School Notes

Choose three of the following essay prompts. For each prompt, create a two-paragraph response. Each response should demonstrate an understanding of the text, literary analysis, and persuasive writing.

1) Analyze the two characters in “Hills Like White Elephants” (203 – 208). What do you think happens after this story’s ending? (Why do you envision this particular epilogue?)

2) Argue whether or not the characters and events in “A&P” are an example of realism. Should readers look for symbolism in this story? Why / why not? (Stories p.450 – 457)

3) Analyze the character arc of the protagonist in “Cathedral” (Stories p.84 – 98) What, if anything, is the main character’s epiphany?

4) Analyze / evaluate the feelings of the speaker in “Mending Wall” (Poems p.124). In particular, how does he feel about the wall he is building. Do you agree with his sentiments?

5) Describe the personality of “Ulysses” (Poems p.304). How should the reader feel about his departure?

6) Analyze the different types of men that are described in the poem “Do Not Go Gentle Into That Good Night” (Poems p.313). What is the speaker trying to accomplish?

7) Compare / contrast the two sisters in “Everyday Use” by Alice Walker (Stories p. 459 – 468).

Analyze the characters and/or themes of “Prince Behran and Princess Al-Datma” (Arabian Nights 266 – 270)

Arabian Nights:
Bonnie – The Tale of the three Apples (271 – 278) (Wed)
Carla – Prince Behran and Princess Al-Datma (266 – 270) (Tue)
Carly – One of the tales from The Fisherman and the Jinnee (A selection between 37 and 73) (Wed)
Patsy – The Ebony Horse (74 – 104) (Tues)

Stories:
Elia: “Hills Like White Elephants” (203 – 208) (Wed)
Mahmud: “Everyday Use” (459 – 469) (Wed)
Wendy: “A Worn Path” (469 – 478) (Tues)
Jaspreet: “The New Dress” (492-500) (Tues)
Kelly: “A&P” (450 – 457) (Wed)
Kenya: “Cathedral” (84 – 98) (Wed)
Danielle Gurrola: “I Stand Here Ironing” (401-410) (Wed)

Poems:
Maria “Mending Wall” (124) & “What Lips My Lips Have Kissed” (223) (Tues)
Tyler: “Dover Beach” (14) & “Ulysses” (304) (Tues)
Manpreet: “Do Not Go Gentle Into That Good Night” (313) & “After Death” (271) (Tues)
Casey: “anyone lived in a pretty how town” (79) & “Aunt Jennifer’s Tigers” (256) (Wed)

Plays:
Danielle (Any soliloquy/monologue from Hamlet)
(Wed)

Here are a couple handy links to help you correctly cite dramatic literature:

Bell Writing Guide to Quoting Plays

Easy Bib (A Bibliography Tool)

Students will analyze one (or more) of the following plays:

• Oedipus the King
• A Doll’s House
• The Importance of Being Earnest
• Trifles
• Death of a Salesman
• A Raisin in the Sun
• Fences

Choose one of the following:

A) Focusing on one or more characters from a play, analyze the ways in which the character(s) changes (or remains static). What motivates the character to change? What can readers learn from the character’s transformation – or from a character’s refusal/failure to change?

B) Compare / contrast two characters from a single play – or compare/contrast two characters from two different plays. In your analysis, consider some of the following: character development (flat vs. well-rounded), motivation, choices, reactions, emotional growth (or lack thereof). It is up to the student to create a focused thesis statement. (Tip: Develop a specific opinion based upon your compare/contrast analysis.)

C) Identify and evaluate the messages / themes of August: Osage County. Argue whether or not readers can any valuable “life lessons” from the play.

D) Analyze the symbols within the play (the objects, actions, people, animals, people) which represent something more than its surface appearance. As you explore what the symbols represent, argue whether or not the symbolism adds to the emotional and/or intellectual experience of the play.

Eng 102 – Poetry Analysis

Choose one of the following essay prompts:

A)
Choose a specific author (preferably from the textbook – however you may touch base with me if there is another poet you would like to analyze). Analyze 2 (or more) poems, paying particular attention to theme, denotation, connotation, biographic connections (if applicable) and possible use of symbolism.

B)
Choose 3 (or more) poems that share a particular subject or topic – the more specific the better. (For example: 3 poems about songbirds.) Analyze the different themes/messages conveyed about the subject and the method in which they are conveyed.

Length: +1500 Words

Due: July 8th

As an author, what drew you to magic realism?

I love how it takes a certain magical world view that I associate with children’s lit and applies it to the adult world and so becomes a way to make a different kind of sense of our experiences.

When reading a work of magic realism, students often focus on “decoding the symbols.” Do you think this is a wise way for a student to approach your work? Why / why not?

Theme-hunting can be a problem in a class, and symbol decoding seems a little like theme-hunting– then the whole of the piece gets lost and it’s more of a puzzle. So I think it’s about approach– decoding symbols isn’t a big deal as long as it’s not the main focus, or a checklist, but more about taking the story as a whole and talking about what it’s doing/how it makes a reader feel/what the writer is doing on the page and the impact of this.

What is the difference (if any) between the genres of “magic realism” or “a fairy tale”?

I think scope– magic realism often has a wider scope and a fairy tale is very grounded in the world of a story, often a very short story, with very little character or setting development.

Eng 102 – Reading Assignment Schedule

June 9th: Theme Analysis Workshop
Discuss “The Lottery” and “The Ones Who Walk Away From Omelas”

June 10th: Character Analysis Workshop
Discuss “A Rose for Emily” by William Faulkner (p. 155 – 164) STORIES
Discuss “Anabell Lee” by Edgar Allen Poe (249-250) POEMS

June 14th: Discuss Arabian Nights (p. 1 – 22)
“In Exile” by Anton Chekhov (p. 111 – 119) STORIES

June 15th: Symbolism Workshop
Discuss “A Hunger Artist” by Franz Kafka (p. 222 – 230) STORIES
Discuss Robert Frost poems (p. 127 – 132) POEMS

June 16th: Discuss “The Chrysanthemums” by John Steinbeck (p. 437 – 448) STORIES
Discuss Elizabeth Bishop poems (p. 29 – 34) POEMS

June 17th: “A Good Man is Hard to Find” by Flan. O’Connor (p. 372 – 388) STORIES
Discuss “I’m A Mad Dog Biting” by Louise Erdich (p. 148 – 154) STORIES
Discuss “My Last Duchess” by Robert Browning (48-50) POEMS

June 21st: Magic Realism Workshop
Discuss “A Very Old Man with Enormous Wings” by Gabriel G. Marquez
(p. 165 – 171) STORIES
Dicsuss “The Swimmer” by John Cheever (p. 99 – 110) STORIES
Discuss Lewis Caroll’s “Jabberwocky” (p. 61) POEMS

June 22nd: Midterm Preparation / Draft Day
Discuss Arabian Nights (p. 24 – 36)

June 23rd: MIDTERM / SHORT STORY ANALYSIS DUE

June 24th: Romanticism Workshop
William Blake Poems (p. 35 – 40) POEMS
Samuel Taylor Coleridge Poems (p. 66 – 73) POEMS
John Keats Poems (p. 179 – 188) POEMS

June 28th: Discuss A Raisin in the Sun (p. 332-422) PLAYS
Discuss Langston Hughes poems (p. 172 – 175) POEMS

June 29th: Discuss Trifles PLAYS
Discuss Emily Dickinson Poems (p. 88 – 92) POEMS
June 30th: Workshop: How to Write About a Poem

July 1st: Discuss John Donne’s “The Flea” (p. 97)
and “Death, be not proud” (p. 100)
Discuss Walt Whitman poems p. 325 – 334 POEMS

July 5th: Challenge: Find an “Excellent” Modern Poem
Discuss Sylvia Plath Poems: (p. 237 – 243) POEMS

July 6th: Oral Presentations (Day One)
Discuss: The Yellow Wallpaper (p. 172 – 189) STORIES

July 7th: Oral Presentations (Day Two)
Bring in Draft of Poetry Essay

July 8th: Oral Presentations (Day Three)
Poetry Essay Due

July 12th: Discuss Wilfred Owen Poem (p. 234 – 235) POEMS
Discuss “The Things They Carried” (p. 354 – 371) STORIES

July 13th: Discuss: Death of a Salesman (Act One) PLAYS

July 14th: Discuss: Death of a Salesman (Act Two) PLAYS

July 15th: Workshop – How to Analyze Dramatic Literature

July 19th: Discuss A Doll’s House (Act One and Two) PLAYS

July 20th: Discuss A Doll’s House (Act Three) PLAYS

July 21st: Watch Video – The Importance of Being Earnest

July 22nd: Finish Video / Discuss – The Importance of Being Earnest

July 26th: Bring in Draft of Drama Essay

July 27th: Student Selections (Day One)

July 28th: Student Selections (Day Two)
Prepare for Final Exam

July 29th: Final Exam
Drama Essay Due

Short Story Analysis:

Choose one of the following prompts:

A) Character Analysis:
Analyze and evaluate one or more characters from a short story from the Seagull Reader. Consider some of the following:
• What motivates the character?
• How and why does the character transform?
• Does the character learn something?
• How do other characters define the protagonist (or antagonist)?
• How believable are the characters?
• Did the author fail or succeed at creating well rounded characters?
• Should we feel sympathy for these characters?

Note: Your essay does not need to answer ALL of these questions. As a writer, you must choose your essay’s focus.

B) Theme Analysis:
Identify, analyze and evaluate one or more themes from a short story (found in the Seagull Reader). Consider some of the following:
• What lessons does the story offer?
• Which characters learn something? How do they learn?
• Should the messages be embraced by the reader? Why / why not?
• How does the author convey the theme(s)?
• Is the author successful at persuading the reader?
• Is the theme relevant to today’s society? Why / why not?

Length: +1200 words

Draft Day / Peer review: June 22nd

Final Draft Due: June 23rd

Eng 102: Introduction to Literature (#75745)
Prof. Wade Bradford
Mon, Tue, Wed. Thurs: 11:10 – 12:35
June 7th – July 29th

Room: CCC 304

Email: profwade@hotmail.com
Blog: www.wadebradford.com/blog5

English 102 builds on the critical thinking, reading, and writing practice begun in English 101. This class includes critical analysis, interpretation, and evaluation of literary works, along with writing of argumentative essays about literary works.
The Student Learning Outcomes for English 102 are:
• Compose well-structured, grammatically-correct essays which assert the reader’s analytical interpretation of a literary work and support that interpretation with convincing textual evidence
• Analyze and evaluate elements of reasoning in college-level texts
To achieve these goals, students will learn to:
• Identify the formal and stylistic aspects of specific literary genres, such as the dramatic monologue or revenge tragedy
• Relate an author’s use of literary devices, such as diction, tone, setting, character, and figurative language, to the theme and/or literary, social/historical context of a given literary work
• Compare one’s own values and assumptions to those of the text
• Create a thesis that states the reader’s interpretation of a literary work and support that interpretation with convincing textual evidence
• Revise their own work with attention to issues of organization, clarity, mechanics, and style based on peer appraisal of and self-reflection on composition strengths and weaknesses
• use effective transitions within and between paragraphs to connect ideas logically
• Analyze and evaluate elements of reasoning, such as logical fallacies and value assumptions, in written texts.
In this course, students can expect to write formal essays outside of class totaling 6,000-8,000 words.
PROCEDURE:
Class time will be used for discussion, analysis, and evaluation of assigned readings and for writing and speaking activities concerning various rhetorical concepts and strategies. Class participation is necessary for student understanding and progress. There will be at least three out-of-class papers, numerous in-class writing activities, a mid-term exam, and a final exam. Students are expected to have read the assignments BEFORE class discussion of them and to participate in the discussions.
ATTENDANCE:
Regular class attendance assures that students will not miss assignments and will receive assignment instructions firsthand. Therefore, to be prepared for exams and essays, to participate in group exercises and quizzes, students should attend class as much as possible. Excessive absences may result in a poor grade.
ASSIGNMENTS:
• Participation: 10%
• Quizzes / Mini-Exams 10%
• Mid Term In-Class Essay 10%
• Oral Presentation: 10%
• Short Story Analysis 10%
• Poetry Analysis 20%
• Drama Analysis 20%
• Final In-Class Essay: 10%
REGARDING PLAGIARISM:
You must not steal the writing of others. Even cutting and pasting a single sentence is an act plagiarism. If you quote from another source, you must give reference to that source; otherwise, you are being highly unethical. Students who are caught plagiarizing will receive a zero on the assignment. Plagiarism may also result in academic probation and/or expulsion.
LATE HOMEWORK:
If you do not turn your paper in on time, I may still accept it. However, late papers are subject to penalty. I reserve the right to reduce the grade by fifty percent. So please, turn in your assignments on time.

BOOKS:
The Seagull Reader –Literature 2nd Edition (ISBN 978-0-393-93264-5)
(A three volume set containing: Stories, Poems, and Plays)

IMPORTANT: DO NOT TEXT MESSAGE OR USE WIRELESS DEVICES DURING CLASS.

I’m picking out an interesting selection of textbooks…

For my Tuesday / Thursday classes, I am going with some of my latest favorites: Ideas Across Time and the play August: Osage County.

And for my Monday / Wednesday classes, I have decided to return to a few old favorites: “The River Why” and “Tuesdays With Morrie” (one for my 8am and one for my 10am class). And I’m trying out a brand new textbook: The Seagull Reader – Essays.