Changing the world, one student at a time…
Day 1 - 1st HalfOverview of Course Policies
Group work:
What do you expect to get out of this class? Why do you say this?
Day 1 - 2nd Half
Understanding English 200
During the second half of class, we will get into groups (in-class points) to discuss various aspects of English 200 to understand how it fits into the curriculum. Completing the journal prompt for today (see homework from day before) will facilitate the work.
Day 2 - 1st half
Readings for class meeting:
Richard Wright -- " The Man Who Was Almost a Man"
John Updike -- "A & P"
JOURNAL ENTRY:
Plot refers to the actions (generally chronologically presented) of a story. However, within the plot there are various ideas to consider that drive the plot such as the conflicts or tensions (among characters and internally).
I recommend that you read over the section in our book that discusses plot (12-17) before, during, or as you write your journal.
Both readings for Tuesday present similar conflicts and both end in the same basic way (you figure it out!). What aspects of the plot make these readings captivating or what drives the stories? Perhaps you could consider your involvement in a similar situation. Perhaps you may be drawn in because of the way the conflict progresses or resolves. Or perhaps you may select to discuss one or two aspects of plot structure mentioned in the book and write about them (exposition, complication, crisis, climax, resolution or dénouement, etc.).
Essentially, I'm looking for you practice framing a reading with plot in mind.
Day 2 - 2nd half
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Readings for class meeting:
John Updike -- “A & P”
Charlotte Perkins Gilman -- “The Yellow Wallpaper”
JOURNAL ENTRY:
During our last class meeting and for your last journal entry, I asked you to consider the plot of the stories as a way to understand the importance of plot as a mechanism of the short story. This time, we will discuss point of view.
As before, I recommend that you read over the section in our book that discusses point of view (12-17) before, during, or as you write your journal.
Point of view, in short, is the ‘voice’ that has the most authority in a story. Generally, we refer to the point of view in terms of 1st person, 3rd person, etc. After reading “The Yellow Wallpaper” and after reading in your book about point of view (or online if you don’t yet have a book), what kind of point of view is used in this short story? Is it effective? Why or why not? Try to use support from the text to back up your ideas.
Day 3 - 1st half
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Readings for class meeting:
Charlotte Perkins Gilman – “The Yellow Wallpaper”
Shirley Jackson – “The Lottery”
JOURNAL ENTRY:
So far, we’ve briefly touched on plot structure and point of view. We have discussed, in a sort of layering format, how these aspects come into play in the production of emotion or in the conveying of a message.
We will now move along to characterization. Character is essentially the verbal representation of a human being. In the “real world” we often speak of a person’s character, and we base these ideas on what someone might say or do or what someone else may say of them. In short stories, the same holds true. A character in a story has a personality and authors reveal traits and give insight in varying degrees.
Select one or two (or a group) of characters in “The Lottery” and write how their inclusion in the story may add to (or if you want, takes away from) the story overall. What characteristics do they embody that make the story work? You might consider one of several ideas as you think and write about this:
1. What central importance does/do the character/characters have to the story’s principal action?
2. Are they flat or round characters? What is their function?
3. Are there stereotypes? If so, what kind and how do they function?
4. Are the characters lifelike or unreal? Believable or not?
Remember to give this an honest effort and to follow MLA format.
Day 3 -2nd half
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Readings for class meeting:
Joyce Carol Oates - "Where Are You Going, Where Have You Been?"
JOURNAL ENTRY:
Theme is the overall meaning of a story. Theme is not an explicit aspect of literary fiction; rather we must take the story as a whole (characterization, plot structure, point of view, etc.) and work to understand the message or meaning of the story. It is the interpretation of the story.
With this having been said, what do you believe the theme is for "Where Are You Going, Where Have You Been?"
Make sure to provide evidence from the text to support your ideas.
Day 4 - 1st half
Readings for class meeting:
Joyce Carol Oates - "Where Are You Going, Where Have You Been?"
Flannery O'Conner - " Good Country People"
JOURNAL ENTRY:
This entry is a free response. Remember, even though it is a free response, you should still respond to the day's reading(s). For this journal entry, you should respond to " Good Country People."
Day 4 - 2nd half
JOURNALS DUE ON THIS DAY
Readings for class meeting:
Sandra Cisneros – “Woman Hollering Creek”
Joyce Carol Oates – “Where Are You Going, Where Have You Been?”
JOURNAL ENTRY:
Read over “Woman Hollering Creek” once and jot down your initial impressions. Then go back to your text and read over the sections of Style, Tone, and Symbolism, paying careful attention to the idea of allegory and the traditional symbol.
Once you have done this, research (Google) Spanish folk tale of “la llorona” (translated to “the crying woman”). Then go back and work to understand the plausible interpretations. How does Cisneros use the tale (allegory? traditional symbol?) in her own work?
Day 5 - 1st half
Class discussion / lecture on writing Essay 1
Day 5 - 2nd half
Discussion of fiction exam, which will be taken at student's leisure.
Day 6 - 1st half
Essay #1 Due
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Begin section of poetry
Notes
Day 6 - 2nd half
Continue section of poetry
Notes
Day 7 - 1st half
Continue section of poetry
Notes
Quiz
Day 7 - 2nd half
Continue section of poetry
Notes
Quiz over applying concept to a particular poem
Day 8 - 1st half
Finish notes over section of poetry
Day 8 - 2nd half
Discussion of next major assignment (preparation for it)
Group Work with poems
Day 9 - 1st half
Continue group work with poems
Day 9 - 2nd half
Finish discussion over group poems; briefly review exam
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Exam will be available beginning on Thursday and ending on Friday at midnight.
Day 10 - 1st half
Begin section on drama -- notes/lecture
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Day 10 - 2nd half
I have uploaded the notes that we will use for this last section -- drama. The notes may not make much sense, but for Tuesday, you will be responsible for knowing what the ideas mean.
We will begin class with a quiz over the notes. The quiz will require that you understand the ideas, not simply define them. Make sure to read the introduction to drama as it provides a good explanation of the concepts, which will help in the understanding.
Lastly, make sure you read some about Othello (informal online research) so that you know the basic ideas of the play. Knowing the informing ideas of the play will help you follow the plot.
Day 11 - 1st half
2nd Major Assignment Due
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Read the rest of Act I - Othello
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JOURNAL ENTRY:
In literature, a theme is a unifying subject of discourse or broad idea of a story that conveys a message. On the other hand, a motif is a recurring element of a story with some symbolic significance; its purpose is to reinforce a theme. Another way to think about this is the following: themes are abstract ideas whereas motifs are recurrent, usually concrete, objects and symbols that illustrate these ideas; the re-occurrence of a motif develops a theme.
Given this, locate a motif (or several) and show how they are connected to the theme of the play. This, of course, will require that you identify the theme. At this point, you may have a hypothesis of what you may believe the theme might be. Later you can modify this as you become clearer about the theme.
Day 11 - 2nd half
Read Act II through Act III
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JOURNAL ENTRY:
On Tuesday, we will be spending some time looking at the way that Shakespeare makes use of language. In particular, we will be discussing the use of rhymed couplets, the use of iambic pentameter, and the use of prose. Given that we will be working on this, review the text and pay close attention to which characters use what kind of language and in what circumstances. For example, look at the use of language with the clowns (which was not in the movie) and compare this back and forth with the drunk scene. How are they similar? How are they different? Or you might look at the way that Othello's language changes over the course of the play. Or you might look at the way that Iago uses language, as a master rhetorician who has an effect on other characters. But you may decide to look at others as well. Essentially, what I want you to do is work to find a connection between a character's use of language and .... well, that's for you to figure out, right?
Day 12 - 1st half
Read Act IV through Act V
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JOURNAL ENTRY:
You have two options for this entry, which also has to do with the theme of jealousy.
1. What role does race have in this play in helping to further this theme? You might look at the relationship of Othello and Desdemona. You might investigate the relationship of Othello and society. Or you may perhaps discuss Othello’s role as a leader. Heck, you might even look at all three!
2. A motif in the play is one of sight and blindness, reality and imagination. Why does Shakespeare use this in a play about jealousy?
Day 12 - 2nd half
Finish class discussion over Othello
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JOURNAL ENTRY:
In Act IV, Desdemona is speaking to Emilia and asks her if she would ever cheat on her husband. Emilia, in a way, says no to this, but she also intimates that she might. She then proceeds to tell Desdemona that if a wife is unfaithful, then it is the fault of the man. What can we speculate about the relationship between Emilia and Iago (or maybe even Emilia and some one else or even about men and women)?????
Day 13 - 1st half
Watch movie
Day 13 - 2nd half
finish watching movie
Day 14 - 1st half
Read "Trifles"
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JOURNAL ENTRY:
One of the things that the ladies remark is that Mrs. Wright was quilting using a log cabin technique. Look up (online) this technique and discuss how it relates to the story’s sequence of events (plot structure).
Day 14 - 2nd half
Finish discussion of "Trifles"
Day 15 - 1st and 2nd halves
Journals Due
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Review for exam