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will submit a reading response. I will assign your readings on Fridays, and your reading records will be due the following Mondays (any exceptions to these deadlines will be announced in class). Be sure to include your name, the name of the reading, and the author s name at the top of your paper. Responses should be attached in an email and submitted to be by 11:00am the day they are due. Each reading response will consist of the following: 1. A list of three to five questions the reading inspired you to ask 2. A list of three to five key points from the reading 3. A quote from the reading that you find significant and a brief analysis of that quote Your reading records will serve multiple purposes in this class. First, they will provide evidence of your actually having read the material. Second, they will serve as summary guides of the readings. This will be useful when you need to start identifying possible sources for your final project. Last, compiling a thorough reading record will serve as a solid means of preparing for in-class quizzes.
Bateman 2 ENG 102, Spring 2011 Instructor: Cynthia Bateman Episode Analysis You will write a one to two page episode analysis for select episodes of The XFiles we watch in class. Be sure to check the syllabus to verify which episodes require an analysis. Episode analyses should be attached in an email and submitted to me by 11:00am the day they are due. Episode analyses should consist of your analysis of themes, ideas, or questions developed and/or inspired by a particular episode and how such components are demonstrated within the episodes. These are not summaries of the episodes.These analyses will serve to help you weave together concepts from your readings with themes from the show. As you write them, keep in mind the key points you identified in that week¶s reading response paper and try to apply those points to themes in the episodes. Also, feel free to identify other points/themes in the episode that are of particular areas of interest to you and how those themes are illustrated in the show. This may be useful later in the semester as you search for areas of inquiry to research further.
Bateman 3 ENG 102, Spring 2011 Instructor: Cynthia Bateman Blog Information Sheet This class includes a required blogging component. The web address to our class blog, Truth In Inquiry, is http://truthininquiry.wordpress.com/ In order to blog on this site, you will need to sign up for a free wordpress account. To do this, follow these instructions: 1. Go to http://wordpress.com/ and click on the Sign up now tab in the ornage box on the right of the screen. You will be redirected to the sign up page. 2. Then click on Sign up for just a username in the yellow box on the right of the screen. 3. Pick a username and a password. For your email address, be sure to enter you SIUE email address as this is the only address I will use to contact you. 4. Click the Sign up tab at the bottom of the page when you¶re finished. 5. Once you have an active wordpress account, I will be able to activate you to use the blog. We will go over how to post to our blog in class. Because I cannot activate you as an author on our blog until you have a wordpress account, you should sign up for one the first day of class. Email me after you¶ve signed up so I know to activate you. By Wednesday, January 13 everyone should have signed up for an account, emailed me, and have active author privileges on our blog. Ways to Use the Blog 1. Each student will sign up to be responsible for posting to the blog for one week. During that week, the assigned student(s) will post his reading record and his episode analysis to the blog (these items will also be attached to an email and sent to me as usual). The easiest way to post these items to the blog is to copy and paste from a Word document (ask me how to do this if you are unsure). In addition to the reading record and the episode analysis, the assigned student(s) will write a brief 200 to 300 word post relating to something we discussed in class or an area of interest of his own that can be related to our class. This post will be informal and students should feel free to explore areas that are of interest to them. 2. When it is not your week to post to the blog, you should be reading the posts of your peers and commenting on them (on the blog). The idea here is to help one another develop ideas or offer other ideas that the original author may have overlooked. Keep in mind, blog participation is worth 100 points. 3. Every student is free to post to the blog at any time and not just during the week that she is responsible for it. If you find news articles, essays, or videos that you find interesting and want to share, feel free to post them. If you want to explore an idea you have, feel free to write about it. If you have questions for me or about the class, the blog is a great place to ask them. That way other students can benefit from reading the answer as they may have had the same question you did. Bottom line: This blog is yours. I want you to make it your own.
Bateman 4 4. I will also be posting on the blog. In addition to asking questions to inspire thought, I will occasionally post extra credit questions so be sure to look for them. 5. All students will be responsible for posting various other assignments to blog later in the semester. These assignments will be explained as they come about. 6. Let me reiterate: You should check this blog on a regular basis and write on it often. Students having trouble with the technical ³how to¶s´ of blogging should see me as soon as possible. I know most of you have never blogged before, and getting started can be tricky sometimes.
HOW TO ANALYZE A QUOTATION
1. Read through the quotation. 2. Identify the speaker, listener, and context of the quotation. 3. Examine the quotation carefully, looking for any of the following: y Character development: What is revealed about the character·s personality? y Themes: Look to see if there is anything that relates to the author·s message. y Literary devices such as: simile, metaphor, irony, etc. Consider the reason WHY the author creates this figurative language. What is the writer trying to highlight or convey? *** You are not limited to only one of the above. Some quotations may be rich with elements that enhance the writer·s craft, which leaves us plenty to analyze. 4. Pull all of your ideas into one strong, cohesive response. Try to ´pull outµ or highlight word, phrases, and word units that help you to support the idea(s) you are trying to convey/prove. Italicize or ´quoteµ the words/phrases and integrate them into your sentence(s) as you analyze the significance of the passage. 5. Don·t forget the ´HOW/WHYµ rule: explain how and why the quotation is important.
Bateman 6 ENG 102, Spring 2011 Instructor: Cynthia Bateman Area of Inquiry Assignment Sheet This assignment will consist of two parts: an inquiry web and a list of questions. Part 1: Inquiry Web You will create an inquiry web like the ones we created in class. Your web should be geared towards your chosen area of research. For instance, if I was interested in possibly researching extraterrestrials, the general category of ³extraterrestrial´ would be at the center of my web. While you may decide to research an area other than the one you create a web of, I do recommend that you use this opportunity to explore, in detail, an area of research you are considering for the topic of your final analysis project. The web is to be hand written on a piece of white computer paper (no notebook paper). Neatness is essential! I will not grade anything that looks like it was scribbled before the start of class. Take your time with this. Think it through. Ask for assistance if you need it. The more elaborate of a web you are able to create, the greater the likelihood that you will find a unique and stimulating research topic. Part 2: List of Questions You will submit a list of five or more well thought out questions that you are considering for your final analysis project. The web you create should inspire these questions. For example, if I create my extraterrestrial web, my list of questions should be generated from the offshoots of that web. Do not submit questions that can be answered with yes/no answers. Open-ended questions will lead offer you the best results when researching your topic. The list of questions is to be typed per standard MLA format and submitted in hard copy form. Both the inquiry web and the list of questions are due at the start of class on Wednesday, March 2nd.
ENG 102, Spring 2011 Instructor: Cynthia Bateman Annotated Bibliography Assignment Sheet* You are to write an annotated bibliography in MLA format. This assignment is due in class on Friday, April 8th(hard copy, do not email). To annotate a bibliography means that you list the source as you would for a regular works cited page, and then have a two to three paragraph annotation that summarizes the source and explains why the source might be useful to your project. You must have at least seven sources for your annotated bibliography, and preferably more. These include sources that you will potentially use for your final project. You may, of course, locate additional sources and/or change sources for your final paper.Each source must have a 2-3 paragraph annotation. Each annotation must have: y A brief summary of the main ideas of the source, including the thesis if the source has one. y An explanation of why/how that source is useful/significant to your project (or why you rejected it) y A thought-provoking quotation from the source (no longer than 1 sentence)
Consider discussing how a particular source works well with one of your other sources in the annotation; in other words, think about the connections between your sources. EXAMPLE: Topic: Spinning wheel as tool/toy Zipes, Jack. ³Spinning with Fate: Rumpelstiltskin and the Decline of Female Productivity.´ Western States Folklore Society 52.1 (1993): 43-60. JSTOR. Web. 3 Nov. 2009. In this article, Zipes explores traditional tales that feature spinning. He sees these tales as indicating the initiation of spinners into specifically female sphere of production, and as the expression of women s resistance. He cites one exhaustive study: Treusch-Dieter studies the evolution of spinning as a craftand analyzes artifacts, symbols, and documents from a period severalcenturies before the birth of Christ to the nineteenth century to demonstrate how spinning as an art form was an invention of woman anda manifestation of female productivity (50). Furthermore, Zipes demonstrates that, in certain eras, spinning would have been a necessary life-skill for many lower class women, who would not succeed if they could not spin properly. By tracking the changes in the Rumplestiltskin tale over time (he references several versions of the tale), Zipes is able to show women s growing anxiety during the industrial revolution, as the task of spinning is taken over by men with spinning machines. Later on, spinning was almost entirely industrialized, and spinning came to be associated with old age (as in the word spinster ).
This essay is relevant to my project because it demonstrates that the spinning wheel was a tool specifically associated with women: it was a substantial part of women s work. And, in fact, strictly women s work: They took care of the animals and helped plant the flax; they cleaned and prepared the wool and roasted, broke, and hatcheled the flax. They did practically all the spinning. That is, spinningbecame the privilege ·of women, and it was considered their domain also because it allowed for their domestication (51). This will help me to explore the wheel s transition from gendered tool to it s rebirth as gendered toy. Where spinning was once a necessity of life part of the woman s daily household chores, now it is a hobby or historical curiosity. Curiously, even though it is now not necessary, spinning remains gendered, as do knitting and weaving. There are a few men who participate in these hobbies, but they are still culturally feminine fun.
*Portions of this assignment sheet courtesy of Professor Heather Johnson*
Bateman 9 ENG 102, Spring 2011 Instructor: Cynthia Bateman Class Presentations Assignment Sheet To further help you prepare your final analysis project, you will give a 5-7 minute class presentation about your chosen topic. Presentations will take place during the week of April 11th(you will sign up for dates in class). The format of your presentation is open to your discretion, that is, you get to choose how you do it. You may use notecards and present to the class that way. You may create a visual presentation using PowerPoint, Keynote, or (my new personal favorite- though you get no extra points for using it) Prezi. You may create handouts for the class. You get the point²this presentation is yours to assemble as you see fit. However you decide to assemble your presentation, it should include the following: 1. A clear idea of what your researching and why. 2. Relevant background information about your topic (remember, you¶ll be presenting to an audience who may not know anything about your topic. You must tell us what we need to know in order to understand what you¶re saying). 3. An overview of where your research has taken you so far. 4. A question or two (or three) or problem(s) that you¶re having with your topic/research (we may be able to help you). At the end of each presentation the audience will have an opportunity to ask questions of you so be prepared. If executed well, this presentation is an opportunity for you to begin to gather your thoughts about your final project.
Bateman 10 ENG 102, Spring 2011 Instructor: Cynthia Bateman Final Analysis Project Assignment Sheet* For your final research analysis project, you are to ³invent´ your own argument, research your own outside sources, and write a researched analysis comprised of a sophisticated enough claim that it will carry you through the minimum eight page requirement. Your final project is due, submitted to be via email, by 12:00 noon on Thursday, May 5th. Remember that the class theme is ³truth,´ so I strongly encourage you to choose a topic that has something to do with the class conversations, episodes of The X-Files, and texts. Having said that, know that concepts like truth, beliefs, and facts are enormous in breadth, and your own interest(s), major(s), and/or profession(s) will be related in some way: you just need to make that connection clear. Research Requirements and Tips This project requires you to integrate five sources, at least two of which must be peer reviewed. Consider looking at EBSCO (Academic Search Premier, ERIC, etc.) and JSTOR for peer reviewed essays. For newspaper articles, you might try Lexis-Nexis. Wikis and dictionaries will not count as sources unless you are specifically using them as part of your argumentative focus, which we can discuss in class (and if you use a dictionary, use the Oxford English Dictionary, which is available online through the Lovejoy Library). I highly suggest two methods of research to help you get going: 1) Go to the library, locate print sources, and examine their works cited pages. The works cited page on one source that is useful to you will undoubtedly lead to a second (and often a reputable one). 2) Access the Lovejoy¶s online resources at <http://www.library.siue.edu/lib/> and select ³A-Z List of Online Resources´ in the left navigation bar. When researching, let open questions guide you ± do not simply look for evidence to support a claim that you have already made. The source material can help you to shape your own focus and thesis statement (argument). Do not simply choose the first five sources you come across; instead, locate many more sources than you need, and then take the best ones of the bunch. As usual, follow MLA format for all documentation. When integrating your source material, remember that you do not need to use the sources equally (and probably shouldn¶t). Use only what is necessary to use ± no ³padding.´ Integrate the direct quotations with your own prose (perhaps only quoting a word or two, or a partial sentence). Remember to use attributive tags, and mention the authors¶ full name upon first mention. Invention Help y Narrow your focus by thinking more specifically about your topic.
Bateman 11 y y Consider combining ³cultural lenses´ with your topic: gender, race, class, ethnicity, age, sexuality, power relationships, boundaries, access, etc. etc. etc. Integrate quotations, interpret them, analyze them, combine them ± where do they lead you? Watch for patterns in the ways different authors discuss your topic. Write about your sources as if they were in a formal paper and look for patterns in your own thinking. Determine your next question (ask questions about your questions). Let your research be guided by open questions, not by closed opinions or preformed conclusions. Do not simply choose evidence that supports your pre-formulated claim; allow your thesis to be shaped by what you read. Find contrary or complicating evidence that does not seem to fit with your thesis. Modify your thesis (make it more complex) to account for the discrepancies you uncover.
Assessment Criteria A Successful Essay WILL: y Present and develop a strong thesis, which is an interpretative claim (NOT merely an opinion or description) about your topic. y Provide evidence and examples which support your thesis statement¶s assertions (crucial importance and representative examples). y Employ a logical and effective organizational structure of well developed paragraphs, smooth transitions, and a strong introduction/conclusion. y Demonstrate familiarity with useful ideas and terms from the readings and outside sources, but integrate only what your argument requires. y Engage the reader with "zesty" prose, good diction, proper mechanics-readability factor! y Do the work of analysis ± do not simply describe something, do not simply dictate policy, do not simply relate data. y NOT be dominated by the ³experts.´ This is your paper which uses outside sources to develop your original claim/thesis and idea. You are not merely summarizing what other people have said. y Have a catchy and interesting title that relates to the main claims and/or interpretations of the paper.
*Portions of this assignment sheet courtesy of Professor Matthew Johnson
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