A reminder: We will meet at 6 p.m. Wednesday, Oct. 1, at the library instead of in our regular classroom. The library staff will run you through an information literacy session. After it is finished, we will reconvene in the classroom.
Also, remember to turn in Essay #1 if you did not do so when it was due last week. I will accept papers on Wednesday and assess a mild -5% penalty to the grade. The penalties will be much more serious for the second essay and the final paper.
In class this week, we will discuss the readings that were handed out: "Literary Analyses," "Cathedral" (by Raymond Carver), and "Me Talk Pretty One Day" (by David Sedaris).
See you at the library.
P.S. If you enjoyed the Sedaris piece, you might want to read this one, too: http://www.newyorker.com/archive/2003/06/16/030616fa_fact
Tuesday, September 30, 2008
Wednesday, September 24, 2008
Instructions for Essay #2 (first draft due Oct. 8)
Choose either option and follow the instructions below:
Option A: Analyze an argument
Elizabeth Cady Stanton’s “Declaration of Sentiments and Resolutions” from the first woman’s rights conference of 1848 patently follows the form of The Declaration of Independence, composed more than 70 years previously by Thomas Jefferson. Analyze the rhetoric of the two pieces, carefully noting the differences as well as the similarities. Does modeling her “Declaration” after Jefferson’s serve Stanton’s argument? Base your position on several specific passages from the text.
Option B: Analyze a narrative
Character development is a driving force of many stories, fictional and otherwise, including “Cathedral” by Raymond Carver, “Me Talk Pretty One Day” by David Sedaris, “A Good Man is Hard to Find” by Flannery O’Connor and “Araby” by James Joyce. Choose one of these narratives and analyze the ways in which the protagonist (main character) changes over the course of the tale. Does the character’s attitude or outlook change between the beginning and the end of the story? How do the character’s views relate to the theme(s) of the story?
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For either option, you may cite other textual sources in addition to the stories themselves, though this is not required.
The first draft essay will be due at the start of class on Wednesday, Oct. 8. At the top of your first page, include your name, my name, the name of the course (EN103) and the date you’re turning it in. Be sure to label it “first draft.” Bring three copies –- one for me and two for classmates who will critique it during class. Your draft should be 2 to 5 typed, double-spaced pages long. The pages of each copy should be stapled together.
You will revise your essay based on feedback from me and the classmates who read it. The final version must be 3 or 4 typed, double-spaced pages long. You will turn in one copy of the final, revised essay at the start of class Wednesday, Oct. 15.
Option A: Analyze an argument
Elizabeth Cady Stanton’s “Declaration of Sentiments and Resolutions” from the first woman’s rights conference of 1848 patently follows the form of The Declaration of Independence, composed more than 70 years previously by Thomas Jefferson. Analyze the rhetoric of the two pieces, carefully noting the differences as well as the similarities. Does modeling her “Declaration” after Jefferson’s serve Stanton’s argument? Base your position on several specific passages from the text.
Option B: Analyze a narrative
Character development is a driving force of many stories, fictional and otherwise, including “Cathedral” by Raymond Carver, “Me Talk Pretty One Day” by David Sedaris, “A Good Man is Hard to Find” by Flannery O’Connor and “Araby” by James Joyce. Choose one of these narratives and analyze the ways in which the protagonist (main character) changes over the course of the tale. Does the character’s attitude or outlook change between the beginning and the end of the story? How do the character’s views relate to the theme(s) of the story?
-----
For either option, you may cite other textual sources in addition to the stories themselves, though this is not required.
The first draft essay will be due at the start of class on Wednesday, Oct. 8. At the top of your first page, include your name, my name, the name of the course (EN103) and the date you’re turning it in. Be sure to label it “first draft.” Bring three copies –- one for me and two for classmates who will critique it during class. Your draft should be 2 to 5 typed, double-spaced pages long. The pages of each copy should be stapled together.
You will revise your essay based on feedback from me and the classmates who read it. The final version must be 3 or 4 typed, double-spaced pages long. You will turn in one copy of the final, revised essay at the start of class Wednesday, Oct. 15.
Wednesday, September 17, 2008
Writing assignment: Essay #1
Here are the instructions for Essay #1, which will be due Sept. 24. This is in addition to the reading assignments listed on the course syllabus. These will be explained further in class tonight (Sept. 17).
Choose one of the following options. Your essay should be 2 to 3 typed, double-spaced pages long. The pages should be stapled together. At the top of your first page, include your name, my name, the name of the course (EN103) and the date you’re turning it in. The essay will be due at the start of class on Wednesday, Sept. 24.
Option A: Preaching vs. Teaching
In his essay “Conspiracy Theories 101,” Stanley Fish argues that the principles of academic freedom do not grant teachers the right to try to convince students to adopt their personal opinions and beliefs. Do you agree, or disagree? Write an essay either supporting or disputing Fish’s general thesis, using at least one specific example of a topic on which a professor should or should not, in your opinion, espouse his personal beliefs.
You are welcome (but not required) to discuss the ideas brought up by Lewis Lapham in his essay “Time Lines” if you feel they are relevant to Fish’s argument or to yours.
Option B: The Same Old Story
In his essay “Time Lines,” Lewis Lapham acknowledges that teaching history as a series of stories (or narratives) is problematic, but it is better than not teaching history at all –- or teaching it in such a way that students won’t find it interesting and therefore valuable. Do you agree or disagree? Write an essay either supporting or disputing Lapham’s position on this matter, using at least one specific example of a historical event, development or subject that either should or should not be taught in the form of narrative(s).
You are welcome (but not required) to discuss the ideas brought up by Stanley Fish in his essay “Conspiracy Theories 101” if you feel they are relevant to Lapham’s argument or to yours.
Choose one of the following options. Your essay should be 2 to 3 typed, double-spaced pages long. The pages should be stapled together. At the top of your first page, include your name, my name, the name of the course (EN103) and the date you’re turning it in. The essay will be due at the start of class on Wednesday, Sept. 24.
Option A: Preaching vs. Teaching
In his essay “Conspiracy Theories 101,” Stanley Fish argues that the principles of academic freedom do not grant teachers the right to try to convince students to adopt their personal opinions and beliefs. Do you agree, or disagree? Write an essay either supporting or disputing Fish’s general thesis, using at least one specific example of a topic on which a professor should or should not, in your opinion, espouse his personal beliefs.
You are welcome (but not required) to discuss the ideas brought up by Lewis Lapham in his essay “Time Lines” if you feel they are relevant to Fish’s argument or to yours.
Option B: The Same Old Story
In his essay “Time Lines,” Lewis Lapham acknowledges that teaching history as a series of stories (or narratives) is problematic, but it is better than not teaching history at all –- or teaching it in such a way that students won’t find it interesting and therefore valuable. Do you agree or disagree? Write an essay either supporting or disputing Lapham’s position on this matter, using at least one specific example of a historical event, development or subject that either should or should not be taught in the form of narrative(s).
You are welcome (but not required) to discuss the ideas brought up by Stanley Fish in his essay “Conspiracy Theories 101” if you feel they are relevant to Lapham’s argument or to yours.
Thursday, September 11, 2008
Homework for Wednesday, Sept. 17
For anybody who missed our first class, Sept. 10, and for anybody who was present but might have dozed off ... I want you to read the two essays I handed out: "Conspiracy Theories 101" by Stanley Fish and "Time Lines" by Lewis Lapham.
While you're reading, think about how they might relate to our discussion of narrative. I suggest you take notes as you read -- jot down observations about the writers' points (determine the thesis of each essay) and jot down any questions you have. Come to class prepared to talk about the readings!
If your memory of "narrative" and "thesis" are fuzzy, go ahead and look them up in a dictionary or on www.dictionary.com. Also, if you want a refresher, look up "notation" and "connotation" and "context" while you're at it.
Feel free to contact me with questions.
See you Monday.
While you're reading, think about how they might relate to our discussion of narrative. I suggest you take notes as you read -- jot down observations about the writers' points (determine the thesis of each essay) and jot down any questions you have. Come to class prepared to talk about the readings!
If your memory of "narrative" and "thesis" are fuzzy, go ahead and look them up in a dictionary or on www.dictionary.com. Also, if you want a refresher, look up "notation" and "connotation" and "context" while you're at it.
Feel free to contact me with questions.
See you Monday.
Friday, September 5, 2008
Welcome to English I
Welcome to the course. I'll be using this blog throughout the semester to keep students up to date on assignments and other course activities. You should check this site regularly (once or twice a week?) because I will frequently post reminders, links, clarifications and other tidbits pertinent to the course.
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