Study Guide for the Midterm (Part 2)

Above is a picture from a recent production of Nigerian playwright Biyi Bandele's adaptation of Oroonoko.  I hope that this play comes to the D.C. area!

Back to our study guide. 

Oroonoko (1688) -- connections between this novel & Things Fall Apart or Heart of Darkness, Oroonoko as heroic figure, early novel/Behn as pioneering woman/novel author...or is it a novel?!, Oroonoko as Abolitionist text (or not), primitive vs. civilized, myth of the Noble Savage, genre, cultural contact, relationship between Oroonoko & narrator, relationship between Oroonoko & Imoinda, Behn's depiction of Africa, Behn's depiction of Surinam

Candide (1759) -- what is funny?  what is disturbing?, satire exposing problems, satire as a problem/solution paper, picaro, philosophies, initiation as a theme, Candide's humor, objects of satire, Voltaire's depiction of Paris, Candide's relationship with Cunegonde, his relationship with Pangloss, his relationship with Martin, the ending -- why is Candide's commune in the Ottoman Empire?, treatment of women & lower-class in this satire


Recently Chicago's Steppenwolf Theater staged Harriet Jacobs, Lydia R. Diamond's play based on Incidents and Ms. Jacobs' life.  Above is a picture from the play's rehearsal; below is a video of a rehearsal:

http://www.youtube.com/watch?v=1ilWF-Fjrgk

Incidents in the Life of a Slave Girl (1861)-- life writing, slave narrative, 19th c. vs. 18th c., Virginia Woolf's description of the 19th c. from Orlando, slave narrative as argumentative or persuasive writing, Jacobs' expectations for women, her treatment by her owners, her sense of audience, her narration and use of asides to the reader, ending of narrative, how does she feel about her daughter knowing who her father was?

The Interesting Narrative of the Life of Olaudah Equiano (1789) -- life writing, slave narrative, the popularity of this work, slave narrative as argumentative or persuasive writing, Equiano's Christianity, his relationship with Capt. Pascal, Equiano was a slave in Africa as well, Equiano as narrator, Equiano was from what is now Nigeria


Jane Eyre -- what was controversial about this novel, its narrator

"Stale Mates" (1955, written in the US & in English)  -- set in Hangzhou (a picturesque city in Southern China) during the 1920s, the Warlord Era, what does it mean to be modern?, can one be modern?, Zhang Ailing's depiction of polygamy, the narrator and her attitude towards the characters, men & women, depiction of tradition

Raise the Red Lantern (1991, film) -- set in the north of China during the 1920s, what does it mean to be modern?  what does it mean to be traditional?, Zhang Yimou's depiction of women & of polygamy, visual/aural impact, relationship among the wives, relationship between Songlian and her maid Yan'er, is Master Chen a nice guy, a nice jerk, or a jerk?, what do you make of the ending?

The Story of a Stone/Dream of the Red Chamber (written 1740 to 1750, published 1791, the English translation is in five volumes!) -- frame narrative, Daoist novel, extended family, triangle among Bao-Yu, Bao-Chai, and Dai-Yu, Bao-Yu was a stone in a previous life; Dai-Yu was Diamond Pearl, debt of tears, how do we respond to Bao-Yu (he is moody, prefers to be with women, hates to study, and is interested in clothes and makeup), Bao-Yu's relationship with his father, Jia Zheng (a more traditional man, a scholar and civil servant), role of nature, Bao-Yu's relationship with his grandmother

Prompts for Our Midterm

Below are the prompts for the take home part of the midterm.  Choose only one prompt.  The essay will be due on Friday, March 27.

1.  A number of our works so far this semester were originally written in English although not every author was a native English speaker.  How does the presence of these works affect your definition of world literature?  (Consider that both Joseph Conrad and Zhang Ailing wrote in English and that Zhang had written a number of novels and short stories in Chinese.)  How does the presence of works NOT originally written in English (Candide, Raise the Red Lantern, The Story of the Stone) change your definition of world literature?  Consider Chinua Achebe and Ngugi wa Thiongo's arguments about the language one writes in.  With all this in mind, what role does English-language literature play in world literature after 1650?  What role should it play?  Why?  Why not?  What do works in translation like Candide or The Story of the Stone add to a world literature class? What does a film with subtitles add?  (If you have taken EN 201, feel free to make some comparisons between the classes.)  Consider the concept of World English.


2.   A common focus for a course like EN 202 is Imperialism or Colonialism and Post-Colonialism.  Choose up to three works that we have read so far, and examine how each fits--or doesn't fit into this focus.  Do any works complicate this focus?  Consider that we have also read works about the Ottoman Empire and that The Story of the Stone is set during the last dynasty of the Chinese Empire.  Raise the Red Lantern and "Stale Mates" are set in the aftermath of empire.

3.  Another common focus for a course like ours is geography.  Choose up to three works that are written by someone from a particular part of the world or are written about a particular part of the world.  Examine how each fits--or doesn't fit into the focus.  For example, how does Chinua Achebe's Things Fall Apart complement or correct Joseph Conrad's Heart of Darkness?  Then what does Olaudah Equiano's Interesting Narrative add to the mix?  If you have read other works from African, Chinese, or Middle-Eastern literature, feel free to bring them in.


4. Consider the novel as a genre.  What do our novels (Heart of Darkness, Things Fall Apart, Oroonoko, The Story of the Stone, Jane Eyre) have in common?  How are they different?  Feel free to bring in other novels that you have read in the past.  How does the novel change from time period to time period?  How does it change from culture to culture?  Also, how are novels different from satires like Candide or autobiographies like Incidents in the Life of a Slave Girl?

5.  Discuss life writing as a genre of literature.  Given your definition of literature, how is lifewriting (not only autobiographies and memoirs but also biographies, letters, and diaries) literature?  How is it NOT literature?  Could life writing be a more personal form of history? Consider The Turkish Embassy Letters, The Interesting Narrative of the Life of Olaudah Equiano and Incidents in the Life of a Slave Girl as your main examples, but feel free to include other examples from your reading (The Diary of Anne Frank, Narrative of the Life of Frederick Douglass, Black Elk Speaks, Into the Wild).

 

Study Guide for the Midterm (part 1)

These are the works that will be on the midterm:

Heart of Darkness by Joseph Conrad

Lady Mary Wortley Montague's Turkish Embassy Letters (to Alexander Pope, Miss Sarah Chiswell, and the Countess of Mar [Lady Mary's sister])

excerpts from Evliya Celebi's Book of Travels (the whole is ten volumes)

Things Fall Apart by Chinua Achebe (We also discussed his "An Image of Africa" and Caryl Phillips' interview.)

Oroonoko by Aphra Behn

Candide by Voltaire

excerpts from Harriet Jacobs' Incidents in the Life of a Slave Girl

excerpts from Olaudah Equiano's The Interesting Narrative of the Life of Olaudah Equiano

"Stale Mates" by Zhang Ailing or Eileen Chang

Raise the Red Lantern, dir. Zhang Yimou

excerpts from Xueqin Cao 's The Story of the Stone/Dream of the Red Chamber


The exam will be in two parts.  The first is the subjective exam (60 pts.).  This will be a take home essay.  The second is the objective exam (40 pts.).  I will ask you to fill in the blanks, answer multiple choice questions, and give short answers.   For the most part, the questions will be cover what we discuss in class.  I may ask you to list three to five things that you learned from reading this blog. 

Topics discussed for each work:

Heart of Darkness (1899, 1902)-- between 19th & 20th century, imperialism, history of Congo/DR Congo, frame narrative, Marlow as narrator, Marlow as hero/Kurtz as hero, hero's journey, Marlow & women, Marlow & Africans, Marlow & Europeans who are not English, is Marlow Conrad?/is Conrad Marlow?, Apocalypse Now, An Image of Africa (Achebe's response), Conrad's decision to write in English

Turkish Embassy Letters (written 1716-1718, published 1763) -- Lady Mary's sense of audience, her perspective on the Ottoman Empire, the Ottoman Empire, orientalism, her correspondents, her visit with the wife of the Grand Vizier and then with the wife of the Kabya "the difference between an old devote and a young beauty," letters published *after* Lady Mary's death & even then they were edited, genre of lifewriting



Book of Travels -- ten volume work, Celebi traveled throughout the Ottoman Empire (Turkey, Albania, today's Iraq, Egypt), in the section we read he visits the site of a famous battle and advises the Caliph on how to preserve a ???'s gravesite from desecration, how does Celebi portray the land & people?

Things Fall Apart (1958) -- one of the first modern African novels but not the first (Amos Tutuola's The Palm-Wine Drinkard was published in 1946.), Achebe's depiction of 19th c. Igbo/Ibo society, Okonkwo-'s conflict with his son Nwoye and its outcome, impact of Christianity & British rule, Okonkwo & his wives, the society's attitude towards war, is Okonkwo at odds with his own village (Umofia)?, his conflict with his father, proverbs, what does Umofia value?, Okonkwo's relationship with Ikemefuna, what falls apart in the novel?, is Okonkwo a hero?  Is he a tragic hero?, roles of tradition & ritual, is Okonkwo flexible?  is his village?  why is flexibility important and how does it affect the outcome?, feel free to refer to "An Image of Africa" and interviews with Achebe

Essay #1

Out-of-Class Essay #1– Due March 27, 2009

Outcomes:·

To study great, representative literary works from around the world, analyzing them in depth and applying appropriate literary terminology;·

To survey a selection of world literature from Africa, Asia, Europe, and the Americas (after 1650);·

To promote understanding of these works through written response;·

To identify and appreciate major literary genres, content, and style in a variety of works;·

To acquire and practice literary terminology;·

To develop critical thinking through comparative consideration of world literature and, where appropriate, secondary sources;·

To examine literature in relation to its political, social, and historical environment;·

To build on group discussions and blog entries of issues pertaining to the literature and its criticism;·

To write multi-page papers that demonstrate critical reading of texts (primary & secondary sources) and use a style appropriate for academic discourse;·

To maintain academic honesty and use MLA citation (in-text and works cited)

In this assignment, you will be writing a two to five page argument responding to a reading from our class schedule or a video that we’ve seen in class.   This essay may be a traditional literary analysis, exploring one element in a work.  This element may be a work’s genre, its plot, character, setting, theme, imagery, tone, or diction.  You may even want to explore the meaning of a specific passage. 

You may also explore the work’s cultural context (Candide as an Enlightenment text or Oroonoko as an abolitionist text) or its position within world literature.  For example, how does Candide fit with novels like Oroonoko or lifewriting like "The Interesting Narrative"?  What role does the slave narrative play in world literature?  What role does life writing play?

Consider the role of language in world literature.  Joseph Conrad chose to write in English, his third language, rather than in Polish or French.  Chinua Achebe chose to write in English; he also argued that doing so would guarantee him a wider audience.  However, Ngugi wa'Thiongo writes in Gikiuyu, his first language, because he states that to do otherwise would perpetuate colonialism.  What do you think?  Consider that in this part of the semester, we have read a number of English-language works (Heart of Darkness, Oroonoko, Incidents in the Life of a Slave Girl, Things Fall Apart) *and* translated works (Candide, The Story of the Stone, A Doll's House, Mother Courage).  Our movie, Raise the Red Lantern, will be in Chinese.

 Finally, use this assignment to explore a topic that has come up in class or among the journal prompts. If you are in the honors module, I encourage you to write on one of the optional writings.  You may also use a reading from our anthology to illuminate one of our assigned readings.  You may use secondary sources from literary criticism, especially if you are in the honors module. 

At this point, though, I am much more interested in what you think of Things Fall Apart or Candide for example, based on your reading of the text rather than what I think or what some literary critic thinks.   However, depending on the approach that you’re taking, you may need to use some secondary sources to provide additional background or support a point that you are making.  Keep in mind that these secondary sources are simply that—background material and support.  They will assist you as you make your case, but make sure that you have the best possible source.  Even though I have gathered a number of web sites, I try to choose the most scholarly yet accessible sites. For citation, even if you do not use secondary sources, you will be using MLA (in-text and works cited). 

Please see me if you need additional information, especially if you are using a source that is not in our anthology or if it has been a while since your last freshman composition course.It goes without saying that I expect this paper to be your own work.  Feel free to draft your paper in your blog or journal.  I’ll also be happy to talk over or look over your ideas during my office hours or (internet connection permitting) online.  If you’d like a second opinion, you may also want to work with one of the Writing Center’s tutors.

Grading

An A paper will be outstanding on all or most levels: close, critical reading of a text or texts, focus, development, support for argument, organization, style, and grammar/mechanics.  (I have listed each level in order of importance; however, errors in the last area will affect your grade.)  It may be on a reading we’ve discussed to death.  In that case, it will show me new insights derived from your close, critical reading and, if necessary, secondary sources.  Alternately, this paper may be on a reading that has been assigned but not discussed in class.  This option may not produce an easier “A,” as I will be looking at your ability to scrutinize a text and produce a well-written essay without the opportunity to discuss your text (and listen to others’ insights about it) in class.  However, it can be a productive route to an A.

 A B paper will be effective on all or most levels: close, critical reading of a text or texts, focus, development, support for argument, organization, style, and grammar/mechanics.  (I have listed each level in order of importance; however, errors in the last area will affect your grade.)  It may be on a reading we’ve discussed in class or a reading that I’ve assigned but not discussed in class. 

A C paper will be adequate on all or most levels: close, critical reading of a text or texts, focus, development, support for argument, organization, style, and grammar/mechanics.  (I have listed each level in order of importance; however, errors in the last area will affect your grade.)  It may be on a reading we’ve discussed in class or a reading that I’ve assigned but not discussed in class.  Note that a C is not failing, simply “average.” 

A D paper will contain significant problems on one or more levels:  close, critical reading of a text or texts, focus, development, support for argument, organization, style, and grammar/mechanics.  The first five areas are especially important.  Papers can also be too long or too short.  Please check in with me or a tutor at the Writing Center if your paper has fallen into this category.

A failing (F) paper will be inadequate on one or more levels:  close, critical reading of a text or texts, focus, development, support for argument, organization, style, and grammar/mechanics.  The first five areas are especially important.  Papers can be too long or too short.  Please check in with me if your paper has fallen into this category.

I reserve the right to give your paper a grade of R.  This is not a failing grade, but I am requiring you to rewrite your paper because of problems on one or more levels:  close, critical reading of a text or texts, focus, development, support for argument, organization, style, and grammar/mechanics.  I may also assign this grade because of what I perceive to be insufficient effort or inadequate understanding of the assignment.  If your paper falls into this category, please see me to talk about ways to rework your paper.

Remember to submit your final draft to www.turnitin.com before you hand it in to me.  Let me know if you are having problems starting up your account or submitting your paper.  I’m always happy to walk you through the steps.

Please let me know if you are having problems with your paper or may have to hand in your paper late.  There will be a late penalty of one-third of a grade per day, but I will waive the penalty if you’ve talked to me ahead of time.

The Presentation for EN 202 & 202HM -- At long last!

Presentation (to be scheduled anytime before Jan. 29 and May 5—except for the days of the midterm)

Objectives:      
To study a representative work of world literature, analyzing the work in depth OR to provide a useful context for understanding a work or a genre of world literature;
To promote the class' understanding of this work or its context; 
To identify and appreciate genre, content, and style; 
 To develop critical thinking;                  
To examine the work in relation to its context (literary, social, and historical                         environment);                  
To facilitate group discussions of issues pertaining to the work or its context;                         To investigate secondary sources on the work, applying these to promote                             further understanding of works from different genres and cultures. 

In this project, I will be looking for a well-focused, developed, and organized presentation that adds to our understanding of a literary work and its cultural contexts.  This presentation may be a solo presentation; alternately, up to three of you may join together to present on a work, or you may put together a web-only presentation.  This may be a good option for those of you who are more introverted because you will be able to write, research, or handle technical and/or administrative duties while your colleagues speak to the class. 

However, many groups do run into rough spots along the way, so it’s important to work with people you feel comfortable with and to keep each other on track.  It may help to divide up the roles. If you are in the Honors Module, I encourage you to lead a group, and I would like you to explore a specific question. You may focus on a particular work from our reading list, or, if you are in the Honors Module, you may discuss a work outside this list.  (In the latter case, you will need to give a quick summary of this work.) 

Each solo presenter will have 5-10 minutes.  Each group will have 15-20 minutes for the entire presentation.  Time and interest permitting, you may go over this limit. If you will be presenting by yourself, choose one aspect that will illuminate your work for us. If you will be working in a group, you may discuss more than one aspect, but be sure that each topic included in your presentation complements the others. 

For example, if your group has chosen to discuss Raise the Red Lantern, each person could explain his or her favorite scene.  Alternately, one person could give some background on China before its revolution, a second person could talk about women’s roles in that society, and a third person could talk about polygamy there. 

However, this presentation need not be on an academic topic.  One student demonstrated the game of Go in order to give us another window on Japanese culture.  Another student told us about a game played by the Atzecs.  Other students gave us guided tours of Dante’s Florence and Shakespeare’s London respectively.  Another group of students presented on Chinese holidays, providing us with delicious food and showing us a clip from a TV show shown on New Year’s Day.  Then several students presented on the world premiere of Current Nobody, a play that they had seen. 

If you have traveled to India, Africa, or Japan, a presentation about your experience might be interesting.  Alternately, you may want to present on a contemporary film from one of the cultures that we are studying.  Also feel free to bring food, drink, or music that augments your presentation. 

Feel free to use the web pages I will be posting as sources for your presentation although these pages are only starting points.  You may find that additional library research will be useful.  I also encourage you to incorporate audio-visual materials in your presentation.   I am able to request a computer with a DVD player if you give me a week’s notice.  Interestingly, though, one of the most dynamic presenters ever used the chalkboard for his presentation on Indian culture, and several students during the summer used the good old poster board method.

Half of the grade for this project will be based on your presentation in front of the class; the other half will be based on your preparation for this presentation.  Be sure to keep me posted and provide me with your note cards.  I am confident in your ability to handle any problems that occur, but if problems occur, I do like to know about them before the day of the presentation.  (Moreover,  I want to make sure that my presentations and yours don’t overlap.) 

Finally, make sure that your presentation fits into the schedule.  Everyone is expected to participate in this assignment, but a presentation that discusses The Story of the Stone once we’ve moved on to Mother Courage just won’t work.  On the other hand, it may be an excellent idea to review The Story of the Stone before our midterm or our final.  (By the way, questions about the presentations will be on each exam, so it will be important for you to attend and take notes.  And, of course, everyone deserves a good audience and a lively question & answer session afterwards.)

A-- This presentation will be well-focused, well-developed, and well-organized, with a specific theme.  If this is a group presentation, each student’s section will fit smoothly into this theme, and it will be clear that the group works well together.  Tasks within the group have been divided fairly, with each student taking on a definite, significant role.  Taking advantage of audio-visual support, students will choose topics and approaches that help the class understand the literary work and its contexts more fully.  As they look and listen, the audience will recognize that this presentation has been planned out and rehearsed.  Clear, concise handouts will be available.  There may even be an opportunity for the audience to participate in this presentation.  The introduction and conclusion will tie the parts of this presentation together.  The audience will be encouraged to ask questions afterwards. 

B -- This presentation will be focused, developed, and organized, with a general theme.  For the most part, the group’s theme will hold everything together, and all support will be relevant.  Tasks within the group have been divided fairly, with each student taking on a role.  Students will choose useful topics and approaches, taking advantage of audio-visual support.  This presentation will have been planned out and rehearsed beforehand.  Handouts will be available.  The introduction will be relevant, and the conclusion will tie up all loose ends.  The presentation will engage the audience who will be encouraged to ask questions afterwards.

C-- For the most part, this presentation will be focused and organized.  There will be a theme, and each student will have a definite role.  However, there may be some overlap or gaps.  The group will have planned out its presentation.  A handout may be available.  There will be a clear introduction and conclusion.  Most of the presentation will interest the audience.

D--For the most part, this presentation will have some sort of a focus.  One or two members of the group may not have been involved in planning this presentation.  Some of the presentation will interest the audience.  There may be no handouts, or handouts may be irrelevant.

F--This presentation will be sketchy, running under its allotted time.  Alternately, this presentation will be digressive and disorganized, its focus changing from time to time.  The introduction and conclusion may be missing or irrelevant.   I have also posted some of the presentations from the previous semesters on Blackboard so that you can see some good examples and improve on them.