Section B Coursework
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This document provides an overview of an activity aimed at defining and analyzing the concept of courage through examining passages from five texts. Students will be assigned to expert groups to closely read and annotate one of the texts. They will analyze what type of courage is portrayed, by whom, and how. Afterwards, the groups will reconvene and share their findings on the depictions of courage in each text. Students will also evaluate the pros, cons, and connections between the texts to determine which one or two they will focus on for a coursework analysis assignment.
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Pre while-post reading activities
This document provides 86 suggestions for activities that students can do before, during, or after reading a text to help them engage more fully with the material. Some of the suggestions include having students dramatize scenes from the text, create visual representations like collages or timelines, rewrite parts of the story from different perspectives, and discuss the text in various formats like fishbowls, debates or Socratic seminars. The broad range of active, creative, and discussion-based strategies are aimed at keeping students interested and thinking critically about what they are reading.
Edsc 304 lesson
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Ewrt 1 c class 32 online
This document provides guidance to students on their upcoming Essay #3 assignment. It discusses choosing a novel or novella to analyze, developing an interpretive thesis, and how to structure the essay. Key points include:
- Essay #3 requires a 4-7 page analysis of Stephen King's Rita Hayworth and the Shawshank Redemption, Kafka's Metamorphosis, Wiesel's Night, or Donoghue's Room using a theoretical lens like feminist, psychoanalytic, or trauma theory.
- Students should brainstorm, research to support their idea, and develop an arguable thesis that adds a new perspective to conversations about the work.
- A strong thesis has two parts -
Ewrt1 a w15 class 8
This document provides an agenda for an EWRT 1A class. It includes an icebreaker activity, a vocabulary review game and test, discussions of two concept essays about cannibalism and love, and an in-class writing assignment where students choose a concept from The Hunger Games to write about. For homework, students are asked to read more of The Hunger Games, find definitions and examples from the text for two concepts they choose, and study additional vocabulary words.
Literature circles
Literature circles involve students forming discussion groups to reflect on and analyze literature. Each small group has different reading roles to divide responsibilities and encourage participation. The purposes are to develop personal responses to texts, share understandings through peer discussion, and improve comprehension, appreciation of style, and reading strategies. Roles include vocabulary enricher, summarizer, literary luminary, discussion director, and connector to relate the text to personal experiences. [END SUMMARY]
Essay Two Presenting an Argument about Hanif Kureishi’s My Be
Essay Two: Presenting an Argument about Hanif Kureishi’s
My Beautiful Laundrette
or Zadie Smith’s
On Beauty
As Diana Hacker notes, “All good writing about literature attempts to answer a question, spoken or unspoken, about the text” (646): “Why is ‘Araby’ a story of initiation?” “In what ways does Raymond Carver’s ‘What we talk about when we talk about love’ explore different concepts of love?” A concise and insightful literature paper should answer such questions with a “meaningful interpretation, presented forcefully and persuasively” (646).
Purpose and Skills:
To analyze a play or novel. Relying on close reading and theme, you will explore structure and patterns and formulate an argument about the text under scrutiny. How do form and content interact to reinforce a theme?
To integrate definitions into a paper about literature.
To formulate an original, thought-provoking thesis with an argument that goes beyond the obvious. Maybe select a “friction-rich” relationship of patterns and structures to focus on in your thesis.
To develop, present, complicate, and advance your argument.
To support your thesis with convincing reasons. Imagine you were a lawyer defending your case in court.
To provide textual evidence and support for your ideas to substantiate your argument in the thesis.
To address and refute a counterargument based on the possible contradictions or gaps in the primary text and/or secondary literature.
To demonstrate your understanding of the analysis of a literary text by applying relevant literary terms.
To integrate secondary literature in a meaningful way.
Knowledge:
The assignment will help you to become familiar with the following important content knowledge in this discipline:
1. The elements of a play and a novel.
2. Relevant historical context.
3. Critical Theory
4. Reading, analyzing, and critical thinking.
5. Writing: Formulating an argument.
Readings: Hanif Kureishi’s
My Beautiful Laundrette
or Zadie Smith’s
On Beauty
Background and Writing Task:
This assignment requires you to reflect on, analyze, and present an argument about our play or novel by the authors we discussed in class. Bear in mind, instead of just dumping information on the reader, make your central argument the center of gravity of your paper. Avoid merely summarizing the text. Instead, organize your paper around YOUR argument.
To help you develop ideas and prepare the background section of your paper, reread the text you would like to write about and go over the questions in our PowerPoint presentations and your notes from class. Please make sure to include specific evidence from the texts you are analyzing to support your points.
Maybe ponder our class discussions? Maybe brainstorm before you create your outline? Maybe look for tension, interest, ambiguity, controversy, and/or complication in the text? Maybe include secondary literature.
The final draft of your paper should be a 5- to 6-page essay (12 point font, 1” ma ...
Question #1Select three to five poems from Jill McDonough’s Hab.docx
Question #1:
Select three to five poems from Jill McDonough’s Habeas Corpus and write an essay in which you analyze these sonnets. On what aspects of the convicted person’s story does McDonough focus and why? What larger question(s) or issues do these poems raise about the punishment of death penalty?
Poems chosen:
1. October 22,1659: Mary dyer Boston Massachusetts
2. June 1,1660: Mary dyer Boston Massachusetts
3. July 7, 1865: Mary Eugenia Surratt old arsenal prison, district of Columbia
In your paper, you need to explain how these poems relate to an idea (or ideas) put forth in one of the theoretical text we have read this semester (e.g. by Brooks, Davis, Franklin, Dickens or Beaumont and Tocqueville). Where and how does capital punishment fit in the larger framework of criminal justice?
Relative poem:
1. Charles Dickens's "Philadelphia, and its Solitary Prison," Ch. 7 in American Notes (1842)
For example, you can examine how the poems illustrate or dramatize certain aspect of the purpose or implementation of death penalty as presented by Foucault. How do the poems further your understanding of the relationship between crime and punishment? What issues concerning the philosophy or practice of capital punishment do they bring to light and/or problematize? Do the poems show us something that is not addressed by Foucault?
Remember that you need to have a unifying thesis, so in making your selection
think about the overall point you want to make about these poems. It has to be
clear—by the time the reader finishes reading your essay, but hopefully after
reading the introduction—why you picked these particular poems.
NOTE: You can include revised parts of your group’s Wiki or your own DB post
in your paper, but make sure that they are significantly reworked; otherwise
they will show up as self-plagiarism in Turnitin.
Guidelines and Topics:
• The Assignments section in Blackboard includes a folder titled Writing Guides which contains several documents that you should find useful: two sample literary papers (they do not have citations, but otherwise serve as decent models); “Tips for Quoting and Citing” (a shortened version is reproduced below, p. 3); “Words To Introduce Quotations”
Write a 4-5-page essay (approx. 1000-1250 words, double-spaced, 12 pt. type, 1-inch margin, no extra space between paragraphs) on one of the following topics:
Capital Punishment in Historical Perspective
Question #1:
Select three to five poems from Jill McDonough’s Habeas Corpus and write an essay in which you analyze these sonnets. On what aspects of the convicted person’s story does McDonough focus and why? What larger question(s) or issues do these poems raise about the punishment of death penalty?
In your paper, you need to explain how these poems relate to an idea (or ideas) put forth in one of the theoretical text we have read this semester (e.g. by Brooks, Davis, Franklin, Dickens or Beaumo ...
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12th activity 1.16
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Essay Two Presenting an Argument about Hanif Kureishi’s My Be
Essay Two Presenting an Argument about Hanif Kureishi’s My Be
Question #1Select three to five poems from Jill McDonough’s Hab.docx
Question #1Select three to five poems from Jill McDonough’s Hab.docx
Power point presentation - class five six ch 11 12 --ch 2
Power point presentation - class five six ch 11 12 --ch 2
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Section B Coursework
- 2. Aims of session To define courage and to understand the different ways this quality can be shown To read and analyse Section B Reading coursework texts to gain an idea of how courage is being presented in the texts To share analysis and decide which text(s) you wish to explore further for the Reading coursework task (worth 10% of your Language coursework mark)
- 3. How would YOU define courage?
- 6. Task The following five Section B Anthology texts all present a message about courage In Home groups of 5 students, each choose one text that you will become expert on
- 7. In your expert group… Find at least one other expert from another group with whom you can study the text Read the text you have been allocated with your partner and fill out the grid to analyse what kind of courage is being presented, by whom, and how You have 20 minutes to read, analyse and annotate your text and record your findings on the grid. Get to know your text well! Use any of the support material on offer to help you
- 8. The 5 texts… Disabled: a WW1 poem by Wilfred Owen The Last Night: an extract from a novel by Sebastian Faulks The Necklace: A 19c short story by Guy de Maupassant A Hero: a short story by R. K. Narayan King Schahriar: the first in the cycle of short stories known as The Arabian Nights or 1001 Nights
- 9. Rejoin your Home group Share your findings about the 5 texts. What messages is each giving about courage, and how? Do a PMI on all 5 texts to consider the pros and cons of each as a coursework text What connections can you make between the texts? Think about thematic and stylistic connections. Use a diagram to represent commonalities and differences
- 10. Homework Decide whether you are going to analyse one or two texts in your coursework Decide which text(s) you are going to analyse Print out these texts from the Anthology