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Final Exam Presentation

Monday, December 7, 2015, 8:00 am

Group Project The View from Frank Nanney Hall

How can we find a way to talk about this? (Young 1)

The class will divide into two-three groups. Each group will have at least three students but no
more than five. Each group will create a final exam presentation inspired by Robert Youngs
emphasis on collaborative projects. Each group will present its project on the final exam day and
time, Monday, December 7, 2015, 8:00 am.

****The final exam presentation is a separate assignment from Journal #4, the revision and
editing of Journals #1, #2, and #3 into a coherent whole. Journal #4 is also due at the final
exam day/time.

Expectations for Collaboration Process

Communicate with one another (Twitter, text, email, etc.). Meet outside of class.
Read each others work and offer feedback
Share and coordinate responsibilities and tasks equally. Delegate tasks when possible.
Communicate problems to Dr. Duffus


Your group should select an appropriate visual media for the presentation. This visual
will need to be shared with Dr. Duffus for grading purposes. (Access to Prezi,
PowerPoint file, outline, etc.).
Minimum, the presentation should include print and images. Video/audio is welcomed.
Name or title your groups project
Presentation day: do you want to present the project live or have the project present
itself (use recordings)? Or a combination of the two?

Presentation Expectations:

Time: 15-20 minutes

Each group member must speak for an equal amount of time
Reading from a screen or notes is ineffective
Engage the audience with eye contact. Avoid turning your body away, even partially, or
standing behind the computer cart.
Young defines postcolonial studies as a related set of perspectives, which are juxtaposed
against one another, on occasion contradictorilyFor this reason, there will be no attempt
here to elaborate postcolonialism as a single set of ideas, or as a single practice. (6-7)

Learning Objective

To create a group definition of Postcolonial Literature in India that includes each individual
perspective. This group definition should find common ground but also include different,
perhaps conflicting, perspectives and opinions. The definition should grapple with postcolonial
issues and terms as well as the literature. What does it mean to write a postcolonial novel?

Process Questions to be Explored and Answered:

What is each students focus for the Journals? Do you all have different ones? The
same? If the same, how might they vary in perspective or approach? Your definition
will need to include each students focus.
Review Youngs chapter titles and main ideas. Which other ideas and topics does your
group want to include?
How are Youngs ideas relevant to the novels we are reading? That is, this is a literature
class how are the novels part of postcolonial studies?
As students, what is your relationship to power, voice, and knowledge in this class?
Where were you at the beginning of the semester? Where are you now? At the end of
the semester, where are you?
How is your perspective as students similar to any perspectives in Youngs text? Which
groups of people would you compare yourselves to? Why?
What else about your life/world/society would you bring into this?
Use your responses to the above questions to create your groups definition of
Postcolonial Literature in Indian novels.
Each groups definition will be expected to include ideas from each members Journal
focus as well as other ideas, terms, and topics from the Young.
How is your groups definition adding something new to the Young text?