Writing a research paper over a short story you've read requires that you first read the stories; in this case, you'll need to read "Young Goodman Brown," and "The Things They Carried." We'll discuss "YGB" in class, then "TTTC."
Following our discussion, you'll receive the topics for research and choose one for which you will create a thesis statement and support from details in the story AND from available resources. The critical essays will come directly from the Literature Resource Center, available online, via Galileo Scholar:
Literature Resource Center
There will be three essays on each story; thus, you will read those essays and use information to support your work. While you are welcome and ENCOURAGED to locate, review, and use other reference material for your research, you will be REQUIRED to use information from each of the critical essays that have been pre-selected.
PLEASE NOTE: The amount of information available on either of these stories or authors can be overwhelming; I have chosen 3 essays on each short story that I believe you can actually use in writing your paper, rather than requiring you to sift through the abundance of sources. I will also explain anything in those essays you do not understand; however, it will be up to YOU to carefully select and incorporate information into your paper.
We will begin "Young Goodman Brown" in class, Monday, Oct. 1. It is a story altogether fitting for October and Halloween. It has even served as inspiration for a short story by Stephen King.
Sunday, September 30, 2012
Tuesday, September 25, 2012
Topics for Essay #2
Today, Wed., Sept. 26, 2012, in class, I will answer any questions you may have about the topics and finish the discussion on Poe with the podcast I mentioned yesterday. If you have no questions about the topics and you don't care about Poe . . . then you need not come to class; HOWEVER, YOUR ESSAY WILL BE DUE MONDAY.
TOPICS FOR ESSAY #2: Choose one of the five topics to develop into a thoughtfully essay, supported by specifics from the respective story (stories):
Character Foils:
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TOPICS FOR ESSAY #2: Choose one of the five topics to develop into a thoughtfully essay, supported by specifics from the respective story (stories):
Character Foils:
In literature, a character foil is a character who serves as a contrast to another, perhaps more primary character, so as to point out specific traits of the primary character. Because the two characters display contrasting qualities, the reader is better able to see the unique features of each one. In some movies and stories, character foils are clearly defined as the antagonist and the protagonist pitted against each other in conflict. In some stories, the character foils share a similar background or goal, but are strikingly different in their perspective or attitude.
1. In what way are Maggie and Dee character foils in Alice Walker’s “Everyday Use”? What background do the sisters share? How has that background separated them rather than brought them closer? In what way do their differences toward their mother, their heritage, and the quilts distinguish each sister?
2. In what way does Edgar Allan Poe use character foils in his horrific “The Cask of Amontillado”? What interests do Montresor and Fortunato share? How do they differ in their actions on the night of carnival as they descend into the catacombs? How does the action of each man lead to the inevitable live burial of Fortunato?
3. In the southern gothic tale of “A Rose for Emily,” how does William Faulkner contrast Tobe with the townspeople of Jefferson in regard to the involvement each has with Miss Emily Grierson? Which is more direct? Which seems more self-serving? How does the contrast between Tobe and the townspeople peak immediately after Miss Emily’s burial? What does this reveal about both Tobe and the citizenry of Jefferson?
Setting:
4. Setting refers not only to the time and place a story takes place in a general sense, but also in a specific sense. The characters in a story are placed in a specific location and situation. While some stories could take place almost anywhere, in other stories setting becomes critically important to the characters and to the events that take place in the story. Indeed, in some stories, if the setting is changed, the events in the characters' lives might not be possible. Discuss the importance of setting in "The House on Mango Street," "Everyday Use," and "The Cask of Amontillado," explaining how the setting itself is critically important to the characters and the events that play out in the course of the story.
Foreshadowing:
5. Authors often provide readers with clues or hints early on in a story so that they can anticipate the ending. In William Faulkner's story "A Rose for Emily" the reader is not aware of the careful foreshadowing of events until he or she has finished the story. It is only upon a second reading that the one becomes aware of the subtle clues that hint at Miss Emily's insanity and Homer Barron's death. Identify these clues that Faulkner has placed in his story and explain how each one contributes to the revelation at the end of the story.
Setting:
4. Setting refers not only to the time and place a story takes place in a general sense, but also in a specific sense. The characters in a story are placed in a specific location and situation. While some stories could take place almost anywhere, in other stories setting becomes critically important to the characters and to the events that take place in the story. Indeed, in some stories, if the setting is changed, the events in the characters' lives might not be possible. Discuss the importance of setting in "The House on Mango Street," "Everyday Use," and "The Cask of Amontillado," explaining how the setting itself is critically important to the characters and the events that play out in the course of the story.
Foreshadowing:
5. Authors often provide readers with clues or hints early on in a story so that they can anticipate the ending. In William Faulkner's story "A Rose for Emily" the reader is not aware of the careful foreshadowing of events until he or she has finished the story. It is only upon a second reading that the one becomes aware of the subtle clues that hint at Miss Emily's insanity and Homer Barron's death. Identify these clues that Faulkner has placed in his story and explain how each one contributes to the revelation at the end of the story.
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Monday, September 10, 2012
Analyses of 3 Stories
#1 - "House on Mango Street"
~ Questions
setting & character - "Everyday Use"
theme & title - "Cask of Amontillado"
symbolism & irony - "House on Mango Street"
#2 - "Everyday Use"
~ Questions
setting & character - "Cask of Amontillado"
theme & title - "House on Mango Street"
symbolism & irony - "Everyday Use"
#3 - "Cask of Amontillado"
~ Questions
setting & character - "House on Mango Street"
theme & title - "Everyday Use"
symbolism & irony - "Cask of Amontillado"
Setting: What is time and the place of the story? Why is this significant? (This is important to all 3 stories)
Character: Who are the primary characters in the story? What motivates each character? Who is the protagonist [the main character]? How can you tell this is the main character? Who [or what] causes a conflict in the protagonist? What is the conflict? Is it external? Internal? Both? EXPLAIN. How does the protagonist resolve the conflict?
Theme: What is the controlling idea of the story? Could there be more than one theme? [In many cases there can be.] How can this story relate to modern readers? Does the story seem plausible?
Title: The title of each story appears in the story itself. What is the significance of the title? In what way does the title anticipate the story?
Symbolism: All 3 stories use symbolism, whether it's a house, a quilt, a coat of arms or something else. Discuss the symbols and what each represents.
Irony: Is there an irony that Maggie ends up with the quilts. Is the nun's behavior ironic? Is it ironic that Fortunato ultimately responds to Montresor with only a jingle of his bells? Consider these questions and other ironies you find the stories.
Wednesday, August 29, 2012
Topics for the First Essay
Choose ONE of the following to develop into a thoughtful, well-developed essay:
1. Discuss the atmosphere (mood) established by the setting in both "The Old Man at the Bridge" and "A Clean, Well-Lighted Place." Explain how the setting contributes to the feeling of loneliness and isolation.
2. Discuss the importance of the character of the old man in both "The Old Man at the Bridge" and "A Clean, Well-Lighted Place" in revealing the other characters in the story.
3. Despite their isolation and loneliness, both the old man in "The Old Man at the Bridge" and the old man in "A Clean, Well-Lighted Place" maintain a sense of dignity. Discuss how each man faces his future. In what way does this contribute to the way the older waiter may approach the remainder of his life.
4. Symbolism is a subtle but effective tool that Hemingway uses in his stories [and novels]. Discuss the major symbols used in "The Old Man at the Bridge" and "A Clean, Well-Lighted Place," explaining what each contributes to the respective story.
1. Discuss the atmosphere (mood) established by the setting in both "The Old Man at the Bridge" and "A Clean, Well-Lighted Place." Explain how the setting contributes to the feeling of loneliness and isolation.
2. Discuss the importance of the character of the old man in both "The Old Man at the Bridge" and "A Clean, Well-Lighted Place" in revealing the other characters in the story.
3. Despite their isolation and loneliness, both the old man in "The Old Man at the Bridge" and the old man in "A Clean, Well-Lighted Place" maintain a sense of dignity. Discuss how each man faces his future. In what way does this contribute to the way the older waiter may approach the remainder of his life.
4. Symbolism is a subtle but effective tool that Hemingway uses in his stories [and novels]. Discuss the major symbols used in "The Old Man at the Bridge" and "A Clean, Well-Lighted Place," explaining what each contributes to the respective story.
Writing about Literature
Writing about literature is different from most essays that are assigned and written in English 1101. For one thing, the focus of the paper is on the analysis of the story, poem or play that has been assigned. Therefore, it is written in third person; there should be no first ("I") or second person ("you"). There are other important differences outlined below.
CONTENT
1. Always mention the title and author of the work(s) you are discussing in the FIRST paragraph of the essay. Titles of books should be underlined or italicized; titles of stories should be in quotation marks.
2. Mention characters' names whenever possible. Be specific about character identification; that is, when you first refer to a character, add a simple appositive phrase to identify him or her. It does not have to be long nor interrupt the “flow” of your writing.
3. Use illustrations, examples, and explanations to prove your assertions. Stick closely to the text of the work you are discussing. Read carefully and closely. Don't hesitate to quote briefly from the primary source for illustration -- a well-chosen quote can help to illustrate your point. However, be sure to use the quote as illustration -- not as the text of your essay. In other words, offer explanation, relevance to the context of your paper.
4. Clearly state the central idea or thesis of your essay in the introduction--or shortly thereafter. Be explicit. Be sure your essay has a thesis. Do NOT state your thesis by using writer-based phrases such as: The two poems I have chosen to write about are.... Rather, focus directly on your point: The snake is a potent symbol, often invoking fear, in Western mythology. Both Emily Dickinson and D. H. Lawrence invoke that fear in their poems, but with very different results.
5. Look up the definition of any word that you are not totally familiar with. Try to find the source of and understand any literary or historical allusion that the author uses.
6. Underline key passages, even key words, in the work you are studying, particularly those passages that have reference to your thesis. Be sure that any time you quote form an author's work, you quote exactly -- word for word and comma for comma.
7. In an essay about literature, it is most important to try to show your understanding of the work. Concentrate on writing a unified essay around a central thesis. Avoid going off on tangents. Stick to your main idea, develop it, prove it, deepen it by showing implications of your idea. Use class discussion as a springboard, but do not hesitate to go more deeply into the analysis. You may have been hesitant to speak in class, but do not be hesitant to incorporate your own thoughts and ideas into the paper.
8. Don't confuse the author with the narrator of the story or the voice of the poem.
9. USE MLA format. http://owl.english.purdue.edu/owl/resource/747/01/Double space all work, unless otherwise directed. Use a 12 point, non-italic, common font such as Times New Roman, Garamond, Courier, or Comic Sans. Center your title. Follow MLA Guidelines for essay set-up.
10. When you first refer to authors, use their full names; afterwards refer to them by last names.
11. Use present tense verbs when writing about literature and maintain verb consistency.
12. Avoid using 2nd person “you.” In academic essays write in the 3rd person unless the assignment calls for 1st person.
13. Incorporate quoted material into your writing in one of 3 ways: (1) Interweave it into your own words: Poe’s use of the words “dark, “ ”dreary,” and “weary” suggests a somber mood (lines 11-13). (2) Introduce it with a “tag phrase” and comma: As Creon says, “The ship of state is safe” (I.8). (3) Introduce it with an explanatory sentence and colon: At the beginning of the play, Creon is concerned that the country is unified: “The ship of state is safe” (I.8).
14. When the quotation is followed by the parenthetical documentation, place periods and commas after the parenthesis. If the quote contains a question mark or exclamation point, it remains before the quotation marks, but a period (or comma) is still placed after the parenthesis.
Sammy asks, “Who is that customer?” (36).
Granny Weatherall says, “Nonsense” (177).
When the quotation marks are not followed by the parenthesis, then commas and periods go before the quotation mark.
15. Use single quotation marks to quote a quotation within a quotation.
Papers should be free of grammatical, mechanical, and punctuation errors: avoid comma splices, fragments, fused sentences; make sure subject/verb and noun/pronoun agree in number; use correct spelling; follow conventions of punctuation and capitalization (especially apostrophes).
CONTENT
1. Always mention the title and author of the work(s) you are discussing in the FIRST paragraph of the essay. Titles of books should be underlined or italicized; titles of stories should be in quotation marks.
2. Mention characters' names whenever possible. Be specific about character identification; that is, when you first refer to a character, add a simple appositive phrase to identify him or her. It does not have to be long nor interrupt the “flow” of your writing.
3. Use illustrations, examples, and explanations to prove your assertions. Stick closely to the text of the work you are discussing. Read carefully and closely. Don't hesitate to quote briefly from the primary source for illustration -- a well-chosen quote can help to illustrate your point. However, be sure to use the quote as illustration -- not as the text of your essay. In other words, offer explanation, relevance to the context of your paper.
4. Clearly state the central idea or thesis of your essay in the introduction--or shortly thereafter. Be explicit. Be sure your essay has a thesis. Do NOT state your thesis by using writer-based phrases such as: The two poems I have chosen to write about are.... Rather, focus directly on your point: The snake is a potent symbol, often invoking fear, in Western mythology. Both Emily Dickinson and D. H. Lawrence invoke that fear in their poems, but with very different results.
5. Look up the definition of any word that you are not totally familiar with. Try to find the source of and understand any literary or historical allusion that the author uses.
6. Underline key passages, even key words, in the work you are studying, particularly those passages that have reference to your thesis. Be sure that any time you quote form an author's work, you quote exactly -- word for word and comma for comma.
7. In an essay about literature, it is most important to try to show your understanding of the work. Concentrate on writing a unified essay around a central thesis. Avoid going off on tangents. Stick to your main idea, develop it, prove it, deepen it by showing implications of your idea. Use class discussion as a springboard, but do not hesitate to go more deeply into the analysis. You may have been hesitant to speak in class, but do not be hesitant to incorporate your own thoughts and ideas into the paper.
8. Don't confuse the author with the narrator of the story or the voice of the poem.
9. USE MLA format. http://owl.english.purdue.edu/owl/resource/747/01/Double space all work, unless otherwise directed. Use a 12 point, non-italic, common font such as Times New Roman, Garamond, Courier, or Comic Sans. Center your title. Follow MLA Guidelines for essay set-up.
10. When you first refer to authors, use their full names; afterwards refer to them by last names.
11. Use present tense verbs when writing about literature and maintain verb consistency.
12. Avoid using 2nd person “you.” In academic essays write in the 3rd person unless the assignment calls for 1st person.
13. Incorporate quoted material into your writing in one of 3 ways: (1) Interweave it into your own words: Poe’s use of the words “dark, “ ”dreary,” and “weary” suggests a somber mood (lines 11-13). (2) Introduce it with a “tag phrase” and comma: As Creon says, “The ship of state is safe” (I.8). (3) Introduce it with an explanatory sentence and colon: At the beginning of the play, Creon is concerned that the country is unified: “The ship of state is safe” (I.8).
14. When the quotation is followed by the parenthetical documentation, place periods and commas after the parenthesis. If the quote contains a question mark or exclamation point, it remains before the quotation marks, but a period (or comma) is still placed after the parenthesis.
Sammy asks, “Who is that customer?” (36).
Granny Weatherall says, “Nonsense” (177).
When the quotation marks are not followed by the parenthesis, then commas and periods go before the quotation mark.
15. Use single quotation marks to quote a quotation within a quotation.
Papers should be free of grammatical, mechanical, and punctuation errors: avoid comma splices, fragments, fused sentences; make sure subject/verb and noun/pronoun agree in number; use correct spelling; follow conventions of punctuation and capitalization (especially apostrophes).
Sunday, August 26, 2012
Sunday, August 19, 2012
Macon State College
Department of English
Fall 2012
English 1102
Syllabus and Policy Statement:
A
book is a portable form of magic. ~ Stephen King
Office phone: 478-471-2893
Office hours: T/TH: 8:30-9:00 a.m.; 3:30-4:30 p.m., and
by appointment
Email: sharon.aiken@maconstate.edu
Website:
aikenenglish1102fall2012.blogspot.com
Best means of contact: email. Use
your Macon State email. I
check and respond to my Macon State email, Monday-Thursday and
on Sunday evenings. I expect you to do likewise, because I use email for
class announcements or changes in the class schedule.
Required Texts and Materials:
Ø Lunsford, Andrea A. The
St. Martin’s Handbook. Boston: Bedford/St.Martin’s, 2008 or other collegiate grammar text
Ø pocket folder for the research paper, and binder or notebook of
your choice to be submitted at the end of the semester
Ø blue or black pens (NO
hot pink, neon orange, lime green) for
in-class quizzes and compositions—not pencils
Suggested Texts:
Ø King, Stephen. On
Writing -- the second half of the book
Ø a good collegiate dictionary
Class Description:
This is a composition course that develops
writing skills beyond the proficiency required by English 1101; English 1102
emphasizes interpretation and evaluation based on an introduction of fiction,
drama, and poetry, and incorporates a variety of more advanced research
methods. An oral communication component
is also required.
Class Goals:
By the end of the course, each student will:
Ø Be able to research a work of literature using the Web and traditional library
resources
Ø Gain further experience using MLA citation methods
Ø Be able to write a clear, in-class explication of a poem
Ø Be able to write an effective analysis of a work of fiction and
a work of drama
Ø Gain further experience in using Web-based course assignments
Class Policies:
1.
You must have passed English 1101 with a “C” to be enrolled in this class.
2.
You may miss two class days without penalty; if you miss more than four
class meetings, your grade is up to my discretion. Be on time.
If a student is late on a regular basis, I may advise the student to
drop; I have the discretion to penalize constant tardiness by either adding a
missed day to the number of absences or lowering the overall course grade. If tardiness disrupts my class, the lab door
will be locked, and you will be
counted as absent.
3.
Assignments are to be handed in on time, typed. Title all assignments and use MLA format. *Do NOT title your essay as the work read
in the text. You didn’t write “A
Worn Path;” therefore, your essay analysis of the story’s should not be titled
by that name; it would be more appropriate to title it The Importance of
Place in Welty’s “A Worn Path.” Use the name of the work in the title, if you like, but NOT as
the title.
4.
If you miss a daily assignment, you may not make it up; if you
miss a major assignment, that grade will be based on my discretion. You must complete all major
assignments to pass the class. Since all writing assignments in 1102 will be
based on reading selections, there will be frequent, unannounced quizzes.
5.
I will give letter grades; if you have a question about a grade, drop by
my office or ask me after class; if you wish to challenge a grade, do so in
writing, no sooner than a day after getting your paper back, and no later than
three class days after I return that assignment.
6. If you plagiarize an assignment, that grade
will result in a zero. If you cheat
on a test, you will get a zero.
Plagiarism occurs when a writer uses the ideas, wording, organization,
etc. of another writer without proper citation, whether intentional or
unintentional. This includes having someone “help” you write the paper, buying
the paper online, or lifting ideas, sentences, and paragraphs from another
text. Keep an electronic copy of all
assignments and be prepared to send it to me immediately if asked. Please go to the MSC Library site for further
information on avoiding plagiarism. Students
should know that failing the class is the common penalty for plagiarism.
A plagiarism prevention service is used in
the evaluation of written work submitted for this course.
As directed by the instructor, students are expected to submit their
assignments, or have their assignments submitted, through the service in order
to meet the requirements for this course.
The papers may be retained by the service for the sole purpose of
checking for plagiarized content in future student submissions.
7. POLICY
ON ACADEMIC MISCONDUCT: “As a Macon State College student and
as a student in this class, you are responsible for reading, understanding, and
abiding by the MSC Student Code of
Conduct. The Student Code of Conduct is
included in the MSC Student Handbook and is available online at http://www.maconstate.edu/studentlife/studenthandbook.pdf”
8. POLICY
ON DISABILITY ACCOMODATIONS: “Students seeking academic
accommodations for a special need must contact the MSC Counseling and Career
Center (478-471-2714) located on the second floor of the Student Life Center on
the Macon Campus.”
9.
If you have a D average based on the major assignments, no participation
or daily grade average can bring that average up to a C. [Division Policy]
10.
I expect common sense and
courtesy, including the following:
- Unless
there are extenuating circumstances, please turn your phones on OFF before
entering the class. If there are
circumstances that necessitate your keeping your phone ON, please clear
that with me in advance.
- It
is unprofessional, rude, and ill-advised to wear electronic devices either
in your ear or dangling from it during lecture or class participation.
- Don’t
surf the Web while I’m teaching OR when a member of the class is speaking
or giving a presentation.
- Work
on assignments for other classes someplace else.
- Please
avoid distracting other students (or me) – I am usually distracted enough
for us all.
11.
REQUIRED: You will need to keep your all of your
various writings [paragraphs, drafts, revisions, and final drafts], neatly, in
chronological order in a folder of your choice.
These will be submitted to me prior
to the final exam. It is the policy of this department that I
keep your writing for one semester.
Therefore, should you want these returned, please see me at the end of Spring
Semester 2013. Suggestion: I would
suggest to anyone taking this course that you keep a personal folder with
copies of all your writing, as it is a representative of the unique individual
you are.
12.
There is always a possibility
that we may be affected by inclement weather.
In the event that weather conditions make travel conditions hazardous,
be aware that class may be cancelled for the day and a class assignment may be
given via email. Check your email, as I
will typically notify you in advance, if at all possible. NOTE: I live in rural Jasper County; if
schools are closed in Jasper County, it is a safe bet that MY classes at MSC
will not be held.
The best way to develop your writing is to write AND to
read. There are no shortcuts, no
easy outs, and no simple solutions. Read
everything, both good and bad; read cereal boxes, directions for electronics,
the internet, job descriptions, grocery lists, novels, essays, magazines, candy
wrappers – everything. You will
gradually begin to develop a sense of identifying good writing that is detailed, organized, unified, coherent, clear, and complete.
Bad writing will show you what to avoid; good writing will show you what to
emulate. This class does not meet every
day, but if you truly want to succeed and develop, it is in your best interest
to write and read, every day, to seek help when you need it, to do your best,
whether your best is a “C” or an “A.”
1102 Assignments:
v Combined average of daily quizzes and/or exercises
and class participation* 10%
v Fiction Essays - 2 20% (10% each)
v Written & oral explication of poem 20% (10% each)
v Essay over Oedipus (drama) 10%
v Research Paper (Essay) 20%
v FINAL Exam 20%
Active Class Participation:
|
Criteria
|
25
pts.
|
20
pts.
|
15
pts.
|
0-10
pts. & below
|
|
Attendance
|
Attends class regularly – with no more than 1
absence at mid-term; usually prompt & professional
|
Attends class regularly; no more than 1 absence
at mid-term; professional & seldom tardy
|
Attends class regularly; may have more than 2
absences at this point; professional
|
Has missed more than 2 days and often presented
as unprofessional
|
|
Level
of Active Engagement
|
Proactive in class; contributes with ideas,
questions, observations; answers questions; treats classmates & professor
with courtesy
|
Contributes to class; frequently offers
comments, answers & asks questions; treats classmates & professor
with courtesy
|
Offers some observations and answers questions
now and then or when called on; treats classmates & professor with
courtesy
|
Rarely contributes to class by offering ideas
or asking questions. primarily a
non-participant. Does not add to class discussion, but sits silently.
|
|
Listening
Skills
|
Listens when others talk; builds on others’
ideas; involves others in class by asking questions or seeking others’
responses
|
Listens then others talk; frequently builds on
ideas of others.
|
Listens when
others talk, but does not respond to ideas
|
Often does not listen when others talk; often
distracted by his/her own agenda—e.g., the internet, studying for another
class, talking to peers, when inappropriate
|
|
Preparation
|
Almost always prepared for class, with
assignments and required class materials
|
Usually prepared for class
|
Frequently
prepared for class
|
Seldom
prepared
|
Tentative Schedule – Please note that unannounced pop quizzes are not
listed (yes, I know
that should be obvious, but . . .):
08/20: Review syllabus, texts, policies, expectations; word
association-- locate, read “The Old Man at the Bridge” for Wednesday—analyze
with elements of literature
08/27: “A Clean, Well-Lighted Place;”
writing about literature
09/04: Labor day
holiday on Monday; for Wednesday Essay
#1 – DUE
09/10: “The Cask of Amontillado” 80; “The House on Mango Street,” 127; “Everyday Use,” 559
09/17: “A Rose for Emily,” 526; “This is What it Means to Say Phoenix, Arizona,”
584
09/24: Essay #2 DUE; introduction to research; students will select one of the following
stories: “The Things They Carried,” “The Yellow Wallpaper,” “Young Goodman Brown”
10/01: Discussion and Research
10/08: Discussion and Research
10/15: Research Paper Due – worth 20% of final
grade; introduction to poetry
10/22: Poetry Selections: TBA
10/29: Poetry Selections: TBA
11/05: Written & Oral Poetry Analysis—worth 20%
11/12: Introduction
to Drama - Oedipus
11/19: THANKSGIVING HOLIDAYS
11/26: Oedipus
12/03: Oedipus
12/10: FINALS BEGIN--Refer to MSC Academic Calendar for date and time
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