Daily Writing Assignments and Lecture Notes Links: Spring 2011

For each class, go directly to the Syllabus to see the reading assignment that accompanies these writing assignments.

Class 2 (Pope, Lecture 1) due Wednesday, January 12

Read the argument (summary) and first stanza of Pope's Essay on Man. Write a page about the first stanza (lines 1-16) answering Shannon's 4 questions*.

  1. What is confusing?
  2. What is repeated?
  3. What is familiar?
  4. What is strange?

*This and all subsequent references to Shannon are from Edward Shannon's The Prentice Hall Guide to Writing about Literature (Upper Saddle River: Prentice Hall, 2002) which went out of print in 2010. I have replaced it with A Short Guide this semester.

Print out Lecture Notes on The Enlightenment and The Great Chain of Being

Write a one-paragraph to one-page summary of Chapter 1 in A Short Guide. Include the main points and any others that seem especially helpful or surprising to you. You may write or type it on the same page with your discussion of the first stanza of Essay on Man.

In addition, for this and the next assignment, take a look at my web page on Explication de Texte and these web sites about figures of speech which are also listed on the handy Supplementary Materials page. These pages will be useful for your Poetry Presentation due Wednesday, February 2, and Friday, February 4.

Class 3 (Pope, Lecture 2) due Friday, January 14

  1. Print out Academic Integrity form. Please sign, date, and turn in.
  2. Read Essay on Man and write a page about your stanza to turn in. In case you're not sure what a stanza is, you can look this and other literary terms up in our course Glossary, the Glossary in Appendix B of A Short Guide to Writing About Literature, or a web site such as http://web.cn.edu/kwheeler/lit_terms.html.

    Note that the Roman numerals I-X at the beginning of each stanza correspond to your assigned stanza number (not a page or line number). What is the stanza about? Give a one sentence summary. Answer the Shannon's 4 questions. Also, what are the key words and images in the stanza? How does the stanza connect with the ideas of the Enlightenment we've discussed? What is the attitude of the narrator? What is the role of nature, especially animals, if any appear in your stanza?
  3. Write a one-paragraph to one-page summary of Chapter 2 in A Short Guide.
  4. Your first Moodle post is due at midnight on Friday. Instructions:
    • Login to http://moodle.wolfware.ncsu.edu/.
    • Enter your Unity ID and Password.
    • If you are new to Moodle, visit Moodle Student Orientation under Learning With Moodle: A Student's Guide to Learning with Moodle.
    • On your My Courses page, click on FL 222.
    • To see the first discussion assignment, go to Block 4, Discussion Topics.
    • Click on Introductions.
    • You will see the prompt I have posted: Please introduce yourself to the rest of the class and tell us: if you could invite any three people, alive, dead or fictional, to dinner at your place, whom would you invite, why, and what would you serve?
  5. See the Extra Credit Assignment on Myers-Briggs Type in College: I'm INFJ. If you have comments or questions about Myers-Briggs Type, feel free to share them as part of the introduction. You can do this assignment any time in the first month of classes.

Class 4 (Voltaire, Lecture 1) due Wednesday, January 19

  1. Print out Lecture Notes on Different Forms of Prose Fiction; Satire, Irony and Utopia. Read Panglossian.
  2. Write a page about the first thirteen chapters of Candide answering Shannon's 4 questions.
  3. Read Chapter 10 in A Short Guide and summarize.
  4. Weekly vocabulary quizzes? I recommend that you sign up for the free edition of Anu Gang's A Word a Day. The past two semesters, a student volunteer prepared a 5-question matching quiz based on the week's words that was posted on the board each Friday. He received a bonus of 2 points on his final grade for writing and bringing the quizzes to class each Friday. Students wrote the answers to the quiz on their homework and I added a point on the midterm or final each time a student got 3 quizzes completely correct. We will do this again provided I have a volunteer quiz-meister. Email me if you are interested: first come, first served.
  5. Consider bookmarking an online dictionary, such as dictionary.com or Merriam-Webster to make it easy to look up words you don't know. If you are doing the Reading Notebook, you can print out the definitions to include in your notebook.

Class 5 (Voltaire, Lecture 2) due Friday, January 21

  1. Discuss the following questions after you do the reading assignment (Chapters 14-22). Quote from the text with examples to support your answers and include the page reference for each quotation.
    • Is Eldorado a genuine utopia or (in one critic's words) "a colossal bore…satirized by Voltaire as foolish and futile"?
    • Which specific behaviors or institutions show us that Voltaire wants the reader to see Eldorado as utopic?
    • Does Voltaire have a philosophical lesson in mind or is it pure satire? Or both?
    • How does it correspond to your personal view of Utopia?
  2. See Lecture Notes on Dulce et utile.
  3. The first original contribution post—on Pope—is due Friday at midnight. You will have many authors to choose from to do your required 13 posts (7 original contributions and 6 responses), but I encourage you to get in the habit of posting by starting with Pope or Voltaire. For an original contribution post, make a point or develop an argument of at least 7 lines based on something you read, learned or thought while reading An Essay on Man. Ask a question or make a provocative statement for your classmates to respond to. Did something in your homework get praise or a lot of comment from me? If so, it might be the basis of a good post.

Class 6 (Voltaire, Lecture 3) due Monday, January 24

Read the page in Supplementary Materials, Quotes from different critics about "Il faut cultiver notre jardin." Write a page which includes answers to the following questions: what are some literal and figurative meanings of the word garden? How do they apply to Candide's garden? How do you interpret the final line of the story?

To help you to understand the difference between literal and figurative, here is an example I found online:

literal vs. figurative meaning - relates to the meanings of words and phrases or expressions. For example, "She was all ears" has a figurative meaning (She was listening intently) as well as a literal meaning (Her body was composed of ears or she had a huge set of ears). Literary Terms for English

Read A Short Guide, Chapter 3 and write a summary to turn in.

Class 7 (Romanticism; Pushkin, Lecture 1) due Wednesday, January 26

  1. Reading assignment from Syllabus: Romanticism 485-495. Art Plates 4, 5, 6, 7. Pushkin 800-801; Queen of Spades: 801-808
  2. Print out Lecture Notes for Romanticism and A Comparison between the Enlightenment and Romanticism
  3. Read about Poetry Presentations and be prepared to sign up on Friday, January 28 for a Romantic poem to present with 1-2 partners. The Poetry Presentations page explains which poems you can choose. (First come, first served.)
  4. The writing assignment for today's class is the summary of Chapter 4 in A Short Guide.
  5. OC on Voltaire due by midnight.
  6. Reading Notebooks will be due on Monday, January 31. See Course Information for details about the Reading Notebook. They will cover Pope, Voltaire, Pushkin, and Rousseau. Please print out the grading rubric to turn in with your notebook

Class 8 (Pushkin and Rousseau) due Friday, January 28

  1. Print out Lecture Notes on Autobiography
  2. For your assigned selection in Pushkin or Rousseau, write a page in which you summarize the chapter/passage in a sentence or two, answer Shannon's 4 Questions, and identify key passages and romantic elements (words, images, style) from A Comparison between the Enlightenment and Romanticism
  3. Sign up for Poetry Presentation. Prepare by reading A Short Guide Chapter 12, the Explication de Texte handout and, of course, the poem. Plan to get together with your partner(s).
  4. Response post on Pope due at midnight
  5. Vocabulary words for the first quiz: snitty, jubilate, gloaming, ululate, pungle

If you are a slow reader or perfer to listen to a book, especially a long one like Madame Bovary, you might consider downloading an audiobook and getting a head start--be sure to get the unabridged version. Plays can also be much more fun when you listen and read along. Students have recommended: http://www.audible.com

Class 9 (Romantic Poetry: Wordsworth and Lamartine) due Monday, January 31

  1. Read Lecture Notes on Elegy, Ode, and Pathetic Fallacy
  2. Read the two poems listed on the syllabus by Wordsworth and Lamartine. For each poem, write 1-3 paragraphs looking at the way nature is portrayed in the poem. Be sure to illustrate your answer with examples, complete with line numbers and direct quotes, from the poems, as evidence.
  3. Read and summarize Chapter 12 in A Short Guide (warning: it's another long chapter)
  4. OC on Pushkin, Rousseau due at midnight

Reading Notebook due (covers Pope, Voltaire, Pushkin, Rousseau). You must print out the grading rubric to turn in with your notebook and sign the pledge on that form for each submission.

Classes 10 and 11 (Romantic Poetry) Wednesday, February 2 and Friday, February 4

****Room Change! We will move to Harrelson 272 today****

Prepare your Poetry Presentation; see suggestions at Reading Poetry Out Loud.

In addition, there is a daily writing assignment. Before coming to class, each student (including the presenters for that day) should read the poems and write a thoughtful/probing question for each poem being presented.

Vocabulary words for Quiz 2 on Friday: flummox, meld, hie, funambulism, hobgoblin

Wednesday, February 2

Section 1 (11:20-12:10)

  Page Poem Author Presenters
1. 687 The Little Black Boy William Blake Ahsan Raina, Anam Lodhi
2 686 The Lamb William Blake Molly Shea
3. 688 The Chimney Sweeper William Blake Clay Foret, Bradley Alsip, Brady Wiggins
4. 689 Earth's Answer William Blake Kristin Grant, Adelyn Lively, Elizabeth Biggerstaff
5. 760 Ode to a Nightingale John Keats Hamish Patel, Melinda Klang
6. 788 A Lane in the Luxembourg Gérard de Nerval Kirsten Southwell, McCrae Claiborne
7. 794 Nameless Spirit Gustavo Béquer Matt Dillard, Cory Pinkelton

Section 2 (12:25-1:15)

  Page Poem Author Presenters
1. 688 The Chimney Sweeper William Blake Grace Lee, Kyle Lindsay
2. 686 The Lamb William Blake Patrick Hanrahan
3. 690 The Tyger William Blake Jason Jennings, Will Zheng
4. 775 A Pine is Standing Lonely Heinrich Heine Mario Neubert, Jakob Baureidl, Haroon Tariq
5. 924 Out of the Cradle Walt Whitman Ethan Page, Garian Baker, Ryan Schmidt
6. 988 A Bird Came Down (328) Emily Dickinson Deanna Sedlak

Response post on Voltaire due at midnight.

Friday, February 4

Section 1 (11:20-12:10)

  Page Poem Author Presenters
1. 691 The Sick Rose William Blake Hal Garrison, Cameron Nicolson
2. 776 The Silesian Weavers Henirich Heine Jacob Kahn
3. 747 When We Two Parted Lord Byron Joseph Hines
4. 798 The Feet of Spring Castro Jon Pope, Stuart McCawley
5. --- O Captain My Captain Walt Whitman JD Robinson, Will Whitley
6. 791 The Poet's Death Lermontov Timur Ender, Sonja Jones

Section 2 (12:25-1:15)

  Page Poem Author Presenters
1. 687 The Little Black Boy William Blake Brian Gensch, Katie Hilla, Emmie Tyson
2. 704 The World is Too Much with Us William Wordsworth Kelly Fitzwater, David Froggat
3. 747 When We Two Parted Lord Byron Trey Stilley, Rachel Huffman
4. 787 Awakening in the Carriage Gérard de Nerval Brandon Manchester, Taylor Resparc
5. 845 My Last Duchess Browning Karen Lundin, Luke Carter
6. 918 Song of Myself Walt Whitman Tyler McCraw, Luisa Gomez, Kyle Williams

Response post on Pushkin and Rousseau due by midnight.

Turn in the Extra Credit Assignment on Myers-Briggs Type in College by Friday, February 11

Class 12 (Realism and Flaubert 1) due Monday, February 7

Writing assignment: Summing up Romanticism (serves as Lightning for the Poetry Presentation classes, for students doing Reading Notebooks).

See Lecture notes on The Nineteenth Century, Realism, and Madame Bovary. Read the first part of the Introduction to The Nineteenth Century: 996-1002. See Art plates 8, 9, 10, 11. Flaubert: 1033-1036; Madame Bovary: 1037-1043.

Over the next two weeks, read Chapters 5-9 in A Short Guide, at your own pace and depending on your own schedule. You may turn in your summaries (a paragraph/page per chapter) as you are ready, but turn them in by Monday, February 21.

OC posts on Romantic Poets due by midnight.

Class 13 (Flaubert 2) due Wednesday, February 9

Reading assignment: Madame Bovary: 1043-1115.

Write a page about your assigned section in Madame Bovary. Summarize your section in a sentence or two and explain why it is significant in the overall plot. Answer Shannon's 4 questions; pick out the most important objects, images & key passages. Identify important realist elements. Symbols to watch for: horses, windows, books, clothes. The upper case Roman numeral indicates Part I or Part II; the lower case Roman numeral is the chapter number.

Group 1: Charles meets Emma: I, ii, iii (pages 1043-1051)
Group 2: The Wedding: I, iv (pages 1051-1054)
Group 3: Emma's schooling: I, vi (pages 1056-1060)
Group 4: The Ball: I, viii (pages 1064-1070)
Group 5: Emma meets Léon II, ii (1083-1087)

In class Wednesday, sign up for a character or pair of characters for Friday's writing assignment, a Character Sketch.

Extra Credit Assignment on Myers-Briggs Type in College is due tomorrow, if you chose to do it.

Class 14 (Flaubert 3) due Friday, February 11

Vocabulary words: amok, untoward, kismet, incognito, gimcrack

Reading assignment: Madame Bovary 1115-1175. In addition, since we'll be reading a lot about love and marriage for the rest of the semester, read this chapter from Jonathan Haidt's The Happiness Hypothesis. It is also on e-reserve for our class.

Writing assignment: Character Sketch. Write 1-2 pages about one or more of the secondary characters in Part II of Madame Bovary. Tell in which chapters they appear and their relationship with Emma and Charles. Use examples from the text to back up your comments and include page references.You will write about these characters in Part III, too, but that won't be due until the final class on Madame Bovary Wednesday, February 16

To write a character sketch, consider:

This list provides helpful vocabulary for a character sketch.

Section 1 (11:20-12:10)

Section 2 (12:25-1:15)

In class Friday you will also sign up to write an original question about Madame Bovary based on one of the following approaches to literary criticism from Critical questions. The question will be due on Monday.

A Short Guide also discusses different approaches to literary criticism in Chapter 9. If you'd prefer to use one of the additional categories listed there (deconstruction, archetypal, new historicism), indicate the category in your homework.

You are invited to the Department's reception for the students from SKEMA, the new French business school on campus. They are eager to meet American students, and all speak English. It will be held 5:30-7:30 at the Gregg Museum in Talley Student Center.

Class 15 (Flaubert 4) due Monday, February 14

Reading assignment: Madame Bovary: 1175-1215

Write your own question on Madame Bovary based on the one of the categories of Critical questions. The more thoughtful and/or provocative the question is, the more likely it will be to have an interesting answer.

Bring in your question on Monday to turn in to me. You'll answer your own question or another of your choice for Wednesday. I will post the questions for you to consider.

Response post on Romantic Poets due at midnight.

Class 16 (Flaubert 5) due Wednesday, February 16

This week's vocabulary words: lethargic, hector, minscontrue, vanguard, mendacious

Finish reading Madame Bovary 1215-1249.

Writing assignments

  1. Finish your character sketch to turn in. What happens to your character(s) in Book III?
  2. Choose any one of the following questions to answer and include the question with your answer. These questions would also inspire some good discussions in your Moodle posts.



Marxist Criticism:

Feminist Criticism:






Class 17 (Tolstoy 1) due Friday, February 18

See Tolstoy's The Death of Ivan Ilyich: quotes to ponder on the Supplementary Materials page.

Write a page about your assigned chapter. Summarize it in a sentence or two. Explain why it is significant in the overall plot. Answer Shannon's 4 questions; pick out the most important objects, images & key passages. Identify important realist elements.

If you are interested in reading about Tolstoy's religious conversion, you can find his Confession online.

First museum visit tonight at 7 pm.

OC on Flaubert due at midnight

Class 18 (Tolstoy 2) due Monday, February 21

Write a page about your assigned chapter. Summarize your chapter in a sentence or two. Explain why it is significant in the overall plot. Answer Shannon's 4 questions; pick out the most important objects, images & key passages. Identify important realist elements.

Summaries of Chapters 5-9 in A Short Guide due.

Class 19 (Ibsen 1) due Wednesday, February 23

Writing assignment: After reading Act 1 of Hedda Gabler, write a list of 2 similarities and 2 differences between this play and Madame Bovary.

Read and summarize Chapter 11, "Writing about Drama" in A Short Guide.

OC on Tolstoy due at midnight.

Class 20 (Ibsen 2) due Friday, February 25

Vocabulary words for the week: admonish, emaciated, empathy, furlough, inaugurate

After finishing the play, answering the following questions:

  1. Who has power in this play? How does he/she use or abuse it?
  2. Why does Hedda commit suicide? How is it similar to or different from Emma's suicide?

Reading notebooks will be due Monday, February 28. They should include Just the Facts, Vocabulary, and Lightning for Wordsworth, Lamartine, Madame Bovary, Ivan Ilyich and Hedda Gabler. For the poetry presentations, all you need to include is the homework assignment on Summing up Romantic Poetry and it can go in the Lightning Section. Be sure to sign the pledge and respond to instructor feedback.

Class 21 (Wilde) due Monday, February 28

Read The Importance of Being Earnest (not in our anthology; you don't need to bring Norton to class, but do bring your copy of the play).

See Lecture Notes on Aestheticism and Art for Art's Sake

Write a page on the theme of the double in The Importance of Being Earnest. Choose either Algernon and Jack or Cecily and Gwendolyn and explore:

Response post on Flaubert due at midnight.

Class 22 (Baudelaire and the New Poets) due Wednesday, March 2

See Baudelaire posters. Read the poems listed on the Syllabus. See web page The New Poets: translations and more. Print out the 3 translations and the original of the poem "To the Reader" to bring to class.

Writing assignment:

  1. Read the three translations of "To the Reader", as well as the translation in our textbook (pp. 1543-4). (If you can read French, please read the original which is also posted online.) Choose at least one stanza to compare in the four versions of the poem. Type up or write out the stanzas you are comparing. Read them out loud. Write a paragraph where you tell which translation you like best and why.
  2. Choose another poem from today's reading assignment. Answer Shannon's 4 questions. Note important images and poetic devices. Write a sentence or two about what you think the poem means.

Response post on Tolstoy due at midnight.

Class 23 (Chekhov) due Friday, March 4

Vocabulary words: nugatory, pandemic, repose, rogue, vulpine.

Prepare your assigned chapter for class discussion and presentation by writing a page to turn in.

Original commentary on Ibsen due at midnight.

Class 24 (Midterm) in class Monday, March 14

Exams will consist of:

  1. Identification of selected passages. Identify the author, work, approximate date of publication (within 10 years), and original language. Briefly discuss the passage and its relevance to the work as a whole with attention to both form and content.
  2. Short essay (approx. 300 words) on the literary movements studied. You will be expected to define and illustrate the movement(s) by referring to authors, works, main ideas, relevant literary terms (satire, autobiography, absurd) and any appropriate social or historical events. Include two examples from non-literary cultural artefacts such as music of the era (heard in class or on your own) or art works from the North Carolina Museum of Art.
  3. Long essay (450-500 words) on a given topic or theme and how it is treated in at least two works we have studied.

Parts 1 and 2 will be taken in class on Monday, March 14. Bring paper/blue books. Part 3 (take-home) will be distributed in class and will be due Monday, March 21.

Class 25 (Modernism) due Wednesday, March 16

Reading Assignment: Modernism: 1621-1631. Art plates 14, 15, 16. There is no writing assignment. We will do one in class. You will also sign up for one following figures or pair of figures from Greek and Roman mythology to research for Friday's assignment.

Vocabulary words: truthiness, repine, emaciated, paranymph, auxiliary

Class 26 (Mann 1) due Friday, March 18

Read Chapters 1 and 2 of Death in Venice. As you read Chapter 2, think about which metaphor(s) serves as a symbol for Aschenbach's life.

Writing Assignment

  1. Write up a page about your god or demi-god(s), including attributes (the objects they commonly hold) and major stories. Also provide at least one image from classical or modern art. Be sure to cite your sources for your mythological research as well as your image.
  2. Summary for Chapter 13 in A Short Guide due.

Post due at midnight: oc on Wilde.

Class 27 (Mann 2) due Monday, March 21

Reading Assignment: Read Chapter 3 of Death in Venice.

Writing Assignment: Part 3 of Midterm due.

Post due at midnight: oc on Baudelaire/Verlaine.

Class 28 (Mann 3) due Wednesday, March 23

“References to Greek culture permeate this story because they represent Aschenbach’s traditional German admiration for Greek art and philosophy and partly because the web of allusions supports the development of other themes in the novella.”

Once you've finished the story, write a page about how your mythological figure(s) from the previous assignment fits into or enriches the story as a whole. What themes in the story are connected to your god or demi-gods?

Post due at midnight: response on Ibsen.

Class 29 (Proust 1) due Friday, March 25

Vocabulary words: batten, fulvous, collop, earwig, raffish

Read lecture notes on Proust. [Warning: this is the hardest text we will read all semester. Do not read it in bed! Do not use secondary sources for your homework!]

Writing assignment:

  1. How does the narration disorient or defamiliarize the reader in the first four pages, especially in regards to time and space?
  2. Character sketch of one of the principal characters: Young Marcel, Marcel's father, Marcel's mother, Marcel's grandmother, Charles Swann, as they appear in pages 1785-1799. Use examples from the text to back up your comments. Include page references. Consider:
    • his/her appearance
    • his/her role in the family
    • his/her strengths and weaknesses
    • his/her feelings and behavior towards the other characters
    • how other characters feel about him/ her
    • his/her personality
    • key passage or scene

Post due at midnight: original commentary on Chekhov

Class 30 (Proust 2) due Monday, March 28

Writing assignment: Prepare your assigned section for class discussion and presentation by writing a page to turn in. Summarize the selection in a sentence or two; answer Shannon's 4 Questions, identify key passages and modernist elements. The beginning and ending words of each selection is given below.

Post due at midnight: response on Wilde

Class 31 (Joyce 1) due Wednesday, March 30

Based on the first half of the story (pp 1893-1911), what do we learn about Gabriel Conroy and his wife Gretta. Next, what do we learn about their relationship in this part of the story? Briefly compare their marriage to others in the works we've read so far this semester.

Summary for Chapter 14 in A Short Guide due.

Posts due at midnight: response on Baudelaire and Verlaine

Class 32 (Joyce 2) due Friday, April 1

Vocabulary words: equivocate, bumptious, fugacious, apposite, verisimilitude

Post due at midnight: oc on Mann, response on Chekhov

Class 33 (Kafka 1) due Monday, April 4

See lecture notes on Kafka, Expressionism, and Literature of the Absurd.

Choose one of the categories of critical questions: Formalist, Marxist, Feminist, Cultural and Historical, Psychological, Reader Response, Queer, or Ecological Criticism. Write a question, then answer it, based on the first half of The Metamorphosis (pp 1966-1988).Indicate which category you have chosen along with your question. See the assignment for Class 16 above for some examples of questions inspired by Madame Bovary. Keep Margaret Atwood's quote in mind: The answers you get from literature depend on the questions you pose.



Marxist Criticism:

Feminist Criticism:






Important Dates coming up:

  • The next Reading Notebook Check is Wednesday, April 13.

    Post due at midnight: oc on Proust.

    Class 34 (Kafka 2) due Wednesday, April 6

    Now answer your own question, or another student's (see above), based on the whole story. In other words, how might we interpret the Metamorphosis through the lens of Formalist, Marxist, Feminist… criticism? Think especially about the violin scene, the death scene and the final paragraph.

    Summary for Chapter 15 (the last one!) in A Short Guide due.

    For fun, check out: Which character are you in The Metamorphosis?

    "We are all sentenced to solitary confinement inside our own skins, for life." Williams, Tennessee. Recommended reading: two articles relate to what I'll call The Gerasim EffectThe United States holds tens of thousands of inmates in long-term solitary confinement. Is this torture? by Atul Gawande and Comforter and Comforted in an Unfolding Mystery by Nell Burger Kirst. These articles could lead to a potential paper topic.

    Extra-credit opportunity: 4/7-4/17 Dancing at Lughnasa at University Theatre NCSU

    Post due at midnight: oc on Joyce

  • Class 35 (Eliot and the Surrealists) due Friday, April 8

    peloton, petard, sward, obfuscate, abstemious

    Choose a poem from today's reading assignment to write about:"The Hollow Men," "Dadaist Disgust," "Proclamation without Pretension," or "Free Union." Answer Shannon's 4 questions. Note important images, poetic devices, and modernist elements. What does the poem defamiliarize or do that is unexpected? Write a sentence or two about what you think the poem means.

    The Exquisite Corpse comes back. For extra credit due Monday, April 18: find one of these poems that works for you: illustrate it.

    The green
    a hairy

    A tall
    a tall

    A hot
    a bloated

    The blue
    a hot

    The loud
    White House
    the small

    A big
    the obese

    The large
    the sweet

    The fat
    the stupid

    The gorgeous
    a big

    A wet
    a ferocious
    Michael Jackson.

    The pretty
    the freakishly ugly

    A rough
    Japanese girl
    a loud
    swifter wet jet.

    An exaggerated
    the great

    A fat
    Charlie Sheen
    the pale

    The fat
    the sweet

    The green
    a short

    A gigantic
    an idiot




    The giant
    a shiny

    An orange
    a frightening

    The green
    a turquoise
    dorm room.

    A huge
    a hairy

    A small
    pinky toe
    is drinking
    the orange

    A yellow
    Dr. Beckman
    the beautiful

    The sparkling
    the tall

    A beautiful
    James Bond
    the obfuscating tricycle.

    A huge
    the ugly

    A lovely
    a blustery

    The wondrous
    coffin bearer
    the tipsy
    bird cage.

    The huge
    the speedy, empty

    A green
    a blue
    Charlie Sheen.

    The horrendous
    the fat

    The glorious
    rock star
    the hairy
    stomach .

    Brittney Spears
    a swollen

    The giant
    a pitiful

    The squishy
    a skinny

    A short
    a small

    The savory
    the burlesque

    An irresistable
    a huge

    A pretty
    the speedy

    The glorious
    a foxy

    The red
    the slutty


    Final museum visit tonight at 7 pm.

    Post due at midnight: response on Mann.

    Class 36 (Thesis exercise and Peer review of Term Paper) due Monday, April 11

    The first part of class will be devoted to The Thesis Exercise. Read the web page about how to write a thesis for a literary paper. Print and fill out the page of sample FL 222 theses where you rate the examples. The second half of class will be devoted to peer review of the first draft of your Paper. Print out two copies of the Peer Review Feedback Form to include with the two copies of your draft which you will bring for your classmates. Fill out the top part of the form with your name, paper title, and date. Do not wait until the last minute to print these materials out. Email me before class if you have an idea for your own original topic so that I can approve it. Speaking of original, a very creative paper where almost all the main characters meet in Hell written by a former student is featured here, and my favorite missing chapter of Candide is here:

    Selected writing advice from the Term Paper page:

    Choose your topic

    Read through the topic choices below. Consult Chapter 10 in A Short Guide, Writing about Fiction: the World of the Story, especially the pages on "Getting Ideas" (171-5). Which texts have been your favorite or challenged you the most? Send me an email or make an appointment if you need help deciding on a topic.

    Steps for writing

    Step 1: read, re-read and annotate your texts; write preliminary notes; build up to a fully formulated thesis. A thesis is a clear and specific argument, not a list, not an opinion, not an obvious fact.

    See the Library Tools page to see resources available to you from NCSU libraries.

    Step 2: Following A Short Guide, Chapter 3; write a first draft of 1-2 pages about one of the topics below for the peer review session. It should have a working title and a fully formulated introduction (you can rewrite them later, but they need to be there for the draft) and several finished paragraphs; your audience knows the text, so you should avoid plot summaries. Use the present tense for literary analysis: Ivan is an ambitious… Flaubert reveals… Include your outline. This is the peer review draft version of your paper; print and bring 2 copies of it to class. Include the Peer Review Feedback form with each copy.

    Some useful pages (among many) about writing:

    Dr. Beckman's hint about titles: A dull title sets expectations low. A good title invites the reader! Quotes, proverbs or aphorisms make great titles. Try a google search with a key word from your thesis (pride, satisfaction, quest, etc) and the word quote. I've already got a web page with love quotes for you to use, since love is such a popular topic.

    Post due at midnight: response on Proust.

    Class 37 (Woolf 1) due Wednesday, April 13

    Print out lecture notes Virginia Woolf and Feminism: a few quotes to consider.

    Choose the most provocative or thought-provoking statement in Chapter 2 (ie not Chapter 1) of the assignment. Include the page number. Write a paragraph (or more) agreeing or disagreeing. Be prepared to read your passage out loud in class and explain why you think it is provocative or thought-provoking.

    Reading Notebook Check #3: Wilde, Baudelaire, Verlaine, Chekhov, Mann, Joyce, Kafka, Eliot, Tzara, Breton.

    Post due at midnight: original commentary on Kafka, response on Joyce

    Class 38 (Woolf 2) due Friday, April 15

    Alert: Class will be meeting at IHOP on Hillsborough Street today! I will be taking roll and collecting homework. You'll be discussing your answers to the following 3 questions and writing up a group report. I will have some additional passages for you to discuss from Chapter 3 of A Room of One's Own and An Unwritten Novel.

    futz, balderdash, grandee, shibboleth, sprightly

    Writing Assignment (answer all 3 questions):

    1. Who is Judith Shakespeare? Why does Woolf create her? What is the message about women and women writers that Woolf suggests by telling Judith's story? Is Judith fact, fiction, truth, a lie?
    2. Choose any work we've read so far and speculate about how it might have been different if the work had been written by a woman rather than a man. (There is no right or wrong answer: let your imagination take you somewhere. Would the characters be different? The plot? The ending? How does the author's gender impact his or her art?)
    3. List 3 elements of modernism that you can find in our example of Virginia Woolf's fiction, the very short story, An Unwritten Novel.

    Helpful synopsis of the story and main ideas:

    "The narrator, while riding in a train, imagines possible characters and plots for a novel, based on her observations of another passenger whom she calls 'Minnie Marsh.' The narrative alternates between imaginative creation and objective observation, leading the narrator to unexpected discoveries about herself and the nature of art and artistic representation." Fidel Fajardo-Acosta

    Post due at midnight: original commentary on Eliot and the Surrealists.

    Class 39 (Brecht 1) due Monday, April 18

    See lecture notes on Brecht. Read Scenes 1-5a.

    Analyze a scene: What happens? Important symbols and imagery? Alienation effects? (It's not what you think). What is the relation of this scene to the rest of the play? 2-3 people per big scene, 2 people mini-scene (a)

    Section 1 (11:20-12:10)

    Prologue: Kirsten, McCrea, JD
    Scene 1: Melinda, Molly, Sonja
    Scene 1a: Jacob, Cameron
    Scene 2: Hamish, Adelyn, Joseph
    Scene 3: Hal, Ahsan, Will
    Scene 3a: Kristin, Elizabeth
    Scene 4: Jon, Stuart
    Scene 4a: Cory, Matt
    Scene 5: Bradley, Clay
    Scene 5a: Brady

    Section 2 (12:25-1:15):

    Prologue: Jason, Kelly, Luisa
    Scene 1: Kyle L., Brian
    Scene 1a: Garian, Ethan
    Scene 2: Ryan, Rachel, Trey
    Scene 3: Deanna, Grace, Will
    Scene 3a: Luke, Patrick
    Scene 4: Taylor, Haroon, Tyler
    Scene 4a: David, Karen
    Scene 5: Brandon, Anam, Kyle
    Scene 5a: Jakob, Mario

    Museum paper due.

    Exquisite corpse artwork due. (See Class 35)

    Post at midnight: original commentary on Woolf.

    Class 40 (Paper Full Draft) due Wednesday, April 21

    No class meeting, but come to the classroom to drop off the complete draft of your paper along with your peer review drafts. See the Paper page for full details. Highlights include:

    -Step 3: Reflect on your peer reviewers' suggestions and write a full draft of your paper to turn in to me. Proofread following the Editing and other checklists listed on the inside cover of A Short Guide. I will not grade the paper at this point but will return it to you with comments, so that you can write the final draft. Consult the Scoring Rubric for Papers and Scoring Rubric for Creative Papers so that you'll know what I will be looking for when I do grade the paper.

    Two areas that are normally weak in the first draft are the use of quotations and the conclusion.

    A conclusion is very important to a fully developed paper. Go beyond the ideas in your introduction. Have you proved your thesis? All readers, including your professor, will ask the question: "So what?" The conclusion should make the relevance and importance of your research clear.

    You are not required to use secondary sources (books, articles, internet) for this paper, but if you do, be sure to quote and document them properly and attach a “Works Cited” page. Plagiarism is a poor choice and will not be tolerated; consult the Course Information page about the NC State academic integrity policy; ask me if questions remain. For information on using research (if you do) and writing the documentation page, consult A Short Guide, chapter 15.

    Post due: response on Kafka

    Class 41 (Brecht 2) due Monday, April 25

    Finish the play. Analyze a scene: What happens? Important symbols and imagery? Alienation effects? What is the relation of this scene to the rest of the play? 2-3 people per big scene, 2 people mini-scene (a)

    Section 1:

    6: Melinda, Kirsten, McCrea
    6a: Jacob, Sonja
    7: Hamish, Molly, Hal
    7a: Kristin, Adelyn
    8: Timur, Jospeh, Ahsan
    9: Matt, JD, Will
    9a: Bradly, Jon
    10: Cory, Clay, Brady, Stuart
    Epilogue: Cameron, Elizabeth

    Section 2:

    6: Ryan, Ethan, Brian
    6a: Garrian, Rachel
    7: Grace, Trey, Will
    7a: Luke, Patrick
    8: Jason, Karen, Haroon
    9: Taylor, Brandon, Anam
    9a: David, Kyle L.
    10: Jakob, Mario, Tyler, Kyle W.
    Epilogue: Deanna, Kelly

    Post due at midnight: original commentary on Brecht, response on Eliot and the Surrealists.

    Class 42 (Camus) Wednesday, April 27

    Writing assignment: Answer these two questions

    1. Why does the Arab take the road to the prison?
    2. What is the significance of the sentence written on the blackboard at the end of the story? Who wrote it? Why?

    Post due at midnight: original commentary on Camus, response on Woolf

    Class 43 (Review) Friday, April 29

    Vocabulary: corybantic, condign, lavation, doff, concantenate

    Posts by midnight: response on Brecht, Camus

    Monday, May 2, University Reading Day.

    Turn in final draft of your Paper to the Foreign Languages and Literatures office, Withers 310 by 12 noon.

    Final Exams:

    The format of the exam is exactly like the midterm. For identifications, I will give quotes from texts studied since the midterm: Mann to Camus. For your essays, you may write about works from the entire semester.

    Bring 2 bluebooks or enough paper to write on. You may also bring a prepared 3 X 5 inch index card, with dates, titles, authors' names or anything else you like.

    Please bring your reading notebook for Notebook Check 4: Woolf, Brecht, Camus. For Woolf: inlude Just the Facts and vocabulary for both texts, and lightning for her essay or short story.

    Wednesday 5/4 Section 2 (normally meets 12:25-1:15): 1-4 PM, in the classroom

    Monday 5/9 Section 1 (normally meets 11:20-12:10): 8-11 AM, in the classroom