« Fairy Tales: Where Have They Come From, Where Have They Gone? | Main | Classifying The Classification Essay »

October 21, 2008

ENG 225 - GROUP and Critical Essay Assignment Details for *Survey of World Literature I*


Image Source: http://www.wsd.gov.hk/acqws/photo/others/forum20031213-8.jpg

24 October 2008, 7:20am

Dr. Hobbs’s ENG 225 Course (12:30pm to 1:20pm) Will, Regrettably, Not Meet Friday, October 24th.

You are instructed to use this time:

*To complete your peer-reviews for the first draft of paper #2. If you cannot find a class-partner, use the services of the LRC.

*Your final draft for paper #2 is due Monday. To receive credit, it is ALSO due on turnitin.com by the same deadline (do not forget).

*Continue to do the readings on the course itinerary for Module 3 and the end of Module 2 as previously scheduled (see previous e-mails for copies of the new, updated itinerary, group lists, etc.)

*Each of the four group presentation “leaders” should e-mail Dr. Hobbs ASAP to let him know exactly who will be the “spokesperson” for their presentation group (the contact person) and when and where your first group planning meeting is scheduled to take place. It will be the group leader’s responsibility to keep Dr. Hobbs posted on the progress of the group as it moves towards its class presentation date (see the instruction for the group project in the handout emailed to you previously).
Class will resume as normal on Monday.

See you then,

Dr. Hobbs

----------------------------------

*FROM* 21 October 2008

ENG 225 Students:

See the e-mail I sent you today for other details and reminders. See the group work details and itinerary for the rest of the course below . . .

*NOTES FOR* Optional Group-Work Project Instead of a Formal Academic Paper

If you choose this option, your part in the presentation will count for 20 points, the same as it would if you had written the paper instead.

NOTE: Once you have chosen the group option, you cannot retract your decision. The following nine students have chosen to do a group project in lieu of a formal, research-informed critical/analytical paper for the final 20 points of paper three:

1. Nichole T. 2. Alex S. 3. Walter P. 4. Paola S. 5. D. J. Garry 6. Strahil S. 7. Myles G. 8. Myron K. 9. Brandon M. 10. Anna R.

(Eight of you have elected to write papers: Jason W., Jonathan T., Joseph S., John A., John D., Shayne T., Kamille G., Quinton J.—you eight can ignore this long missive).

Daniel L., Matt M., and Neal C. were absent today. If they want to be in groups, they need to let me know BEFORE our next meeting. Otherwise, I will assume that they are going to do papers.


*INSTRUCTIONS FOR* Optional Group-Work Project Instead of a Formal Academic Paper

 

If you have chosen this option, your part in the presentation will count for 20 points, the same as it would if you had written the paper instead.

 

NOTE: Once you have chosen the group option, you cannot retract your decision.  The following nine students have chosen to do a group project in lieu of a formal, research-informed critical/analytical paper for the final 20 points of paper three:

 

In a nutshell, here is how the group projects will work:

 

1.     Wednesday, I will distribute a sign-up sheet for the ten members who elected on Monday’s class to do group work instead of a formal paper.  The four choice of works will The Epic of Son-Jara, Cervantes’s Don Quixote, Shakespeare’s Hamlet, Prince of Denmark, and Milton’s Paradise Lost, in that order. So, definitely think ahead of time what works you’d like to work on.

2.     There will be roughly four groups with two persons each (two groups will have three persons).

3.     Each group will be composed of the first two or three members to join it on Wednesday’s class meeting. First come, first served.

4.     Each presentation will take place over the course of two meeting periods:

A.   On the first day, there must be a formal presentation. I will expect all of the members to participate in some way for the presentation, although each group should have one person who will consult with me for every step of the project and a chief speaker or “M.C.” who introduces each speaker and what their topic will cover. The presentation should be more than a report/summary of the work, although that will be part of it. Handouts with links and citations to your research should be distributed for all students and me (22 copies).  A typical presentation might have one presenter speaking on the author (will require a bit of research), another might speak on the most important characters, the plot and subplots, both or all might speak of why and how the work is important (what it’s influenced and who’s been influenced by it) and/or some particular theoretical angle to the work that is interesting/enlightening. I will want to hear from the group: what can be learned from the work? What does it teach? How is it problematic?, etc.

B.    At some point, on either day one or two, a one to three question quiz should be proctored to the class by your group. The quizzes will also need to be graded by the group (pass or fail: 1 points or 0 points) and then handed in to me to record on Turnitin.com.  At some point/day of the presentation, either a learning activity or discussion questions should also be delivered to the class by your group—I suggest on the second day. There should be different problems for different individuals or for pairs (at least 10 questions). I recommend using the pair option.  You must leave time in the course meeting for whole-class discussion and your group must be prepared to respond to the questions, evaluate the answers, and respond.

5.     Each member’s level of participation and performance will be critiqued by me AND the other members for how much effort he/she puts into the group presentation project:

A.   The group leader will hand me a typed report on day two that lists each member of the group and what each group member was responsible for in the project (duties/responsibilities should be divided nearly equal).

B.    After the project is done, each member will e-mail me a separate message (private) reporting what they think each of the other members contributed to the project on a scale from 0% to 100%.  These reports will be confidential, each member can report fairly.  Each person should have a stapled copy of the material used in the presentation (handouts, quiz questions, discussion questions, group report, personal report) stapled as a packet and included in their portfolio in lieu of paper 3. Portfolios are due on the day of the final exam.

C.    Ultimately, I will decide the final score each person based on the provided data plus my own observations during your presentations. I’ve seen it all and am considered hard to please—“wow” me!

6.     Each member should have equal “roles” to play within the group, so don’t let one person do more work than another. It will be up to the group itself (don’t ask me) to choose/decide upon a leader, an organizer (who will organize the time and place of meetings), a notetaker, a researcher, a person to prepare handouts, a person to prepare an in-class quiz, a grader, and a person to prepare in-class discussion questions, etc.  Decide who should do each these duties among/between yourselves (share the work fairly), but remember, if a person does not show up to your meetings or does not show up to the presentation days when they are supposed to be done, THE SHOW MUST GO ON!  I will still expect to see all the required elements of the presentation to be included whether all your members or there or not. Don’t worry, you can tell me about the extra work you had to do in your private, personal report to me.  Persons who do NOT show up to their own presentation (or perform weakly) will get a lower score than the others in the group who did MOST of the work.

7.     The exact dates of each presentation are posted on the updated itinerary for Module 3 (see your e-mail).  You should immediately contact your other group members and arrange a planning session as soon as possible.

 

 

Class Meeting #26

October 24

Friday

Peer Review Day – Hardcopy of First Draft for Paper 2 due in class (digital version due on turnitin.com)

Common Reading Assignment (Due for NEXT class meeting): Introduction to William Shakespeare’s Othello and ACT I of the play (see the table of contents in Volume C)

Homework: Post on the English-blog and/or Turnitin.com material as directed that day in class.

 

Module 3 – “1500 to 1650 C.E.”

Class Meeting #27

October 27

Monday

Possible reading-check of previously assigned readings.

FINAL draft of Paper 2 Due in class as a hardcopy AND in digital form on Turnitin.com

Sign-up Sheet for 1 text NOT covered in-class for this module.

Common Reading Assignment (Due for NEXT class meeting): William Shakespeare’s Othello, ACT II (see the table of contents in Volume C)

Homework: Post on the English-blog and/or Turnitin.com material as directed that day in class.

Class Meeting #28

October 29

Wednesday

Possible reading-check of previously assigned readings.

Common Reading Assignment (Due for NEXT class meeting): William Shakespeare’s Othello, ACT III (see the table of contents in Volume C)

Homework: Post on the English-blog and/or Turnitin.com material as directed that day in class.

Class Meeting #29

October 31

Friday

Possible reading-check of previously assigned readings.

Common Reading Assignment (Due for NEXT class meeting): William Shakespeare’s Othello, ACT IV (see the table of contents in Volume C)

Homework: Post on the English-blog and/or Turnitin.com material as directed that day in class.

Class Meeting #30

November 3

Monday

Possible reading-check of previously assigned readings.

Common Reading Assignment (Due for NEXT class meeting): William Shakespeare’s Othello, ACT V (see the table of contents in Volume C)

Homework: Post on the English-blog and/or Turnitin.com material as directed that day in class.

Class Meeting #31

November 5

Wednesday

Possible reading-check of previously assigned readings.

Possible Film Clip Screenings of Various Adaptations of Othello and/or discussion. You will need to see the clips in order to do the homework and following discussions.

Homework: Post on the English-blog and/or Turnitin.com material as directed that day in class.

Class Meeting #32

November 7

Friday

Possible reading-check of previously assigned readings.

Possible Film Clip Screenings of Various Adaptations of Othello and/or discussion. You will need to see the clips in order to do the homework and following discussions.

Common Reading Assignment for ALL STUDENTS (Due for NEXT class meeting): Read first half of The Epic of Son-Jara (look up pages in TOC of Volume C).

Homework: Post on the English-blog and/or Turnitin.com material as directed that day in class.

November 10

Monday

Feast of Saint Leo Day – CLASSES MEET AS USUAL

Possible reading-check of previously assigned readings.

PRESENTATION DAY 1 – Group 1 - The Epic of Son-Jara

Common Reading Assignment for ALL STUDENTS (Due for NEXT class meeting): Read second half (finish the text) of The Epic of Son-Jara (look up pages in TOC of Volume C).

Homework: Post on the English-blog and/or Turnitin.com material as directed that day in class.

Class Meeting #33

November 12

Wednesday

Possible reading-check of previously assigned readings.

PRESENTATION DAY 2 – Group 1 - The Epic of Son-Jara

Common Reading Assignment for ALL STUDENTS (Due for NEXT class meeting): Read first half of Cervantes’s Don Quixote (look up pages in TOC of Volume C).

Homework: Post on the English-blog and/or Turnitin.com material as directed that day in class.

Class Meeting #34

November 14

Friday

Possible reading-check of previously assigned readings.

PRESENTATION DAY 1 – Group 2 - Cervantes’s Don Quixote

Common Reading Assignment for ALL STUDENTS (Due for NEXT class meeting): Read second half (finish the text) of Cervantes’s Don Quixote (look up pages in TOC of Volume C).

Homework: Post on the English-blog and/or Turnitin.com material as directed that day in class.

Class Meeting #35

November 17

Monday

Possible reading-check of previously assigned readings.

PRESENTATION DAY 2 – Group 2 - Cervantes’s Don Quixote

Common Reading Assignment for ALL STUDENTS (Due for NEXT class meeting): Read first half of Shakespeare’s Hamlet (look up pages in TOC of Volume C).

Homework: Post on the English-blog and/or Turnitin.com material as directed that day in class.

Class Meeting #36

November 19

Wednesday

Possible reading-check of previously assigned readings.

PRESENTATION DAY 1 – Group 3 – Shakespeare’s Hamlet

Common Reading Assignment for ALL STUDENTS (Due for NEXT class meeting): Read second half (finish the text) of Shakespeare’s Hamlet (look up pages in TOC of Volume C).

Homework: Post on the English-blog and/or Turnitin.com material as directed that day in class.

Class Meeting #37

November 21

Friday

Possible reading-check of previously assigned readings.

PRESENTATION DAY 2 – Group 3 – Shakespeare’s Hamlet

Common Reading Assignment for ALL STUDENTS (Due for NEXT class meeting): Read first half of Milton’s Paradise Lost (look up pages in TOC of Volume C).

Homework: Post on the English-blog and/or Turnitin.com material as directed that day in class.

November 24-28

Thanksgiving Break – No Classes

Class Meeting #38

December 1

Monday

Possible reading-check of previously assigned readings.

PRESENTATION DAY 1 – Group 4 – Milton’s Paradise Lost

Common Reading Assignment for ALL STUDENTS (Due for NEXT class meeting): Read second half (finish the text) of Milton’s Paradise Lost (look up pages in TOC of Volume C).

Homework: Post on the English-blog and/or Turnitin.com material as directed that day in class.

Class Meeting #39

December 1

Wednesday

 

Possible reading-check of previously assigned readings.

PRESENTATION DAY 1 – Group 4 – Milton’s Paradise Lost

Homework: Post on the English-blog and/or Turnitin.com material as directed that day in class. STUDY FOR FINAL EXAM

Class Meeting #40

December 1

Friday

Possible reading-check of previously assigned readings.

*In-class activity I – Student Evaluations of ENG 225.01. By now you have received a lot of feedback from me on your performance in the course.  Now, this is YOUR chance to provide feedback for the course and its delivery.

**In-class activity II: TBA

Homework: Post on the English-blog and/or Turnitin.com material as directed that day in class. STUDY FOR FINAL EXAM

FINAL Meeting

December  8

Monday

12:50pm - 2:30pm

Final Examination Meeting: Note special meeting time of 12:50pm - 2:30pm

*For those who did paper three instead of group work, the hardcopy of this paper is due in class at the final exam AND a digital copy must be submitted online.

**PORTFOLIOS of all two (or three) papers due in class.  If you did a group activity, include copies of all the various materials your group prepared (including reports) stapled together as a “packet” in lieu of Paper #3.

It is my policy to retain your course portfolios for the duration of the next semester.  If you wish to collect your portfolio, you may do so at the END of the next semester.  Course portfolios not picked up by the end of next semester will be discarded.

 

-------------

*FROM* 3 September 2008

Dear ENG 225 Students,

I hope you are finding success in your search for scholarly sources regarding your selected work of literature from "Book A" and module 1 (Beginnings to 100 C.E). In the near future, we may workshop the articles to determine as a group if they are suitable “academic” resources. If we don’t discuss them in our next meeting, we will discuss them soon.

In the meantime, please read the information below this paragraph. It will give you some guidance on the first paper for this module (Beginnings to 100 C.E). We still have some time but some of you may want to go ahead and begin working on your proposals. The sheet gives you three options for approaching the paper. Choose ONE approach. You will choose from the remaining two for papers two and three. However, which one you begin with is up to you.

Guidelines for the Research-Informed Critical Response Papers for

ENG 225: Survey of World Literature I

 

Your three, research-informed critical/analytical essays must include, in some way, your selected work of literature from the sign-up sheet of the relevant module AND it must use ONE of the following three approaches that you have not used before (NOTE: each approach MUST include a strong thesis as a starting point and should use the linguistic “tools” you learned in ENG 121 and 122 to demonstrate/prove your thesis. Any/all primary and secondary sources cited must be fully documented in your paper as MLA-style in-text citations and in a works cited page):

 

Option 1: Write a 3-4 full pages (not including the works cited page) research-informed compare-and-contrast analytical essay of your chosen work of literature from the sign-up sheet plus one other from our texts based on a topical (or) thematical connection, e.g., two pieces about birds (or) the fear of death.  Use, at least, two scholarly sources, i.e., articles from peer-reviewed academic journals or published books, to support your thesis.

 

Option 2: Write a 3-4 full pages (not including the works cited page) research-informed persuasive/argumentative essay based on your chosen work of literature from the sign-up sheet that will either prove a point, change the reader’s opinion and/or clarify an issue within the work.  Use, at least, two scholarly sources, i.e., articles from peer-reviewed academic journals or published books, to support your thesis.

 

Option 3: Write a 3-4 full pages (not including the works cited page) research-informed “synthesis” paper that integrates and explores the key concepts you understand/absorb/retain from three scholarly articles, i.e. articles from peer-reviewed academic journals or published books, about your chosen work of literature from the sign-up sheet. For more information on how to write a synthesis paper, see the articles I’ve posted on WebCT (or, I will send you by e-mail).

 

REMEMBER: You will write three research-informed critical/analytical papers for this course.  For each of them, you will choose a work from a sign-up sheet that must be used in your thesis. You must also use a different approach for each paper. For example, if you use “Option 3” for paper 1, you must choose either “Option 1” or “Option 2” for paper two.  For the final paper, you must use the final option that you have not yet used in a paper.

 

*For some useful hints on “what makes a good literature paper,” see Purdue University’s article “Writing about Literature” on their Online Writing Lab (OWL) here:

http://owl.english.purdue.edu/owl/resource/618/01/

 

**For some practical advice on the mechanics of writing a paper about literature, please see Capital Community College’s page here:

http://grammar.ccc.commnet.edu/grammar/composition/literature.htm

---------------------------------------

Finding a scholarly, published book is one thing but if you still need guidance on how to find a scholarly journal article for your chosen literary selection(s), please read the advice at the following links:

From the University of Dayton: http://library.udayton.edu/faqs/howto/findscholarly.php
From the University of North Carolina: http://library.uncg.edu/depts/ref/handouts/scholarlyjournals.asp
An article by eHow writer Heather Walsh: http://www.ehow.com/how_2172535_find-scholarly-articles.html

Remember, you can use their advice for “defining” a scholarly article, but their search engines will only work for the their students. You will need to use the SLU library databases to search and find your own articles.

Please visit me in person during my office hours if you have concerns that can't be handled elsewhere,

Dr. Hobbs

Posted by lhobbs at October 21, 2008 03:45 PM

Readers' Comments:

Google
My Blog

Creative Commons License
This weblog is licensed under a Creative Commons License. Some rights reserved. 2006.