Out-of-Class Essay #1– Due March 27, 2009Outcomes:·
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.
In 1929, Virginia Woolf maintained, "All women together ought to let flowers fall upon the tomb of Aphra Behn...for it was she who earned them the right to speak their minds" (202). Although Woolf did not have Harriet Jacobs in mind and Jacobs, in turn, did not have Aphra Behn in mind, one of these women might well have been the former slave who wrote Incidents in the Life of a Slave Girl in the 1850s. 