changes in how contemporary literature is studied and hopes the essays will help broaden discussions of modern writing.
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.
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.
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.
How to Manage Reception Report in Odoo 17Celine George
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.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
1. -‐-‐-‐Week
In-‐Class
Activities
Homework
Week
1
4/6
Class
1
v Adding the Class
v Syllabus
v Green sheet
v Website
v QHQ
v Kaizena
v Introduction to American
Literature 1914-1945
Establish your username and explore the class webpage
Buy Your books
Read The Norton introduction: pp. 3-22 (also on website)
Read “Modernist Manifestos” pp. 335-350
Post #1: QHQ from one of these writer’s manifestos:
Marinetti Loy
Pound Cather
Williams Hughes
Class
2
Teams
v Introduction to the
“Modernist Manifestos”
v Discussion:
v Modernist Manifestos-----
• Marinetti Loy
• Pound Cather
• Williams Hughes
v Author Introduction: F. Scott
Fitzgerald and The Great
Gatsby
Read: The Great Gatsby: ALL
Post #2: Choose One
1. Write a character sketch of Daisy or Tom or Jordan,
focusing on the recurring “tag” used to describe them.
Daisy leans forward and talks in a low voice; Tom is
restless and hulking; Jordan balances something on her
chin almost in an athletic stance. What is Fitzgerald’s
purpose in thus describing them?
2. OR Discuss how the reunion of Daisy and Gatsby
signals both the beginning and the end of Gatsby’s dream
and of his success.
3. OR Trace the recurring image of eyes, and ascertain the
purposes of those images. Consider blindness on any
level as well as sight.
4. OR Your own QHQ
Week
2
4/13
Class
3
v Lecture:
o The Great Gatsby:
Historical Context
v Discussion:
o The Great Gatsby
v Author Introduction: Lois
Tyson and Critical Theory
Today
Read: Critical Theory Today: Chapter 1 Introduction 1-10
Read: Critical Theory Today: Chapter 5 New Criticism
135-164
Post #3: QHQ: New Criticism
Class
4
v Introduction to Critical
Theory.
v Lecture: New Criticism
v Discussion:
o The Great Gatsby
o QHQ: New Criticism
Read: Critical Theory Today: Chapter 4 “Feminist
Criticism” 83-130
Read: Critical Theory Today: Chapter 10 “Lesbian, Gay, and
Queer Criticism” 317-355
Post #4: QHQ: Feminist or Lesbian, Gay, and Queer Criticism
2. Week
3
4/20
Class
5
v Lecture:
o Feminist Criticism
o Lesbian, Gay, and Queer
Criticism
v Discussion:
o QHQs and The Great
Gatsby
Read: Critical Theory Today: Chapter 11 “African American
Criticism” 359-409
Post #5: QHQ: African American Criticism
Class
6
v Lecture:
o African American
Criticism
v Discussion: QHQs and
o The Great Gatsby
v Author introduction: Susan
Glaspell and Trifles
Read Trifles (1916) pp. 252-262
Post # 6: Choose one
1. In literature, a symbol represents something else, and is
often used to communicate deeper levels of meaning. What
is one important symbol in Trifles? How does Glaspell use it
to propel the plot and convey deeper levels of meaning about
her characters or themes?
2. Write a paragraph or two on how you might apply any one
of the Critical theories we have discussed to Trifles.
3. How might you read Trifles in connection with one of the
modernist manifestos?
4. QHQ Trifles
Week
4
4/27
Class
7
v Lecture: Trifles
o Historical Context and
Style
v Discussion:
o QHQs, Themes, and
o Symbols
v Author introduction:
o Willa Cather and My
Antonia
Read My Antonia (1918) Book I Introduction Chapters 1-19
Post #7: Choose one
1. QHQ CHAPTERS 1-19
2. Discuss why Willa Cather chose a male narrator and why
women dominate the novel.
3. Explore the story or relationship of Pavel and Peter.
4. Compare and contrast the lives of Jim Burden and Antonia.
Explain what drew them together and enabled them to become
close friends.
5. Compare and contrast the relationship between Antonia and
Jim in Sections 1 and 2
Class
8
v New Teams
v Lecture:
o My Antonia Book I
o Historical Context
v Discussion
o QHQs
Read My Antonia (1918) Book II and Book III
Post #8: Choose One
1.Discuss the contrasts that are developing between the
characters in this section.
2.Discuss the importance of independent women in section II.
3.Discuss the differences between the country and town girls.
4.Explain the importance of the dance pavilion to both Jim and
Antonia.
5.Explain why Willa Cather has chosen to devote one of the
books of her novel to Lena Lingard.
6.Discuss the importance of the narrator leaving Black Hawk for
college life.
7.Discuss My Antonia in terms of one or more of the Manifestos.
8.Write your own QHQ.
3. Week
5
5/4
Class
9
v Review: Historical Context
v Lecture
o My Antonia Books II and
III
o Themes and Style
v Discussion
o QHQs
Finish My Antonia (1918): Book IV and Book V
Post #9: Answer one of the following prompts:
1. Compare and contrast Tiny Soderball and Lena
Lingard’s success with money.
2. Discuss why Willa Cather chose to have Antonia return
to the Shimerda farm as an unwed mother.
3. Discuss the differences between the Cuzak household
and the Shimerda household from many years before.
4. Write your own QHQ
Class
10
v Lecture
o The
American
Dream
o My
Antonia
Books
IV
and
V
v Author
Introduction:
Pound
and
Williams
v Paraphrasing
Poetry
Read:
William
Carlos
Williams
“The
Red
Wheelbarrow,”
and
“To
Elsie.”
Read:
Ezra
Pound
“In
a
Station
of
the
Metro.”
Post
#10:
Choose
one
1. QHQ
on
“In
a
Station
of
the
Metro”
2. A
new
critical
reading
of
“In
a
Station
of
the
Metro”
Post
#11:
Choose
one
1. QHQ
on
either
of
the
William’s
poems
for
today’s
reading.
2. Paraphrase
“The
Red
Wheelbarrow”
or
6-‐9
lines
from
“To
Elsie.”
Week
6
5/11
Class
11
v The
Chair
Poet
v Lecture:
Imagism
v Imagist
Poetry
o “In
a
Station
of
the
Metro.”
o “The
Red
Wheelbarrow”
o “To
Elsie”
v Author
Introduction:
o Wallace
Stevens
and
Mina
Loy
Read:
Mina
Loy
295-‐96
and
“Parturition”
296-‐99
Post
#12:
Respond
to
one
of
the
following
prompts:
1. QHQ
on
the
“Parturition”
2. Discuss
“Parturition”
in
conjunction
with
Loy’s
Manifesto.
3. Discuss
“Parturition”
in
conjunction
with
one
critical
theory
Read:
Wallace
Stevens
“The
Snow
Man”
283
1923
“The
Emperor
of
Ice
Cream”
284
1923
Post
#13:
1. Paraphrase
either
poem.
Be
original!
2. Discuss
the
modernist
aspects
of
one
or
both
of
these
poems.
3. Or
a
brief
“new
critical”
reading
of
one
poem
4. Or
do
a
QHQ
for
either
“The
Snow
Man”
or
“The
Emperor
of
Ice
Cream”
Class
12
v New
teams
v Lyric
Poetry
o “The
Snow
Man”
1923
o “The
Emperor
of
Ice
Cream”
v Stream
of
Consciousness
o “Parturition”
v Exam
Preparation
Review
for
Exam
Vocabulary,
Theory,
All
Reading
a. Rules
of
Writing:
Multiple
Choice
b. Fill
in
the
blank
c. Theory
Identification
d. Passage
Identification/Character
Identification
e. Who
said
it?
f. Essay
Question
4. Week
7
5/18
Class
13
v Lecture
v Introduction
to
Essay
#1
v Author
Introduction:
§ William
Faulkner
v Midterm
Exam
Familiarize
yourself
with
potential
topics
for
essay
#1
Read:
“Barn
Burning”
800-‐12
Post
#14
QHQ
“Barn
Burning”
Post
#15
Provide
a
brief
character
analysis
or
discuss
a
symbol
de
Spain
Fire
Sarty
The
soiled
rug
Abner
Snopes
Blood
Lennie
Snopes
Class
14
v Lecture
“Barn
Burning”
o Historical
Context
o
Style.
o Characters
and
Symbols
§ How
to
write
a
response
to
literature.
Read:
Langston
Hughes:
“The
Negro
Speaks
of
Rivers,”
“I,
too,
sing
America,”
and
“The
Weary
Blues”
Post
#16:
Choose
one
1. What
connections
can
be
made
between
race
and
blues
music
in
"The
Weary
Blues"?
2. What
do
you
think
it
means
to
have
a
soul
that
is
deep
as
rivers?
How
does
“I,
too,
sing
America”
make
you
think
about
what
it
means
to
be
an
American?
How
is
"America"
presented
in
this
poem,
and
how
does
it
make
you
feel
about
America?
Read
Zora
Neale
Hurston:
“The
Eatonville
Anthology”
530-‐
38
and
“How
it
Feels
to
Be
Colored
Me”
538-‐541
Post
#17
Choose
one
1. Community
is
the
primary
bond
among
the
stories
contained
in
"The
Eatonville
Anthology."
How
does
the
image
of
a
front
porch
act
as
a
symbol
of
the
social
concept
of
community?
Cite
specific
incidents
from
the
story
that
prove
this
connection.
2. How
does
the
narrator's
viewpoint
direct
the
reader's
understanding
and
approval
of
the
citizens
presented
in
"The
Eatonville
Anthology"?
Discuss
specific
examples.
3. QHQ:
“How
it
Feels
to
Be
Colored
Me”
Week
8
5/25
Class
15
v Author
Introduction:
§ Langston
Hughes
§ Zora
Neale
Hurston
Lecture:
The
Harlem
Renaissance:
Historical
Context
The
Poems
of
Langston
Hughes
Zora
Neale
Hurston
§ “The
Eatonville
Anthology”
§ “How
it
Feels
to
Be
Colored
Me”
Post
#
18
In
300
words,
consider
one
of
our
previous
texts
through
the
lens
of
African
American
Criticism.
Read
“American
Literature
since
1945”
pp.
3-‐19
Read
Mary
Klages
“Postmodernism.”
There
is
a
link
to
this
article
on
the
website
home
page.
Post
#19
QHQ
on
Klages
Essay
#1
due
Friday
at
noon
5. Class
16
v Essay
#1
Questions?
v Applying
African
American
Criticism
v Am
Lit
since
1945
v Postmodernism
§ Klages
§ Author
Introduction:
Ralph
Ellison
Read
“Postmodern
Manifestos”
400-‐17
Post
#20
QHQ
on
one
of
the
following:
Sukenick
Gass
Thompson
Olson
O’Hara
Bishop
Ammons
Lorde
Read
Ralph
Ellison,
“The
Prologue,”
and
“Battle
Royal”
from
Invisible
Man.
206-‐224
Post
#21
Choose
one
1. What
does
the
reader
know
about
the
narrator
solely
on
the
basis
of
the
Prologue?
Explain
both
what
he
reveals
about
himself
explicitly
and
what
inferences
can
be
drawn,
justifying
your
findings
as
you
go
along.
2. Why
would
the
audience
listening
to
the
narrator’s
speech
have
reacted
so
strongly
to
the
narrator’s
mistake?
Discuss
the
implications
of
his
slip
of
the
tongue.
QHQ
Essay
#1
due
Friday
at
noon
Week
9
6/1
Class
17
v New
Teams
v Lecture:
Postmodernism
o Postmodern
Manifestos
v Lecture
o “Prologue”
Think
about
“Battle
Royale”
Read
Allen
Ginsberg
pp.
490-‐492
Howl
and
“A
Footnote
to
Howl”
pp.
492-‐500
Post
#22:
Choose
one
1. Paraphrase
8-‐10
lines
from
Howl.
2. QHQ
HOWL
Class
18
v Finish
Ellison
o “Battle
Royal”
o Historical
Context
o Themes
and
Style
v Lecture
o Introduction
to
The
Beats
o Author
Introduction:
Ginsberg
o Howl
o Themes;
forms
and
devices
v Author
Introduction:
o Gloria
Anzuldua
o Maxine
Hong
Kingston
Read
Gloria
Anzuldua
pp.
837-‐38
La
conciencia
de
la
mestiza/
Towards
a
New
Consciousness
838-‐49
and
“El
Sonavabitche”
858-‐62
Post
#23:
Choose
One
1. QHQ:
La
conciencia
2. Discuss
themes
or
meaning
in
“El
Sonavabitche”
3. Discuss
Postmodernism
or
Feminist
Theory,
or
Minority
Theory
in
terms
of
Anzuldua
Read
Maxine
Hong
Kingston
Warrior
Woman:
Part
1
“No
Name
Woman”
793-‐801
Post
#24:
Choose
one
1. Discuss
a
theme
from
the
reading
2. QHQ
3. Comment
on
the
text
via
a
critical
lens.
6. Week
10
6/8
Class
19
v Lecture
o La
conciencia
de
la
mestiza/
Towards
a
New
Consciousness
o “El
Sonavabitche”
o “Warrior
Woman”
o Historical
Context
o Themes
and
Style
v Discussion
o Intersections
of
identity
and
oppression
v The
American
Dream
v Introduce
Essay
#2
v Author
Introductions:
o Sherman
Alexie
o Sandra
Cisneros
Read
Sherman
Alexie
1207
“This
is
What
it
Means
to
Say
Phoenix
Arizona”
1213
Post
#25
1. What
is
Sherman
Alexie
saying
in
this
story
about
the
role
of
storytelling?
2. Discuss
POV
and
how
or
why
it
is
important
to
the
plot.
3. Discuss
the
relationship
of
Thomas
and
Victor.
4. Discuss
this
story
in
terms
of
postmodernism,
minority
theory,
or
multiculturalism.
Read
Sandra
Cisneros
“Woman
Hollering
Creek”
1131-‐1139
Post
#26
1. Discuss
a
theme:
love
and
passion
or
sex
roles
or?
2. Discuss
the
text
in
terms
of
postmodernism
or
in
articulation
with
a
postmodern
manifesto.
3. Discuss
the
story
as
it
reads
through
a
feminist
and/or
minority
lens.
Begin
Essay
2
Class
20
v Lecture
o Sandra
Cisneros
o “Woman
Hollering
Creek”
o Historical
Context
o Themes
and
Style
o Multiculturalism
o Sherman
Alexie
o “This
is
What
it
Means
to
Say
Phoenix
Arizona”
o Style
and
genre
v Discussion
v Author
Introduction
o Cormac
McCarthy
Read
The
Road:
Post
#27:
Choose
one
1. What
caused
the
devastation
of
the
land?
Provide
the
clues
you
used
to
come
to
your
conclusion.
2. Discuss
a
theme
from
the
novel:
Destruction,
survival,
isolation,
death,
or
hope
3. Examine
the
concept
of
trust
and
mistrust
in
The
Road.
4. Analyze
the
symbol
of
innocence
and
how
it
pertains
to
the
son
in
The
Road.
5. Introduce
another
concept
or
symbol
Week
11
6/15
Class
21
v Lecture
o The
Road:
The
Age
of
Terror
o The
apocalypse
o Themes
o Concepts
o Symbols
v Discussion
o QHQ
v The
Future
o Self-‐Assessment
o Last
Chair
Poet
Post
#:
28
(The
last
one)
1. Discuss
the
novel
as
a
postmodern
work
2. Use
a
critical
lens
to
start
a
discussion
3. Discuss
the
American
Dream
as
it
manifests
in
The
Road
4. QHQ
Write
Self-‐Assessment
Work
on
Essay
2
7. Class
22
v Last
Chair
Poet
v Discussion:
The
Road
v The
Quarter
in
Review
v Introduce
Final
Exam
Prepare
for
Final
Exam
Finish
Essay
2
Do
revision
Week
12
6/22
Final
Class
v Final
Exam
v Essay
#2
Due
before
class
v Revision
of
Essay
#1
Due
before
class
Have
a
great
summer