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*.
- What is confusing?
- What is repeated?
- What is familiar?
- 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.
- Here is a quiz you can take to assess your knowledge of the "Top 20 figures of speech" by Richard Norquist.
- This site contains figures of speech, thought, repetition, more than you can shake a stick at! Most examples are drawn from Shakespeare.
- This site is very cool because it has sound clips and draws from a wide range of speeches, movies, and more to illustrate the Figures of Speech. For example, see and listen to quotes from Martin Luther King, Abraham Lincoln, and Neil Armstrong on the page about antitheses.
Class 3 (Pope, Lecture 2) due Friday, January 14
- Print out Academic Integrity form. Please sign, date, and turn in.
- 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?
- Write a one-paragraph to one-page summary of Chapter 2 in A Short Guide.
- 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?
- 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
- Print out Lecture Notes on Different Forms of Prose Fiction; Satire, Irony and Utopia. Read Panglossian.
- Write a page about the first thirteen chapters of Candide answering Shannon's 4 questions.
- Read Chapter 10 in A Short Guide and summarize.
- 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.
- 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
- 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?
- See Lecture Notes on Dulce et utile.
- 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
- Reading assignment from Syllabus: Romanticism 485-495. Art Plates 4, 5, 6, 7. Pushkin 800-801; Queen of Spades: 801-808
- Print out Lecture Notes for Romanticism and A Comparison between the Enlightenment and Romanticism
- 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.)
- The writing assignment for today's class is the summary of Chapter 4 in A Short Guide.
- OC on Voltaire due by midnight.
- 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
- Print out Lecture Notes on Autobiography
- 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
- 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).
- Response post on Pope due at midnight
- 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
- Read Lecture Notes on Elegy, Ode, and Pathetic Fallacy
- 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.
- Read and summarize Chapter 12 in A Short Guide (warning: it's another long chapter)
- 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)
||The Little Black Boy
||Ahsan Raina, Anam Lodhi
||The Chimney Sweeper
||Clay Foret, Bradley Alsip, Brady Wiggins
||Kristin Grant, Adelyn Lively, Elizabeth Biggerstaff
||Ode to a Nightingale
||Hamish Patel, Melinda Klang
||A Lane in the Luxembourg
||Gérard de Nerval
||Kirsten Southwell, McCrae Claiborne
||Matt Dillard, Cory Pinkelton
Section 2 (12:25-1:15)
||The Chimney Sweeper
||Grace Lee, Kyle Lindsay
||Jason Jennings, Will Zheng
||A Pine is Standing Lonely
||Mario Neubert, Jakob Baureidl, Haroon Tariq
||Out of the Cradle
||Ethan Page, Garian Baker, Ryan Schmidt
||A Bird Came Down (328)
Response post on Voltaire due at midnight.
Friday, February 4
Section 1 (11:20-12:10)
||The Sick Rose
||Hal Garrison, Cameron Nicolson
||The Silesian Weavers
||When We Two Parted
||The Feet of Spring
||Jon Pope, Stuart McCawley
||O Captain My Captain
||JD Robinson, Will Whitley
||The Poet's Death
||Timur Ender, Sonja Jones
Section 2 (12:25-1:15)
||The Little Black Boy
||Brian Gensch, Katie Hilla, Emmie Tyson
||The World is Too Much with Us
||Kelly Fitzwater, David Froggat
||When We Two Parted
||Trey Stilley, Rachel Huffman
||Awakening in the Carriage
||Gérard de Nerval
||Brandon Manchester, Taylor Resparc
||My Last Duchess
||Karen Lundin, Luke Carter
||Song of Myself
||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).
- How was romantic literature different from what you expected? (If it wasn't different, explain why not.)
- Which was your favorite piece? Why?
- Choose 4 elements of romanticism from A Comparison between the Enlightenment and Romanticism and illustrate each element with evidence (a quoted example) from a romantic text that you have read over the past two weeks. Use a different romantic text for each element.
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.
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:
- his/her appearance
- his/her profession and success at this profession
- his/her strengths and weaknesses
- his/her feelings and behavior towards the other characters
- how other characters feel about him/ her
- his/her personality and whether it changes over the course of the story
- key passage or scene
This list provides helpful vocabulary for a character sketch.
Section 1 (11:20-12:10)
- Léon: Melinda, Hamish, Jacob, Brady
- Homais: JD, Cameron, Hal
- Rodolphe: Timur, Sonja, Elizabeth, Jon
- Berthe and Madame Rollet: Kristin
- The Priest, Abbé Bournisien: Molly, Clay
- Lheureux and Binet: Matt, Cory
- Hippolyte (Parts 2 & 3) and the Blind Man (Part 3 only): Joseph
- Félicité and Justin: Bradley, Adelyn
- Emma's father, Monsieur Rouault and Charles' mother, Madame Bovary: Kirsten, Mccrea, Ashan
Section 2 (12:25-1:15)
- Léon: Ryan, David, Kyle L.
- Homais: Ethan, Rachel, Jason, Brandon
- Rodolphe: Garian, Trey, Emmie
- Berthe and Madame Rollet: Deanna, Patrick
- The Priest, Abbé Bournisien: Luke, Will, Brian, Katie
- Lheureux and Binet: Tyler
- Hippolyte (Parts 2 & 3) and the Blind Man (Part 3 only): Kyle W., Luisa
- Félicité and Justin: Karen, Anam, Haroon
- Emma's father, Monsieur Rouault and Charles' mother, Madame Bovary: Taylor, Kelly, Mario, Jakob
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.
- FORMALIST CRITICISM:
- SOCIOLOGICAL CRITICISM
- Marxist Criticism:
- Feminist Criticism:
- CULTURAL AND HISTORICAL CRITICISM:
- PSYCHOLOGICAL CRITICISM:
- READER RESPONSE CRITICISM:
- ECOLOGICAL CRITICISM:
- QUEER THEORY:
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.
- FORMALIST CRITICISM:
- SOCIOLOGICAL CRITICISM
- Marxist Criticism: Brady
- Feminist Criticism: Deanna, Robert,
- CULTURAL AND HISTORICAL CRITICISM: Melinda
- PSYCHOLOGICAL CRITICISM:
- READER RESPONSE CRITICISM: David, Kyle W,
- ECOLOGICAL CRITICISM: Katie
- QUEER THEORY: Emmie
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.
- Finish your character sketch to turn in. What happens to your character(s) in Book III?
- 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.
- How does Flaubert's inserting comments and thoughts from different characters and himself influence the readers' impressions?
- How does Flaubert use descriptions and writing style to make the reader feel the same way that the character feels?
- How does Emma's insatiable desire for passionate affairs relate to her Romantic sensibility?
- Would the author be successful as a Romantic author?
- Do you believe that Emma's unhappiness stems from her place in the bourgeoisie and her infatuation with the aristocracy? What do you think this criticism reveals about Flaubert's feelings on the social structure of the time?
- Flaubert obviously makes the differences in social class quite obvious as he portrays Emma's longings for a more sophisticated lifestyle. Is he showing contempt for the strict class differences of the time or simply emphasizing one of Emma's many flaws?
- Does Emma's lack of financial security with Charles compel her to seek love with men with money?
- How does the character's social class help/hurt their chances in Romantic ways? Is it different for men and women?
- In what ways does the author criticize class structure?
- Throughout the work, the author gives details on clothing and other features which describe the character's social standing. Also, Emma is constantly wishing she could go back and live as part of the elite upper class. What is the author trying to say about the relationship of being part of the upper class and happiness?
- Clearly, Flaubert is aware of class distinction and the struggle of the proletariat, given the Agricultural show, but is this enough to claim the novel is Marxist? To be considered as such, I think the theme of the alienation of the bourgeois from their work and themselves must be shown.
- What role do women play in the work?
- Did Flaubert represent Emma as a true deptiction of women during this time period?
- Throughout this story, Emma Bovary is very unhappy in her life with Charles. She is not content with living in a small rural village with the amount of money Charles can provide her. We see her as a powerless human being. What is Flaubert's opinion on the role of women in society? Explain by citing specific examples from the text.
- In the first full paragraph of pages 1089, Emma, during her pregnancy, expresses that she wants to have a son. She suggests that her son could enjoy the many freedoms that are not available to women. Was this a feeling shared by most women of this time or is Emma just being overdramatic or is Flaubert trying to initiate discussion about the inequalities of women in this time?
- Is the relationship between Leon and Emma in any way beneficial to the two of them or anyone involved in their lives? If so, in what way are there positives? If not, in what way are their actions negative?
- What gender schemas does the author created toward the women in the work?
- Is Emma's status in her community reinforced by societal norms of the time period or due to her actions and choices?
- How would a feminist react to Emma's behavior in her marriage?
- What was the role of women in society during the time this work was written? Did Flaubert conform to the norms of society?
CULTURAL AND HISTORICAL CRITICISM:
- Because Madame Bovary was such a popular work, do you think the gender stereotypes in the novel reflect the current society or created influence on the society?
- How does the context of medical knowledge play a role in the plot of Madame Bovary?
- If we read Madame Bovary when it was written or sometime around 1856, how would we view the story differently than today? With how we view infidelity and debt in our society today, Emma's acts are not as astonishing as they were for the time it was written. This makes me wonder if Madame Bovary was more influential at the time since people could connect to it better than we do today.
- What is the impact of the Industrial Revolution on Madame Bovary?
- How are laws and cultural images of marriage reflected in the story? Does this refelct the dismal state marrage is in, in this day and age?
- How is the use of citing historical events and people in Madame Bovary reveal the general interests and entertainment during the period of the novel's setting?
- Flaubert does not seem to be a realist but a pessimist. Humans have an amazing ability to find joy in suffering and life does seem to have as much suffering as Flaubert describes in Madame Bovary. Is Flaubert exaggerating for a reason or does this pessimism reflect his real view of life?
- Is it natural for the human mind to be excited about something and then get bored with it as time progresses?
- The "Unhappiness" Hypothesis: Are people better off alone than in a serious relationships? Are relationships responsible for people's unhappiness or are the more chemical reasons? Do you think Emma would have been better off along. If she were still on the farm, how would her life be different? WOULD SHE BE HAPPY? * Why do you think Emma is so fundamentally unhappy? What makes her think that she is too good for Charles? Do you believe that something is clinically (medically) wrong with her--or do you think this is normal? Do you think that in any kind of relationship there is some degree of dissatisfaction that each person experiences, and that maybe Emma is just more vocal about it? Explain.
- Emma displays many symptoms of an unstable manic depressive woman as she oscillates between depression and delusional happiness as she often has opportunistic love affairs and goes on spending sprees to alleviate her misery, ultimately leaving her in insurmountable debt. Do you think that Flaubert uses Emma's character to make fun of the romantic period for misleading people into obsessing over unrealistic ideas such as fate and that everyone has a soul mate, or does his use of Charles being so naive about Emma's unfaithfulness and clear psychosis (he is a doctor after all) reflect upon his own psychology when he was a younger adult?
- Does Flaubert's characterization of Charles convey his own personal belief that individuals who are less progressive (i.e. a country doctor during industrialization) are generally more aloof and ignorant of the reality going on around them or is Charles's character just a good "punching bag" for Emma's character?
- While we tend to focus on Emma's personality and self-destructive behavior led to her downfall, we tend to forget how Charles' personality led to his own death. In what ways did Charles' personality contribute to his own death?
- Is Emma truly in love with Léon or is it part of her fulfilling her idealistic criterion?
- What does Emma meeting Léon in secret reveal about her personality?
- In the year 2011, how does Flaubert's depiction of Emma coincide or contradict, specifically her constant bouts with depression and elation, with today's common knowledge of psychological disorders?
READER RESPONSE CRITICISM:
- Flaubert forces us to confront the human capacity for emptiness. Emma can't see beyond her stereotypes and vainly searches for what she thinks is happiness. Have you ever experienced insatiability? If so, how did you overcome that obstacle and satisfy yourself?
- Do you think a good amount of today's relationships can be compared with Charles and Emma's marriage?
- What do Emma's ideals for love have in common with her financial debt?
- Describe your response to how Rodolphe manipulates and takes advantage of Emma. Do you feel any sympathy for Emma or do you feel Emma deserves it? How do your experiences and expectations affect your reading and interpretation?
- Was Emma blind to the fact that her financial situation would eventually catch up with her? Is this financial situation due to the same character traits that plagued Emma's romantic life?
- Does anyone in your life remind you of Emma? Why?
- Flaubert references the dead cactuses for a reason (p. 1178). What could the relationship and the death of the cactuses be compared to?
- How does a character's social status define the nature of food and quantity of it?
- How do Emma's dreams of her perfect romantic environment contrast with her real "dull countryside, imbecile petty bourgeois, life in its ordinariness" environment?
- After reading the last paragraph p. 1191, what specific environmental aspects describe the love that has resurfaced between Emma and Léon when they visit the Hôtel de Boulogne on the river front in Chapter iii of Part III. "They sat down in the low-ceilinged room of a tavern, at whose door hung black mats. They ate fried smelts, cream, and cherries. The lay down upon the grass; they kissed behind the poplars; and they would fain, like two Robinsons, have lived forever in this little place, which seemed to them in their beatitude the most magnificent place on earth. It was not the first time they had seen trees, a blue sky, meadows; that htey had heard the water flowing and the wind blowing in the leaves; but, no doubt, they had never admired all this, as if Nature had not existed before, or had only begun to be beautiful since the gratification of their desires."
- How does the ecological environment affect the development of relationships in Madame Bovary?
- How does Emma's upbringing on the farm impact her lifestyle as being a domesticated wife with Charles, and later when he moves to another city?
- Is Emma's infidelity due to her displeasure with Charles or to her displeasure with her social standing?
- How does the work reflect attitudes towards gender roles and sexuality? What are the connections between social class, gender and race to sexuality in the work?
- Do you think Emma acted immmaturely because she had no other way to express herself?
- Emma is stuck in her marriage with Charles, since divorce is not an option in these times. Would Flaubert's story hold any significance in present times or would it come off as yet another unhappy marriage that we see all too often?
- Sexuality is a very important aspect of Madame Bovary. Sex is portrayed in many different relationships throughout the work. How do you feel about the way sex is presented in Madame Bovary: does it represent love and marriage? Or does sex create an illusion of love?
- How does Flaubert's explicit (for the time) portrayal of sex and extramarital affairs help Flaubert to rant about his discontent with the Bourgeoisie?
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.
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:
- Who has power in this play? How does he/she use or abuse it?
- 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:
- How are the two characters related?
- How do they contrast?
- How does one character illuminate or impact the other?
- How does the theme of the double apply to each member of the pair individually (double life, double standard…)?
- Are their manners and morals similar or different? (Think also about Wilde's double life as a married gay man in Victorian England.)
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.
- 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.
- 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
nugatory, pandemic, repose, rogue, vulpine.
Prepare your assigned chapter for class discussion and presentation by writing a page to turn in.
- Summarize the chapter in a sentence or two.
- Answer Shannon's 4 Questions
- Identify key passages and realist elements (words, images, style).
- How does the treatment of marriage and adultery compare with the other stories we have read?
Original commentary on Ibsen due at midnight.
Class 24 (Midterm) in class Monday, March 14
Exams will consist of:
- 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.
- 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.
- 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.
- 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.
- Section 1
- Hermes: Jacob, Sonja, Hal, Joseph, Ahsan, Brady
- Eros/ Cupid: Molly, Elizabeth, Cameron, Clay
- Apollo/ Helios: Kristin, McCrea, JD
- Dionysus: Timur, Bradley, Adelyn, Matt
- Hades/ Charon: Stuart, Melinda, Hamish, Cory, Will
- Pan/ Silenus:
Summary for Chapter 13 in A Short Guide due.
- Section 2
- Hermes: Garian, Grace, Trey, Kelly
- Eros/ Cupid: Rachel, Emmie, Kyle W., Luisa
- Apollo/ Helios: Deanna, Will, Patrick, Taylor, Haroon
- Dionysus: Ryan, Luke, David, Karen
- Hades/ Charon: Jason, Jakob, Mario, Katie, Tyler M.
- Pan/ Silenus: Kyle L., Brian
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!]
- How does the narration disorient or defamiliarize the reader in the first four pages, especially in regards to time and space?
- 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.
- Group 1: (begins page 1792; paragraph 1) My sole consolation…with serene irony (bottom of page 1795)
- Group 2: (begins page 1802; paragraph 1) I did not take…turn back now. (paragaph 1; page 1806)
- Group 3: (begins 1806; paragraph 2) I heard the footsteps …silence of the evening. (paragraph 2, page 1808)
- Group 4: (begins 1808; paragraph 3) Mama spent that night…separated them from me. (bottom of page 1812)
- Group 5: (begins bottom of page 1812) So it was that…from my cup of tea. (end, page 1815)
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
- What do we learn about Gretta and Gabriel in the second half of the story?
- How does our understanding of them individually and our understanding of their marriage develop in this half of the story?
- What are some differences between romantic love and married love? Be sure you have read the chapter from Haidt's book The Happiness Hypothesis on reserve before answering this question.
- What is Gabriel's epiphany at the end of the story? Is it a happy or sad ending?
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.
- Why do you think Kafka put what could arguably be the climax of the story in the very first sentence?
- How does Gregor's metamorphosis change his role as the breadwinner of the household, and how does this change how the family perceives him?
- Is Gregor Samsa's inability to work the source of his family's disgusted judgments about him?
- Is Gregor's new physical appearance a metaphor for his life as an underappreciated salesman?
- How does Gregory's family's economic situation determine his and his family's lives?
- How does Kafka criticize/call attention to class relations?
- What role do you think Gregor's family's financial status and his being the breadwinner played in his metamorphosis into a bug? What is Kafka trying to teach us?
- How is Gregor's metamorphosis simply a symbol of his work life?
- How do economic conditions determine the lives of all the members of the Samsa family?
- How does Meg represent the traditional and oppressed woman of the period in which the novella was written?
- How (and why) does the role of the sister and the role of the mother change toward Gregory after his transformation?
- When Gregory's mother initially encounters Gregory's metamorphosis in Part I, why does Kafka have her collapse into a state of shock? Also, why does she beg Gregory's father not to hurt Gregory at the end of Part II?
CULTURAL AND HISTORICAL CRITICISM:
- Kafka grew up as an outcast and stranger in his country. How are people that speak different languages other than the native language of the country viewed? How do they fit into society. For example, French Canadians, English in South Africa, and Spanish in our own country? Without being able to communicate with most people, do they feel like giant bugs that no one can understand?
- Do you think that Gregory's metamorphosis into a bug represents how the working class felt during in the time period in which this story was written?
- What is the impact of the industrial era and his family on Gregor? How does this reflect on him?
- Could the bug just be a symbol by Kafka to represent changes in a character's psychological state which could cut communications, etc?
- How does Gregor's "bug" state affect him and his family?
- What aspects of Gregor's metamophosis and corresponding change in the functioning of his family might say about Franz Kafka's real family experience? Is The Metamorphosis a reflection of Kafka's own psychology?
- While Kafka claims that there is no underlying message, what are some controversial situations that warrant similar reaction from family members and society?
- What do Gregory Samsa's interactions with his family after his metamorphosis symbolize?
- Do you think that Gregory's family would have accepted his transformation better if he had retained his ability to speak understandably?
- Is Gregor of sound mind?
- Why was Gregory a bug (insect) when he woke up? What does it symbolize? Uncleanliness? Is it real?
- What does it symbolize when Gregor Samsa's father throws an apple that pierces his back?
- What do you think Gregor's transformation represents?
- When Gregory wakes up in his condition, he seems more concerned with getting to work than his current condition. What do you think this says about Gregory's psychological state of mind?
- Does anyone in your life remind you of Gregor Samsa?
READER RESPONSE CRITICISM:
- How would you feel if you woke up one morning and realized you were suddenly an insect?
- From the reader's perspective, how does the description of Gregory as a physically frightening and grostesque insect connect with a personal experience in which the reader felt that some handicap kept him/her from accomplishing a goal (in the case of the story, Gregory's goal of keeping his family financially stable)?
- Describe your reaction to Gregor's outward metamorphosis. Do you think the author left out the details of the bug's appearance and identity for a reason? Do you think it is up to our interpretation which kind of bug it is?
- Can many families today be compared to Gregory and his family?
- Why do you think Gregory is less concerned with figuring out why he is a bug than explaining his appearance to his family and boss?
- Does Gregor's family remind you of anyone you know?
- How did he turn into a bug? What does it mean?
- Why do you think Kafka decided to turn Gregor into a giant bug rahter than any other type of creature or animal?
- When reading "his many legs: and that he bled brown fluid, what insect does it seem he has turned into?
- How does The Metamorphosis compare with the coming out of gay children?
- How is the reaction to Gregory different from the female point of view and the male point of view?
- How do perceived gender roles of the time influence how Gregor's family interacts with him?
- When Gregory climbs on the picture, he presses his body against it and it "offered [his belly] a firm purchase and did his hot belly good." Is this just a comforting feeling of something familiar or is there a deeper, possibly sexual, meaning there?
- Suppose a friend approaches you and tells you that they have realized they are bisexual and now want you to refer to them as the opposite sex and call them a different name from before. Does this story help you understand this person's situation more? Would you suggest that they read it?
Important Dates coming up:
The next Reading Notebook Check is Wednesday, April 13.
- The final organized museum visit is Friday, April 8. All papers on the required art musuem visit are due by Monday, April 18.
- It is time for you to begin thinking about your term paper. Read about possible topics. Think about an approach and texts that you find interesting enough for you to consider for your paper. We will do a thesis exercise and peer review draft On Monday, April 11, you will bring the first draft of your paper for a peer review, and we will do a thesis exercise. The rough draft will be due to me on Wednesday, April 20. Email me with ideas and questions as needed. I am happy to discuss ideas with you at any time.
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 Effect—The 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.
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 due Monday, April 18: find one of these poems that works for you: illustrate it.
the freakishly ugly
swifter wet jet.
the speedy, empty
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):
- 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?
- 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?)
- 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
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.
-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.
- Chapter 14 in A Short Guide is an exellent presentation of the style and format I expect in a literary paper. Pay attention to good organization and logical transitions between paragraphs.
- Base your arguments on close readings of the texts you have chosen.
Two areas that are normally weak in the first draft are the use of quotations and the conclusion.
- Give concrete examples (quotes) from
the texts to support your arguments, but not to fill up space. These quotations are the evidence you need to provide to prove your thesis. You will usually use at least one in each of body paragraphs.
- In order to integrate quotes appropriately, first introduce the quote by making the point, connected to your thesis, that the passage illustrates. Next, include the quote, usually 3-5 lines of text. Finally, tie the quote back into your argument with a concluding sentence in your own words: "…remind your reader that these passages are there to prove a point. End your discussion on your words, not theirs." (Shannon, 162-3).
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)
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
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
- Why does the Arab take the road to the prison?
- 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
- Print out chart for final review Enlightenment-Modernism.
- Do you have questions about any of the works or the items listed in our class Glossary?
- Last day to turn in any late or extra credit work and the
Self-Evaluation/Participation Grade form.
- Turn in the final draft of your paper if it is ready.
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.
- Be sure your paper is correctly formatted, including page numbers.
Include all supporting documents, properly labeled:
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