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English 101: Comp & Lit II
Week 2: January 28, 2010
Thursday, 6:00-8:40 PMProfessor Melinda Roberts
Today’s Agenda
Review Syllabus
Exploring Fiction
Literature: Personal Response and Critical Thinking
Preparing a First Response Paper
Using the Class Blog / Website
Homework Assignment
6:00 PM: Class Begins7:20-7:30 PM: Break8:40 PM: Class Ends
Exploring Fiction: The Reader as
Participant The exploration of literature begins with YOU Your engagement with the literature creates the
literary experience
A piece of literature is only words on a page until YOU read the words, bring them to life, and give them meaning
YOU give meaning to the literature background (national origin, race, creed, gender,
etc.) personality prior experiences with literature knowledge of the world
Exploring Fiction:The Reader as
Participant Literature demands our attention, our reflection, our examination
Literature requires an investment of emotion and the connection of knowledge and experience
When we learn to appreciate the nuances of literature, we develop the ability to think and to write critically about it
Exploring Fiction:The Methods of
Fiction Tone: the “mood” of the story tone depends on the reader’s delicate emotional responses
to language and situation
Plot: the series of events that create the fictional world of the story the arrangement of connected sequence of narrative
events beginning, middle, end
Characterization: the process by which the characters are rendered to make them seem real to the reader round character flat character short story writers develop characters rapidly and limit
number of round characters (rarely more than three)
Exploring Fiction:The Methods of
Fiction Setting: a single geographical location within a short period of time (time and place) historical setting social setting
Point of View: who is narrating the story? first person (“I”) third person: narrator does not appear as a
character in the story; story told from outside (“he,” “she,” “they”) “omniscient narrator”
knows thoughts, feelings, actions of all characters
“limited omniscient narrator” knows thoughts, feelings, actions of a single character
Exploring Fiction:The Methods of
Fiction Irony: the gap between what is expected and what occurs
Theme: underlying idea, statement the work makes about its subject look to the protagonist (main character)
what is he/she “striving” for? what is the protagonist’s “epiphany”?
sudden flash of recognition that signals the awareness / understanding of moral complexity
the passage from childhood to adulthood (coming of age)
Exploring Fiction:Criticisms for Analysis Biographical: how does the author’s life
experiences influence his/her writing?
Historical: how does the historical setting of the story affect/influence the behavior of the characters?
Sociological: how does the sociological setting of the story affect/influence the behavior of the characters?
Exploring Fiction:Criticisms for Analysis Psychological: Freud
What are the underlying conscious and unconscious motives of the author? the characters?
Oedipus Complex / Electra Complex
Mythological: Jung the “collective consciousness” symbols, allegories, hidden meaning
Personal Response and Critical Thinking
To think critically about literature, we build on our personal responses – record our responses review our responses discuss our responses with peers support our responses with valid evidence
Critical thinking does not mean searching for one right answer. There may be as many answers as there are readers.
Your best answers are those that analyze and articulate your response in light of supporting evidence.
Personal Response and Critical Thinking: Written Response
A written response IS NOT: a summary of a particular literary work that you’ve
read
A written response IS: a short essay that expresses your personal reaction
to a particular literary work a short essay that conveys your thoughts and
feelings about an aspect of a particular literary work a short essay that discusses how a particular literary
work affected you as you read it
Personal Response and Critical Thinking: Written Response
A written response DOES NOT: require you to do outside research
A written response DOES require a careful reading of the literature, clear
thinking about what the author has written, and honest writing in response to the what you’ve thought, felt, questioned, disagreed with, agreed with, were touched by – i.e., how you were affected by / how you connected to the particular piece of literature
present your point of view in a clear and organized manner
Responding to Literature
From the surface level to the core “Surface” Level Evaluation / Response “Meat” Level Evaluation / Response “Core” Level Evaluation / Response
Responding to Literature
“Surface” Level Title (consider its import) Narrator (point of view)
First person (“I”) Third person (“he,” “she”, “they”)
Character Who is the protagonist? Who is the antagonist? Who are the minor characters?
Responding to Literature
Comments at the Surface Level From the title, I thought the story was
about . . . When I first met _____, I thought he/she/it
was . . . __________ (someone or something) reminded
me . . . I don’t understand . . . I want to learn more about . . .
Responding to Literature
“Meat” Level Character
Goals Motives Behavior
Dialogue Inner thoughts Who says what to whom? Who says what about whom?
Flashback(s) Have there been any?
Responding to Literature
“Meat” Level Mood
What is the psychological “feeling” of the literature?
Does the setting contribute to the “feeling” of the literature?
Irony Have there been any surprises?
Outcomes that were the opposite of what you expected?
Symbols What has more than one meaning?
Responding to Literature
Comments at the Meat Level I liked / I didn’t like . . . because . . . I understood / didn’t understand why . . .
because . . . I felt ___ when ___ said, “. . .,” because . . . I was surprised . . . I thought ____ should / should
not have . . . The story made me feel . . . I liked / didn’t like when the
author used _____ to symbolize . . . because . . .
Responding to Literature
“Core” Level:
Has the author “met” you with his/her writing?
Have you had a change of attitude?
Has the writing challenged your beliefs?
Has the writing reinforced your beliefs?
Has the writing affected you in any other way?
Responding to Literature
Comments at the Core Level The story made me feel . . . I don’t understand why . . . I could relate to . . . I could not relate to . . . __________ reminds me of . . . This story compares with . . . I felt _____ when . . .
Back to you . . . Think about the last piece
of literature you read. What was the title? Who is the author? Why did you read it? Choose 3-5 adjectives to describe your experience with the literature. Discuss your responses with a partner.
When I read a good book . . . I wish that life were three thousand years long.
Ralph Waldo Emerson
“The Kiss” Kate Chopin
(February 1850-August 1904)
Work with a partner. What do you know about the lives of women in the late 1800s? What was expected of them? What was important to them? How did a woman choose her husband? How did a man choose his wife? With your partner, jot down five things you know about women’s lives in the late 1800s. Be prepared to share with the class.
“The Kiss” Kate Chopin
(February 1850-August 1904)
Which is more important – to marry for love, or to marry for money?
“The Kiss” Read / listen to the story
(10 minutes) Make notes / highlight passages /
circle new vocabulary words
Read the story a second time (10 minutes)
Make additional notes
Write a first response paper (you will have 20 minutes)
Share your first response with a partner (you will have 10 minutes)
Personal Response and Critical Thinking
A response paper IS NOT: a summary of a particular literary work that you’ve
read
A response paper IS: a short essay that expresses your personal reaction
to a particular literary work a short essay that conveys your thoughts and
feelings about an aspect of a particular literary work a short essay that discusses how a particular literary
work affected you as you read it
Personal Response and Critical Thinking
A response paper DOES NOT: require you to do outside research
A response paper DOES require a careful reading of the literature, clear
thinking about what the author has written, and honest writing in response to the what you’ve thought, felt, questioned, disagreed with, agreed with, were touched by – i.e., how you were affected by / how you connected to the particular piece of literature
present your point of view in a clear and organized manner
Class Blog / Website
http://english102wcc02.blogspot.com/ Log on Sign up to follow Review homework assignments Respond to “post a comment” activities
(participation / non-participation affects your grade)
First Response Paper:
Guidelines 8.5x11-inch paper
1-inch margins
typed, double-spaced, Cambria 12 font
Short Story: minimum one (1) page; maximum two (2) pages
Poetry: minimum three-quarter (3/4) page; maximum one (1) page
IMPORTANT NOTE: Papers that do not meet these guidelines will not be accepted. See your syllabus/class website for further specific details.
First Response Paper:
Guidelines Upper left-hand corner of the paper, single-
spaced:FIRST AND LAST NAMEFebruary 4, 2010Professor Melinda RobertsEnglish 102: Spring 2010
Centered Title (all caps and bolded):RESPONSE PAPER: ”YOUNG GOODMAN BROWN”
RESPONSE PAPER: “THIS BE THE VERSE”
IMPORTANT NOTE: Papers that do not meet these guidelines will not be accepted. See your syllabus/class website for further specific details.
Homework: Due February 4, 2010 @ 6:00
PM Purchase class texts
Log on to class website sign up as “follower” response to “post a comment” prompts
Readings from Literature: The Human Experience Chapter 1: pages 1-21 Chapter 1: pages 38-42 “Young Goodman Brown,” by Nathaniel Hawthorne (pages
81-91) check class website for first response writing prompt
“This Be The Verse,” by Philip Larkin (pages 159-160) check class website for first response writing prompt
Archetypes in Literature check class website for link to handout