Your second essay for this course will be a literary analysis of either "Neon Tetra" by Eric Puchner or "A Good Man is Hard to Find" by Flannery O'Connor.
Identify one or two major themes of the story you select, and discuss how the theme(s) function(s) and/or create(s) meaning in conjunction with the story's language, setting or character development. Make sure your essay has an arguable thesis and a clear interpretation of (some) subtext based on evidence in the text.
The first draft of your essay should be 2 to 5 pages long (double-spaced in 12-point type). It will be collected at the start of class Monday, June 22. Bring three copies of the essay -- one for me and two for classmates to read and critique.
(Also for June 22, read "Generating Ideas and Text" and "Drafting.")
You will break up into groups and verbally critique each other's first drafts. Then, each student will be assigned a one-page written critique of one other student's essay, which will be due Wednesday, June 24. Bring two copies of your written critique to class -- one for the writer and one for me.
(Also for June 24, read "Assessing your Own Writing" and be prepared for the mid-term test!)
Final drafts of the essays will be due Monday, June 29. Your final draft should be 3 or 4 pages long.
(Please note the course calendar omits two class dates, June 29 and July 1. I will revise the calendar and hand out new copies in class ASAP.)
Monday, June 15, 2009
Thursday, June 4, 2009
Instructions for Essay #1
Instructions for Essay #1: Everybody's a critic
Write an essay in which you contrast two movies, arguing why one is better than the other. Be sure to choose two films that can be reasonably compared because of something they have in common. For example, it would be reasonable to compare one movie to its prequel or sequel; to compare two films of the same genre; or to compare two movies that have the same lead actor or director.
Your essay must have a clear thesis asserting that one film is better that the other. Be specific about how you define "better" (how you define quality in a film) and base your argument on thoughtful analysis of the films. Do not merely describe how one film matches your personal taste — base your argument on examples and evidence. Make sure the comparisons you draw are fair — if you analyze the acting in one film, also analyze the acting of the other.
As you write your essay, think about the rhetorical techniques described in Joseph Kelly's "What are Essays?" and the handout titled "Arguing a Position." Don't try too hard to force your rhetoric to fit any of the categories described by Kelly. Instead, come up with an argument that makes sense to you. Because criticism of art is subjective, your argument may be mostly aesthetic. But it also likely will contain elements of logical, ethical or pathetic rhetoric.
Your essay should be two or three double-spaced pages (with a standard 12-point typeface, stapled together). Make sure the top of the first page is labeled with your name, my name, the course title (EN103Z), the date and a title.
I will collect the essays after we return from the library the night of Wednesday, June 10.
Write an essay in which you contrast two movies, arguing why one is better than the other. Be sure to choose two films that can be reasonably compared because of something they have in common. For example, it would be reasonable to compare one movie to its prequel or sequel; to compare two films of the same genre; or to compare two movies that have the same lead actor or director.
Your essay must have a clear thesis asserting that one film is better that the other. Be specific about how you define "better" (how you define quality in a film) and base your argument on thoughtful analysis of the films. Do not merely describe how one film matches your personal taste — base your argument on examples and evidence. Make sure the comparisons you draw are fair — if you analyze the acting in one film, also analyze the acting of the other.
As you write your essay, think about the rhetorical techniques described in Joseph Kelly's "What are Essays?" and the handout titled "Arguing a Position." Don't try too hard to force your rhetoric to fit any of the categories described by Kelly. Instead, come up with an argument that makes sense to you. Because criticism of art is subjective, your argument may be mostly aesthetic. But it also likely will contain elements of logical, ethical or pathetic rhetoric.
Your essay should be two or three double-spaced pages (with a standard 12-point typeface, stapled together). Make sure the top of the first page is labeled with your name, my name, the course title (EN103Z), the date and a title.
I will collect the essays after we return from the library the night of Wednesday, June 10.
Monday, June 1, 2009
Welcome to the course (Summer '09)
Welcome to the course blog for EN103Z1, my section of English I. All the posts below/before this one are from previous semesters, so they don't pertain to my summer students, but you're free to look around to get a sense of what past assignments have been like, etc.
The "Course Syllabus" link now is current for summer session.
Here's a recap of the assigned reading to be discussed Wednesday, June 3:
Joseph Kelly, "What Are Essays?"
Stanley Fish, "Conspiracy Theories 101"
Judy Brady, "I Want a Wife"
Here's a partial list of key concepts I discussed in class tonight. If you need me to review, be sure to ask next time:
Grammar
Style
Rhetoric
Thesis (explicit vs. implicit)
Understatement, overstatement (aka exaggeration or hyperbole)
Satire
Irony
Caricature
See you Wednesday evening.
The "Course Syllabus" link now is current for summer session.
Here's a recap of the assigned reading to be discussed Wednesday, June 3:
Joseph Kelly, "What Are Essays?"
Stanley Fish, "Conspiracy Theories 101"
Judy Brady, "I Want a Wife"
Here's a partial list of key concepts I discussed in class tonight. If you need me to review, be sure to ask next time:
Grammar
Style
Rhetoric
Thesis (explicit vs. implicit)
Understatement, overstatement (aka exaggeration or hyperbole)
Satire
Irony
Caricature
See you Wednesday evening.
Wednesday, May 13, 2009
End of the semester
We just completed our last meeting of the semester, and I'd like to say you were an enjoyable group of students.
Anyone who was not present in class to turn in the final paper tonight must leave it in my mailbox in C-209 no later than noon on Friday, May 15 or contact me to make other arrangements. If you would like feedback on your final paper, send me an e-mail requesting as much, and I'll write back with my thoughts. I also would be happy to send you a marked-up hard copy of the paper upon request.
I was disappointed to see so few students opted to take the final exam. Considering most of the material was similar to that on the mid-term test, I thought this was a fair and generous opportunity for students to improve a weak grade.
Whether you finish this course with a good grade or "chalk it up to experience," I hope you gained some things from it that will make you a better writer, a more inquisitive reader and a clearer thinker. Any feedback you have for me -- thoughts about the readings, the writing assignments or my effectiveness as a teacher, for example -- would be welcome at bill.ackerbauer@fmcc.suny.edu.
Anyone who was not present in class to turn in the final paper tonight must leave it in my mailbox in C-209 no later than noon on Friday, May 15 or contact me to make other arrangements. If you would like feedback on your final paper, send me an e-mail requesting as much, and I'll write back with my thoughts. I also would be happy to send you a marked-up hard copy of the paper upon request.
I was disappointed to see so few students opted to take the final exam. Considering most of the material was similar to that on the mid-term test, I thought this was a fair and generous opportunity for students to improve a weak grade.
Whether you finish this course with a good grade or "chalk it up to experience," I hope you gained some things from it that will make you a better writer, a more inquisitive reader and a clearer thinker. Any feedback you have for me -- thoughts about the readings, the writing assignments or my effectiveness as a teacher, for example -- would be welcome at bill.ackerbauer@fmcc.suny.edu.
Tuesday, April 28, 2009
Oral presentations to begin April 29
During class this Wednesday evening (April 29), I will be collecting the research proposals for your final projects. I will review them and return them next week (or respond sooner by e-mail upon request).
Also this Wednesday, the following students will give oral presentations on their final projects: Taikyah H., Deb M., Mindy D., Samira C., Amanda S., Scott B., Desiree C., Angelina E., Todd T. and Julia C.
Everyone else, whether they have signed up for it or not, must give their oral presentations during next week's class (May 6).
As I mentioned in class last week, I've been having some difficulties accessing my e-mail account lately, so if you have urgent questions or concerns, call me at the number provided on the course syllabus.
Also this Wednesday, the following students will give oral presentations on their final projects: Taikyah H., Deb M., Mindy D., Samira C., Amanda S., Scott B., Desiree C., Angelina E., Todd T. and Julia C.
Everyone else, whether they have signed up for it or not, must give their oral presentations during next week's class (May 6).
As I mentioned in class last week, I've been having some difficulties accessing my e-mail account lately, so if you have urgent questions or concerns, call me at the number provided on the course syllabus.
Wednesday, April 15, 2009
Final project instructions
For your final project in the course, you will select one of the following research options:
1.) Art/lit option: Research the life and work of one artist or writer and write a paper discussing how one of that person’s works (a painting, poem, story, play, novel, etc.) was significant in his or her career. I suggest you select an artist or writer and a work with which you are already familiar and in which you are interested.
2.) Local history option: Research a significant person, landmark or institution in a local community’s history and write a paper discussing the subject’s influence (good, bad or mixed) on that community. If you select this option, I suggest you take advantage of the Kenneth Dorn Regional History Study Center at FMCC’s Evans Library as well as other local libraries, museums and historical societies.
3.) Science/tech option: Research a cutting-edge development in science, technology, engineering or medicine and write a speculative paper discussing what the future significance of this development might be. For example, you might research how scientists are developing a new technique for curing a disease, or how a software company is designing a new Web application.
4.) Social problem option: Research a current problem in society and write a paper arguing in favor of one possible solution to the problem. The problem you select should be something very specific (for example, “crime” is too broad a topic; it would be better to select a specific type of crime, in a specific geographical or social context.) Your paper need not offer an original solution, but it must describe the pros and cons of the solution you support as well as the pros and cons of the most likely alternatives.
No matter which option you choose, your speculation, argument or analysis must be based on evidence from your research sources, not merely your own personal opinions or “common sense.” I will be happy to suggest specific sources for your individual project, and of course the staff at the FMCC library is available for research consultation.
The final paper will be 5 to 7 pages long (double-spaced in a standard 12-pt font) and will include a separate cover sheet and a separate “Works Cited” page listing your sources according to MLA style. Your paper must use at least five separate sources. You will use in-text citations to attribute each summarized idea, paraphrase or quotation to its source.
Timeline for research project:
April 22: Read chapters 5, 6 and 7 in Research Papers textbook.
April 29: One- to two-page research proposal due in class, with annotated bibliography describing at least three likely sources. (Proposals must include summary of topic, research questions and working thesis.) Oral presentations begin.
May 6: Oral presentations continue. Review for final exam.
May 13: Final papers due at the start of class. Final exam.
1.) Art/lit option: Research the life and work of one artist or writer and write a paper discussing how one of that person’s works (a painting, poem, story, play, novel, etc.) was significant in his or her career. I suggest you select an artist or writer and a work with which you are already familiar and in which you are interested.
2.) Local history option: Research a significant person, landmark or institution in a local community’s history and write a paper discussing the subject’s influence (good, bad or mixed) on that community. If you select this option, I suggest you take advantage of the Kenneth Dorn Regional History Study Center at FMCC’s Evans Library as well as other local libraries, museums and historical societies.
3.) Science/tech option: Research a cutting-edge development in science, technology, engineering or medicine and write a speculative paper discussing what the future significance of this development might be. For example, you might research how scientists are developing a new technique for curing a disease, or how a software company is designing a new Web application.
4.) Social problem option: Research a current problem in society and write a paper arguing in favor of one possible solution to the problem. The problem you select should be something very specific (for example, “crime” is too broad a topic; it would be better to select a specific type of crime, in a specific geographical or social context.) Your paper need not offer an original solution, but it must describe the pros and cons of the solution you support as well as the pros and cons of the most likely alternatives.
No matter which option you choose, your speculation, argument or analysis must be based on evidence from your research sources, not merely your own personal opinions or “common sense.” I will be happy to suggest specific sources for your individual project, and of course the staff at the FMCC library is available for research consultation.
The final paper will be 5 to 7 pages long (double-spaced in a standard 12-pt font) and will include a separate cover sheet and a separate “Works Cited” page listing your sources according to MLA style. Your paper must use at least five separate sources. You will use in-text citations to attribute each summarized idea, paraphrase or quotation to its source.
Timeline for research project:
April 22: Read chapters 5, 6 and 7 in Research Papers textbook.
April 29: One- to two-page research proposal due in class, with annotated bibliography describing at least three likely sources. (Proposals must include summary of topic, research questions and working thesis.) Oral presentations begin.
May 6: Oral presentations continue. Review for final exam.
May 13: Final papers due at the start of class. Final exam.
Tuesday, April 7, 2009
Assignments for this week
In class this Wednesday, April 8, I will collect the final drafts of Essay #2. Please remember to turn in a copy of your rough draft as well as your final draft so I can see your revisions and factor them into your grade.
Because several students did not attend last week's class and some attended but did not bring a rough draft to discuss, they will be allowed to get together with others in the same boat -- on their own time -- to critique their rough drafts. They will be allowed to turn in final drafts a week late (with a grade penalty for lateness).
In class this week, we will discuss a few new grammar and style concepts and the first two chapters of the textbook on research papers. Students must come prepared to discuss these chapters.
Because several students did not attend last week's class and some attended but did not bring a rough draft to discuss, they will be allowed to get together with others in the same boat -- on their own time -- to critique their rough drafts. They will be allowed to turn in final drafts a week late (with a grade penalty for lateness).
In class this week, we will discuss a few new grammar and style concepts and the first two chapters of the textbook on research papers. Students must come prepared to discuss these chapters.
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