Short Fiction
Look for patterns in the structure of each short narrative.
Many of these are hidden.
Notice: flashbacks, space breaks, repetitive patterns of any type, contrasting details, beginnings and endings.
Pay attention to the story’s title also.
Chapter Five
Structure is very important.
Plot – action in the story.
Conflict
Usually involves the main character (protagonist)
Modern fiction:
Usually does not have a happy ending
May not have a clear beginning, or end.
Structure
Look for flashbacks (stopping the forward action to recount the past)
Subplots – reinforce theme, but can also be comic relief
Point of view –position from which the author tells the story
Setting-sometimes important, sometimes not
Characters
Look carefully at conversations between characters.
Notice what other characters say about each other.
Foils – minor characters who contrast a main character.
Other Literary Techniques
Irony – upsetting the expected.
Foreshadowing – hints for future outcomes.
Images – words and phrases that help the reader visualize the story.
Images are called “motifs” when they deliberately repeat and add to the theme of the selection.
Notice the title
May point toward the meaning
Has some relation to the theme in most fiction
Also, pay attention to the selection’s author and times. Historical context (as we discussed during the culture chapter) make a difference in context and possible motives for writing.
Chapter Six - Structure
Poems have lines and verses.
Novels have chapters.
Short fiction may have no visible structure.
Space breaks may indicate something.
Paragraphing is intentional.
Plot itself is the primary structure, usually.
Look at beginnings and endings.
“The Things They Carried” by Tim O’Brien
Uses things – tangible and intangible (emotional)
Conveys the burden of a senseless war
.
Central incident is the company’s first casualty.
Main character: Lt. Jimmy Cross – has a heavy burden of guilt bc he thinks his lovelorn musings made it impossible for his to protect his men properly.
At the end, he destroys the college girl’s letters and photos, and regains his focus on his duty to his squad and his country.
Company’s duty, however, is without purpose.
Events take place in two days-April 16 and 17
Lee goes into tunnel, while Ted Lavender goes away a bit to urinate.
Lavender gets shot, the men smoke Ted’s dope while waiting for copter to remove body.
Body is removed, soldiers burn Than Khe
Jimmy digs foxhole and weeps
Next day, Jimmy burns Martha’s letters and pictures
Characters
Jimmy Cross
Dave Jensen
Henry Dobbins
Ted Lavender
Norman Bowker
Rat Riley
Kiowa
Mitchell Sanders
Lee Strunk
Patterns
Objects and whether one character carries a unique object, or whether all “carry” an item (or emotion)
Repetitive pattern of the Martha theme.
The death of Ted
Psychological burdens
Memorable items from home
Idiosyncratic things
How they deal with stress and danger
Chapter Seven – Imagery and Symbolism
Images – words, phrases that appeal to the senses.
Visual – sight
Auditory – sound
Gustatory- taste
Kinetic – motion
Thermal – temperature
Tactile – feeling, touch
Symbol – a repeated image gathers meaning
Archetypal – symbols that convey the same meaning throughout cultures of all time periods.
Circle – symbol of wholeness, Sea = voyage through life
White as innocence, and black as evil are peculiar to Western culture
Water and dust are universal.
Phallic and Yonic Symbols
Phallic = potency of males, towers, fast cars, spurs, snakes, guns
Yonic = fertility and prolific nature of females. Caves, pots, rooms, full blown roses. Round or concave objects.
These are not always charged with sexual significance.
“The Lottery” by Shirley Jackson
Element of rituals
Precise meaning of the lottery, and when it began in ancient times is insignificant to the townspeople. What matters to them is the tradition of the ritual.
Note mindless nature of ritual; a question is asked and everyone knows the answer. Stylized question and response is typical of some religious actitivies.
“The Lottery”
Black box – symbol of the activity.
Black symbolizes evil in this icon (sacred or revered) object.
Stones mentioned at the story’s beginning are a foreshadowing of the end.
Outcasts supposedly violated the community’s laws, and serve as scapegoats.
Characters are not very well developed…notice very few have first names.
Look at student paper p. 129
Chapter 8 – Point of View
Decide who is telling the story.
Remember the narrator is not the author.
Types of point of view:
Omniscient: All knowing narrator tells the thoughts of every character.
Limited: Narrator tells all thoughts of only one character.
First person: The narrator is the major participant in the action. Presents one side of story. Some are completely honest, others try to deceive the reader as well as other characters.
Point of View
Unreliable narrator: misrepresents or misinterprets the facts. May be emotionally disturbed or imagining things.
Author does this so the subjectivity of the text or shallowness of the main character is evident.
Objective: There is no narrator and one must figure out the story through actions and dialogue. There is no insight into the minds of characters.
Wednesday, January 27, 2010
Monday, January 25, 2010
Test Review for Wed. Jan. 27
English 1302 Test Review
For Wednesday Jan. 27
Please study the following for the test:
I. Writing Process and Reading to Write (C. 1-3)
II. Writing Purposes
a. Express
b. Inform
c. Entertain
d. Persuade
e. Sources
1. Primary
2. Secondary
III. Critical Thinking
a. Analysis
b. Inference
c. Synthesis
d. Evaluation
IV. Prewriting Techniques
a. Freewrite
b. Clustering
c. Problem solving
V. Dramatic Elements
a. Argument (Aristotle)
b. Protagonist
c. Antagonist
d. Point of attack
e. Exposition
f. Rising action
g. Climax
h. Falling action
i. Denouement
j. Hero
1. Classic tragic hero
2. Modern tragic hero
VI. Culture
a. Not just racial
b. Lifestyle
c. Socio economic
d. Gender issues
e. Stereotyping
VII. Selections
a. “Eveline”
b. Trifles
c. Fences
d. Madame Butterfly
For Wednesday Jan. 27
Please study the following for the test:
I. Writing Process and Reading to Write (C. 1-3)
II. Writing Purposes
a. Express
b. Inform
c. Entertain
d. Persuade
e. Sources
1. Primary
2. Secondary
III. Critical Thinking
a. Analysis
b. Inference
c. Synthesis
d. Evaluation
IV. Prewriting Techniques
a. Freewrite
b. Clustering
c. Problem solving
V. Dramatic Elements
a. Argument (Aristotle)
b. Protagonist
c. Antagonist
d. Point of attack
e. Exposition
f. Rising action
g. Climax
h. Falling action
i. Denouement
j. Hero
1. Classic tragic hero
2. Modern tragic hero
VI. Culture
a. Not just racial
b. Lifestyle
c. Socio economic
d. Gender issues
e. Stereotyping
VII. Selections
a. “Eveline”
b. Trifles
c. Fences
d. Madame Butterfly
Wednesday, January 20, 2010
Drama
Cultural Analysis
Culture means:
Habits of thoughts
Feelings, behavior created by humans and passed down to others.
It is not practiced in all human groups, however.
Connected to: racial identity, ethnic and geographical context.
Culture:
Historical context matters.
Chapter 18 – Cultural Analysis
Can be varied such as: American culture of the 1950’s, Greek culture, lifestyle cultures, gender issues.
Cultural approach to literature contends that every work is a part of its social context.
Madame Butterfly
Cultural stereotypes: submissive Oriental woman, diplomat, man pretending to be a woman.
Fantasy element in relationship.
Story of deceptions, time flashes back and forth
Play within play
Exploring cultural themes
Classify the characters: social class, education level, religion, ethnicity, sexual orientation.
Identify stereotypes that you may have and the ones that the characters exhibit.
Power and oppression are important in culture studies.
Cultural themes:
Remember human universals.
Use literary criticism and popular publications.
Google “stereotyping of various cultures”
Casebook - Fences
Complex story of deceptions (like Butterfly)
Racial issues, family problems, money concerns, symbols (fences, baseball, legal problems, sexual tension and indiscretion.
August Wilson wrote this with James Earl Jones in mind as “Troy.”
Viewed as the black version of Death of a Salesman by some critics.
Fences
Disturbing deceptions:
Cory not working at the A&P
Troy’s affair with Alberta
Troy’s claims of walking 200 miles to Mobile, his actual baseball skills.
Gabe’s WWII injury
Troy’s encounter with death (and devil)
Troy
Worsens his condition through bad choices.
Fits the concept of tragic heroism:
He cannot accept that times have changed and
destroys his relationship with his son.
Doesn’t listen to anyone but himself (tragic flaw).
Displacement because of his bad choices, past and present.
Critics view him as larger than life, crippled by what his dad did, values passed to the next generation and what that may mean.
Sport is a salvation and hope.
Gender critic p. 842
Shaped by his father
Struggles with identity
Sexuality drives him
Affairs, children by three different women
Evokes sympathy at times
Loner cut off from others
Trifles by Susan Glaspell
Play became a short story “Jury of Her Peers”
Remarkable feminist view (written 1916)
Differences between men and women in rural setting.
Insensitive men, women band together against injustice of law toward women (women could not vote or serve on juries at this time).
Culture means:
Habits of thoughts
Feelings, behavior created by humans and passed down to others.
It is not practiced in all human groups, however.
Connected to: racial identity, ethnic and geographical context.
Culture:
Historical context matters.
Chapter 18 – Cultural Analysis
Can be varied such as: American culture of the 1950’s, Greek culture, lifestyle cultures, gender issues.
Cultural approach to literature contends that every work is a part of its social context.
Madame Butterfly
Cultural stereotypes: submissive Oriental woman, diplomat, man pretending to be a woman.
Fantasy element in relationship.
Story of deceptions, time flashes back and forth
Play within play
Exploring cultural themes
Classify the characters: social class, education level, religion, ethnicity, sexual orientation.
Identify stereotypes that you may have and the ones that the characters exhibit.
Power and oppression are important in culture studies.
Cultural themes:
Remember human universals.
Use literary criticism and popular publications.
Google “stereotyping of various cultures”
Casebook - Fences
Complex story of deceptions (like Butterfly)
Racial issues, family problems, money concerns, symbols (fences, baseball, legal problems, sexual tension and indiscretion.
August Wilson wrote this with James Earl Jones in mind as “Troy.”
Viewed as the black version of Death of a Salesman by some critics.
Fences
Disturbing deceptions:
Cory not working at the A&P
Troy’s affair with Alberta
Troy’s claims of walking 200 miles to Mobile, his actual baseball skills.
Gabe’s WWII injury
Troy’s encounter with death (and devil)
Troy
Worsens his condition through bad choices.
Fits the concept of tragic heroism:
He cannot accept that times have changed and
destroys his relationship with his son.
Doesn’t listen to anyone but himself (tragic flaw).
Displacement because of his bad choices, past and present.
Critics view him as larger than life, crippled by what his dad did, values passed to the next generation and what that may mean.
Sport is a salvation and hope.
Gender critic p. 842
Shaped by his father
Struggles with identity
Sexuality drives him
Affairs, children by three different women
Evokes sympathy at times
Loner cut off from others
Trifles by Susan Glaspell
Play became a short story “Jury of Her Peers”
Remarkable feminist view (written 1916)
Differences between men and women in rural setting.
Insensitive men, women band together against injustice of law toward women (women could not vote or serve on juries at this time).
Monday, January 18, 2010
Notes for Chapters 1-3
Chapters 1-3 Literature and the Writing Process
Chapter One - Composing
Read to write
Make predictions
Note changes in characters’ behavior
Look for patterns (repetitive images)
Mark memorable passages
Note symbols, scenes, language oddities
Underline phrases that seem particularly meaningful
Read to write:
Compare the selection to other things you have read or seen on TV or in a movie
Look away from the text periodically
Jot down reactions in your journal
Describe the work to a friend or relative
Immerse yourself in the universality of the themes/characters/human condition
Prewriting Process
Reasons to write:
Express your feelings
Entertain your audience
Inform
Persuade (argument)
Reading Critically
Analyze – examine parts or elements of the text. Ask questions such as: What is the conflict? What are the subplots and how do they counterbalance the conflict/theme?
Inferences – conclusions you can draw from your own analysis. Implications of various elements such as: connecting threads, identifying patterns, drawing conclusions. Ask questions such as: Who is the main character? What changes, if any, does the character make? Why?
Reading Critically
Synthesis – Create a new why to understand the text based on your analysis and inferences.
Questions include: What is the central idea (theme) of the selection?
Evaluation- Make a judgment and defend your ideas about your analytical work. Questions such as: Is the main character a tragic character? Is the work classified as a tragedy or other type of literature?
Discovering and Developing Ideas
Use techniques such as:
Directed freewriting
Problem solving
Clustering
Prepare a thesis:
Relate some aspect of the work to the meaning overall.
What insight can you glean from reading the text?
Remember, a thesis is NOT a topic
Writing Process C. 2
Elements of a Good Argument
Claims-proposition, premise, hypothesis
Evidence-examples from text, and outside sources
Reasoning-explain how you arrived at your interpretaon
Refutation-address the opposition, counter their argument (or point) with authoritative facts
.
Effective Argument
Introduce your subject, with a context for your approach
State your main point or thesis.
Provide evidence and reasoning to support your claims.
Respond to opposing viewpoints, logically, authoritatively, reasonably.
Sum up the argument by solidifying the truth of your thesis.
Arrangement of ideas
Choose between these organizational strategies:
Logically (point by point)
Chronologically (if applicable)
It can be very effective to begin with your weakest point and end with the strongest.
Develop the details from the plot.
Embed quotes and include page numbers in parentheses as documentation.
Organization
Introduction (You do not have to write this yet)
Thesis
Your points
Opposing point (Some critics may contend….)
Counter opposition with logical points.
End with a relation to the theme of the story.
Write an emphatic final sentence (p.53)
Chapter Three - Rewriting
Revision means looking again at your work (not just mechanics such as: spelling)
Use peer review
Outline after the first draft
Rearrange, read it out loud and listen to the “sense” of your writing.
Look at sentence patterns
“Eveline” by James Joyce
Characters:
Eveline Hill- passive, helpless, selfless, prays to know what her duty is, wants to escape, but wants to keep her promise to her dying mother to keep home together.
Father – violent, drunkard, manipulative, threatens, money issues
Brothers – Ernest (dead), Harry (out of picture, decorating churches) – note Father does not threaten the brothers.
People from Eveline’s work – Miss Galvan (judgmental, rude)
Frank – boyfriend, she has not know him for a long time, sailor, want to take her out of the country and “marry” her.
Images in text
Images of the past: dust, words “used to” in story many times, yellowing photographs, references to long time ago, dead people (such as her mom who was a semi-pitiful creature, saying pleasure is pain, demanding, even in death)
Conflict? Theme?
Chapter One - Composing
Read to write
Make predictions
Note changes in characters’ behavior
Look for patterns (repetitive images)
Mark memorable passages
Note symbols, scenes, language oddities
Underline phrases that seem particularly meaningful
Read to write:
Compare the selection to other things you have read or seen on TV or in a movie
Look away from the text periodically
Jot down reactions in your journal
Describe the work to a friend or relative
Immerse yourself in the universality of the themes/characters/human condition
Prewriting Process
Reasons to write:
Express your feelings
Entertain your audience
Inform
Persuade (argument)
Reading Critically
Analyze – examine parts or elements of the text. Ask questions such as: What is the conflict? What are the subplots and how do they counterbalance the conflict/theme?
Inferences – conclusions you can draw from your own analysis. Implications of various elements such as: connecting threads, identifying patterns, drawing conclusions. Ask questions such as: Who is the main character? What changes, if any, does the character make? Why?
Reading Critically
Synthesis – Create a new why to understand the text based on your analysis and inferences.
Questions include: What is the central idea (theme) of the selection?
Evaluation- Make a judgment and defend your ideas about your analytical work. Questions such as: Is the main character a tragic character? Is the work classified as a tragedy or other type of literature?
Discovering and Developing Ideas
Use techniques such as:
Directed freewriting
Problem solving
Clustering
Prepare a thesis:
Relate some aspect of the work to the meaning overall.
What insight can you glean from reading the text?
Remember, a thesis is NOT a topic
Writing Process C. 2
Elements of a Good Argument
Claims-proposition, premise, hypothesis
Evidence-examples from text, and outside sources
Reasoning-explain how you arrived at your interpretaon
Refutation-address the opposition, counter their argument (or point) with authoritative facts
.
Effective Argument
Introduce your subject, with a context for your approach
State your main point or thesis.
Provide evidence and reasoning to support your claims.
Respond to opposing viewpoints, logically, authoritatively, reasonably.
Sum up the argument by solidifying the truth of your thesis.
Arrangement of ideas
Choose between these organizational strategies:
Logically (point by point)
Chronologically (if applicable)
It can be very effective to begin with your weakest point and end with the strongest.
Develop the details from the plot.
Embed quotes and include page numbers in parentheses as documentation.
Organization
Introduction (You do not have to write this yet)
Thesis
Your points
Opposing point (Some critics may contend….)
Counter opposition with logical points.
End with a relation to the theme of the story.
Write an emphatic final sentence (p.53)
Chapter Three - Rewriting
Revision means looking again at your work (not just mechanics such as: spelling)
Use peer review
Outline after the first draft
Rearrange, read it out loud and listen to the “sense” of your writing.
Look at sentence patterns
“Eveline” by James Joyce
Characters:
Eveline Hill- passive, helpless, selfless, prays to know what her duty is, wants to escape, but wants to keep her promise to her dying mother to keep home together.
Father – violent, drunkard, manipulative, threatens, money issues
Brothers – Ernest (dead), Harry (out of picture, decorating churches) – note Father does not threaten the brothers.
People from Eveline’s work – Miss Galvan (judgmental, rude)
Frank – boyfriend, she has not know him for a long time, sailor, want to take her out of the country and “marry” her.
Images in text
Images of the past: dust, words “used to” in story many times, yellowing photographs, references to long time ago, dead people (such as her mom who was a semi-pitiful creature, saying pleasure is pain, demanding, even in death)
Conflict? Theme?
Wednesday, January 13, 2010
Syllabus
English 1302 Syllabus
Instructor: Ms. Jean Smith
Phone: 903-530-3358
Email: adj-jsmi1@tjc.edu or smithj@whitehouseisd.org
Course Name: Composition and Rhetoric
Section: 61
Room: Jenkins 218
Meets: Monday and Wednesday 5:35 to 6:50 PM
Blog: http://english1302spring2010.blogspot.com
Course Description: This course amplifies writing principles by emphasizing critical and analytical thinking through the study of various genres of literature. Several analytical papers will be produced, along with a research paper utilizing outside sources.
Textbook: McMahan, Elizabeth et al. Literature and the Writing Process. 8th edition.
Upper Saddle River: Pearson, 2007.
Students are encouraged to use a college level dictionary and thesaurus also.
Grades:
Major grades through the semester will be several essays, essay tests, and the research project which will count as two major grades. An average of daily work including: quizzes, homework, and short writing assignments will also count as a major grade. All major grades will be averaged together and will comprise three-fourths of the semester average. The remaining one-fourth of the semester grade will be the comprehensive final exam.
Classroom Policies and Etiquette:
• Students are expected to be in class every day. Therefore, students must be present in order to participate in academic activities such as: collaborative work, quizzes, and lecture. Students are also to be in class on time for each class session and stay for the entire class period. Students with more than 3 absences may not be successful in this course.
• Students are expected to be attentive, polite, and cooperative. Please refrain from idle chatter or use of electronic devices during class time. Cell phones and other electronic devices, other than those needed because of a learning disability, must be turned OFF during class.
• I do not accept late work, so please keep up with deadlines as outlined on the syllabus. If a student needs to make up a quiz or test, please make arrangements to arrive early for the next class meeting so the work can be made up in a timely fashion. Students who are absent due to a school sponsored activity need to make arrangements to turn in work or makeup tests and quizzes prior to the absence.
• TJC’s English Department policies are posted on the TJC website also.
• The last day to drop this class is April 23rd.
• Please contact an academic advisor or the course instructor in an attempt to find a way to stay in the course if at all possible.
• Syllabus may be modified by the instructor if needed.
• Students are expected to complete all assignments prior to each class meeting.
Week One: Orientation
Wed. Jan. 13 Orientation, syllabus overview, review
Writing process, complete an in class essay.
Assignment: Read Chapters 1-3 p. 1-54.
Expect quizzes on this and all other reading
assignments.
Begin a reading journal with written
responses to questions on p.11. Use
complete sentences for all written work.
Complete the exercises on style on p.45,
46, and 47.
Set up Turnitin account before Tuesday’s
class meets (class ID 3068255 , password
apache2010).
Week Two: Drama
Monday, Jan. 18 Holiday – Martin Luther King, Jr. Day
Wed. Jan. 20 Quiz over readings, discuss assignments.
Set up reader response journal, first
section will be called “Drama.”
Review Handbook p. 1147-1175
Collaborative activity: C. 15 p. 731-35, C.16
p. 736-7, 774-83, C. 17 p. 786, 834-37.
Discuss argument (workable thesis p. 775-7)
Assignment: Read p. 839-844; compose
“Responses to the Critics” p. 843 in your
reading journal. Read C. 18 p. 845-94.
Compose responses to “Exploring Cultural
Themes” questions 1, 2, and 3 p. 894.
Select one “Idea for Responsive Writing,”
and one “Idea for Critical Writing” p. 896;
and complete prewriting and a first essay
draft for each. These will NOT be in the
reading journal.
Week Three:Drama
Mon., Jan. 25 Reading quizzes, peer and instructor review
of essay drafts. Collaborative activity
“Trifles” p. 1090-1100. Brainstorm potential
arguable paper topics from the play. Write
responses to questions p. 1099-1100 in
journal.
Assignment: Read “Tender Offer” p. 1126- 31. Respond to questions p. 1131-32. Read “The Cuban Swimmer” p. 1132-42, respond
to questions p. 1142-3. Complete a final
draft of one of your prewriting activities.
Submit in standard MLA style. Turn in all
drafts, as well as the final copy.
Study for test.
Wed. Jan. 27 Turn in papers (beginning of class). Debrief
assignment.
TEST-Drama, Writing Process, Handbook
Assignment: Read C 5-7, p. 91-137. Begin
a new section in journal for “Short Fiction.”
Respond to “Finding Patterns” p. 111, do
exercise on “Integrating Questions” p. 114.
Respond to “Responsive Writing” p. 125,
and questions 1 and 2 p. 125-6. Essay should
be a first draft. Read C. 8 p. 139-150.
Respond to questions 1-4 p. 148 “Ideas for
Responsive Writing.”
Week Four: Short Fiction
Monday Feb. 1 Quiz over readings, class discussion on
short fiction elements. Collaborative
activity “Desiree’s Baby” p. 223-7,
“Story of an Hour” p. 227-9.
Discuss “Critical Approaches” p. 1175-80.
Assignment: Read C. 9 and 10, p. 151-205.
Respond to “Responsive Writing” p. 164,
and question 1 and 2 “Critcal Writing” p.
164. Do sentence imitation p. 166-7. Journal
“Topics for Discussion” p. 204. Read “The
Revolt of Mother” p. 229-39, and complete
discussion questions p. 239-40 in journal.
Read “ Paul’s Case” p. 257-70, journal
questions p. 270.
Wed. Feb. 3 Reading quiz, discussion. Chart story
elements as a collaborative activity.
Compose responses to prewriting
activity p. 162-3.
Assignment: Make notes in your journal
about cultural conflicts, stereotypes, and
context in each of these seletions.
Read “Spunk” p. 310-14.
Respond to questions 1-4, p. 314. Read
“Hills Like White Elephants” p. 321-25,
Complete questions p. 325.
Week Five: Short Fiction
Mon., Feb. 8 Quiz and discussion. Read “Love in L.A.”
p. 432-4. Prepare a list of prewriting
analyzing point of view, setting, and theme
for each short story. Select one story other than “L.A.” and and prepare a thesis and outline for a major paper.
Assignment: Complete major paper, usual
format. Study stories from this unit for a
major test.
Wed., Feb. 10 Turn in papers and debrief assignment.
Major Test over short fiction.
Assignment: Read C. 4 p. 55-87. Read
critical analyses on three potential literary
works that you may want to select for
your research paper. Print the analyses,
and include a works cited entry for each.
Include your progress, questions, and
concerns in your journal. You may select
from any of the literary selections in the
text.
The rest of the semester assignments will be given to you at a later date.
Instructor: Ms. Jean Smith
Phone: 903-530-3358
Email: adj-jsmi1@tjc.edu or smithj@whitehouseisd.org
Course Name: Composition and Rhetoric
Section: 61
Room: Jenkins 218
Meets: Monday and Wednesday 5:35 to 6:50 PM
Blog: http://english1302spring2010.blogspot.com
Course Description: This course amplifies writing principles by emphasizing critical and analytical thinking through the study of various genres of literature. Several analytical papers will be produced, along with a research paper utilizing outside sources.
Textbook: McMahan, Elizabeth et al. Literature and the Writing Process. 8th edition.
Upper Saddle River: Pearson, 2007.
Students are encouraged to use a college level dictionary and thesaurus also.
Grades:
Major grades through the semester will be several essays, essay tests, and the research project which will count as two major grades. An average of daily work including: quizzes, homework, and short writing assignments will also count as a major grade. All major grades will be averaged together and will comprise three-fourths of the semester average. The remaining one-fourth of the semester grade will be the comprehensive final exam.
Classroom Policies and Etiquette:
• Students are expected to be in class every day. Therefore, students must be present in order to participate in academic activities such as: collaborative work, quizzes, and lecture. Students are also to be in class on time for each class session and stay for the entire class period. Students with more than 3 absences may not be successful in this course.
• Students are expected to be attentive, polite, and cooperative. Please refrain from idle chatter or use of electronic devices during class time. Cell phones and other electronic devices, other than those needed because of a learning disability, must be turned OFF during class.
• I do not accept late work, so please keep up with deadlines as outlined on the syllabus. If a student needs to make up a quiz or test, please make arrangements to arrive early for the next class meeting so the work can be made up in a timely fashion. Students who are absent due to a school sponsored activity need to make arrangements to turn in work or makeup tests and quizzes prior to the absence.
• TJC’s English Department policies are posted on the TJC website also.
• The last day to drop this class is April 23rd.
• Please contact an academic advisor or the course instructor in an attempt to find a way to stay in the course if at all possible.
• Syllabus may be modified by the instructor if needed.
• Students are expected to complete all assignments prior to each class meeting.
Week One: Orientation
Wed. Jan. 13 Orientation, syllabus overview, review
Writing process, complete an in class essay.
Assignment: Read Chapters 1-3 p. 1-54.
Expect quizzes on this and all other reading
assignments.
Begin a reading journal with written
responses to questions on p.11. Use
complete sentences for all written work.
Complete the exercises on style on p.45,
46, and 47.
Set up Turnitin account before Tuesday’s
class meets (class ID 3068255 , password
apache2010).
Week Two: Drama
Monday, Jan. 18 Holiday – Martin Luther King, Jr. Day
Wed. Jan. 20 Quiz over readings, discuss assignments.
Set up reader response journal, first
section will be called “Drama.”
Review Handbook p. 1147-1175
Collaborative activity: C. 15 p. 731-35, C.16
p. 736-7, 774-83, C. 17 p. 786, 834-37.
Discuss argument (workable thesis p. 775-7)
Assignment: Read p. 839-844; compose
“Responses to the Critics” p. 843 in your
reading journal. Read C. 18 p. 845-94.
Compose responses to “Exploring Cultural
Themes” questions 1, 2, and 3 p. 894.
Select one “Idea for Responsive Writing,”
and one “Idea for Critical Writing” p. 896;
and complete prewriting and a first essay
draft for each. These will NOT be in the
reading journal.
Week Three:Drama
Mon., Jan. 25 Reading quizzes, peer and instructor review
of essay drafts. Collaborative activity
“Trifles” p. 1090-1100. Brainstorm potential
arguable paper topics from the play. Write
responses to questions p. 1099-1100 in
journal.
Assignment: Read “Tender Offer” p. 1126- 31. Respond to questions p. 1131-32. Read “The Cuban Swimmer” p. 1132-42, respond
to questions p. 1142-3. Complete a final
draft of one of your prewriting activities.
Submit in standard MLA style. Turn in all
drafts, as well as the final copy.
Study for test.
Wed. Jan. 27 Turn in papers (beginning of class). Debrief
assignment.
TEST-Drama, Writing Process, Handbook
Assignment: Read C 5-7, p. 91-137. Begin
a new section in journal for “Short Fiction.”
Respond to “Finding Patterns” p. 111, do
exercise on “Integrating Questions” p. 114.
Respond to “Responsive Writing” p. 125,
and questions 1 and 2 p. 125-6. Essay should
be a first draft. Read C. 8 p. 139-150.
Respond to questions 1-4 p. 148 “Ideas for
Responsive Writing.”
Week Four: Short Fiction
Monday Feb. 1 Quiz over readings, class discussion on
short fiction elements. Collaborative
activity “Desiree’s Baby” p. 223-7,
“Story of an Hour” p. 227-9.
Discuss “Critical Approaches” p. 1175-80.
Assignment: Read C. 9 and 10, p. 151-205.
Respond to “Responsive Writing” p. 164,
and question 1 and 2 “Critcal Writing” p.
164. Do sentence imitation p. 166-7. Journal
“Topics for Discussion” p. 204. Read “The
Revolt of Mother” p. 229-39, and complete
discussion questions p. 239-40 in journal.
Read “ Paul’s Case” p. 257-70, journal
questions p. 270.
Wed. Feb. 3 Reading quiz, discussion. Chart story
elements as a collaborative activity.
Compose responses to prewriting
activity p. 162-3.
Assignment: Make notes in your journal
about cultural conflicts, stereotypes, and
context in each of these seletions.
Read “Spunk” p. 310-14.
Respond to questions 1-4, p. 314. Read
“Hills Like White Elephants” p. 321-25,
Complete questions p. 325.
Week Five: Short Fiction
Mon., Feb. 8 Quiz and discussion. Read “Love in L.A.”
p. 432-4. Prepare a list of prewriting
analyzing point of view, setting, and theme
for each short story. Select one story other than “L.A.” and and prepare a thesis and outline for a major paper.
Assignment: Complete major paper, usual
format. Study stories from this unit for a
major test.
Wed., Feb. 10 Turn in papers and debrief assignment.
Major Test over short fiction.
Assignment: Read C. 4 p. 55-87. Read
critical analyses on three potential literary
works that you may want to select for
your research paper. Print the analyses,
and include a works cited entry for each.
Include your progress, questions, and
concerns in your journal. You may select
from any of the literary selections in the
text.
The rest of the semester assignments will be given to you at a later date.
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