FRESHMAN COMPOSITION, RHETORIC, GRAMMAR II

&

INTRO. TO LITERARY RESEARCH & WRITING

INSTRUCTOR: James Maxfield

Scroll down to the bottom of this page for this week's class announcements, which are usually posted by Sunday evening!  I may have additional notes, so please check on Friday afternoons also.

Week 16 May 6 & and Exam Day May 13

This week, turn in any past due work for reduced credit. 

Turn in Ex. 10 for extra credit = one additional exercise grade.

Turn in the final draft of your research paper, including abstract, proper MLA works cited, and your research log.  (There will be point reductions for missing any of the above.)  If you wish to have your paper returned on the 13th, please provide 2 copies of your paper.  I would like to keep a copy of your paper for my files.

I will evaluate your Portfolio of work (notebooks) during the film: Be sure to have your 100 word vocabulary completed.

We will watch as much of the film Hamlet as time allows.

Exam Day:  We will watch the remainder of Hamlet.  After a short break, we will have individual student presentations of your research paper findings and we will try to assess the Shakespeare authorship controversy and sum things up.  No other papers will be accepted on Exam day.

Week 15 April 29

It appears that I was incorrect about our last class date and I will confirm it in class on the 29th.  Unless I discover otherwise,  we will have our last regular class on May 6!!  So, paper presentations will be moved to May 13.

Please bring a rough draft of your paper for me to look at during class for quick comments.  Also turn in your paper abstract first draft for review.

Finish watching Much Ado About Nothing.  Depending on what time remains, we will try to watch some of Hamlet or a short film on Oxford, which has been ordered as is overdue.)

Be sure to complete all other past due exercises (6-9), and bring in your finished notebook of work, extra credit, and vocabulary.   I will grade them during the films.

Ex. 10 will be given out in class for extra credit = 1 regular exercise.

Review 7-part essay structure for your paper:  (The bold points listed below are the parts of a 7-part essay.)

Introduction:  Background of authorship controversy, lead up to your thesis, and make your claim to defend Shakespeare or argue for another candidate or theory.  (State Your Thesis)

[Be sure to summarize the main points why Shakespeare's authorship has been questioned for nearly 400 years.  All papers will need to do this regardless of the thesis.]

So What?  Provide a brief discussion of the importance of the topic and additional research.

Statement of Fact:  Begin your discussion with a statement of fact that is important to your thesis.

Note: Your Intro., Thesis, the So What?, and Statement of Fact should cover about 1 1/2 to 2 pages.

Body: (5-6pages) Organize your paper and be sure to lest at least 5 or more key points of evidence and examples to support your thesis.  Devote at least 1 page or more to each point.

Refutation:  (1-2 pages) Provide several key counter-arguments to your points of reasoning and explain them away if you can.

Emotional Appeal: (1 paragraph)  Include a paragraph that expresses the importance of this issue to you and relate it to your thesis.

Concluding Section:  Restate Thesis, Summarize your Key points, make some final appropriate comments--where will your research lead in the future, etc.

Note: Be sure to write a half page abstract for your paper using MLA format like the sample given in class.  Required!!!

Week 14 April 22

View Video: Argumentation: Attack and Defense Part I

Workshop on Ex. #8--each student must bring a draft of Ex. 8 by creating 6 short paragraphs that can be used in your research paper.  Each paragraph must illustrate an argument that you can use in your paper and must also illustrate one of the 6 logical constructions discussed in Ex. #8.  Be prepared to put one of your examples on the board for discussion.

Give Ex. #10, some simple practice in revising passive sentence transformations into Active sentences.  This will help you when you revise your paper for sentence clarity and to avoid the use of too many weak Passive sentence constructions.  Transform the given sentences (taken from Diana Price's book) from passive to active sentences.

Finish watching the last scene of Henry V film.

Discuss research paper outline as a 7-part essay argument.

Discussion of La Commedia Dell'Arte.  Watch film of Shakespeare's comedy: Much Ado About Nothing.

Week 13  April 15

Review Video: Argumentation: Assembling a Case

If is arrives, there will be a video that focuses on the Oxfordian claims.

Review abstracts from last week.

Review major claims for and against Shakespeare.

Review Claims and Evidence and how they are used in your paper.

Discuss Ex. 8: Setting up paragraphs for your paper using 6 basic logical constructions of inference based on evidence.  Research the following: Logical Arguments on Google.com.  Especially:

http://papyr.com/hypertextbooks/comp1/logic.htm

http://philosophy.lander.edu/~jsaetti/Welcome.html

Scroll down to you see Inference Rules and be familiar with the first 5 listed there as well as Destructive Dilemma.  Study the logical patterns and examples of each of these six constructions.

Shakespeare's 38 plays can be divided nicely into 3 categories: Histories, Tragedies, and Comedies.  We may watch the last half of the award-winning film of Henry V, one of Shakespeare's most memorable "History Plays." 

In later weeks we will watch most or all of Hamlet, arguably the best Tragedy and perhaps the best play of all time, and Much Ado About Nothing, a rollicking fun comedy. Shakespeare's comedies are mostly set in Italy and are imitations of the Italian comedies favored there during the Renaissance called The Commedia dell'arte.  Research this term on Google.com. 

As you know, it is a fact that Shakespeare never personally left England or visited Italy, while most nobleman, such as the Earls of Oxford, Darby, Rutland, Essex, as well as Francis Bacon and his brother Anthony all spent extended periods in Italy.  However, there is some evidence that Shakespeare was very close to many of the writers and translators who were attached or associated with the Earl of Essex prior to his execution in 1603 (?).  See Martin Green's book Wriosethely's Roses, which is on my suggested reading list.  Could Shakespeare have acquired detailed knowledge of the Italian theater from second hand sources?  Or is it more probable that the author of the plays had first hand knowledge from having been there?

Week 12 April 8

We will view another short video lecture on Argumentation: Claims and Evidence.

Another video on the Shakespeare authorship issue: To Be Announced.

Present your final 3 research abstracts--please bring at least 12 copies; and be sure to edit your abstracts so they fit to a single page; and be sure to correct your MLA citations for each abstracted source.

Researcher and author Ms. Diana Price will visit with us this week and give an informal, brief presentation regarding literary evidence and her research work in general.  She will answer your prepared or spontaneous questions regarding her research and writings.  (Note:  Students wishing to join Diana Price and me for an informal (dutch) lunch after class are welcome.)

Read the Article handout by Diana Price from the Tennessee Law Review: "Evidence for a Literary Biography."  You also should have read by now the chapter from Ms. Price's book and the article from Skeptic magazine that are posted on the Tri-C library Electronic Reserves from the library home page.  Note:  Each student is asked to bring 1 or 2 written questions about any of Ms. Price's writings or about the Shakespeare authorship topic to class.

Make a list of the Evidence Against Shakespeare--the man from Stratford:  All students are to write out the main points of attack and the evidence that seems to question that Shakespeare was not qualified to be the author of the poems and plays or that point to problems with his candidacy as the real author.  Write a 2 or 3 paragraph narrative rough draft of these points to use in your research paper introduction.  Bring to class for brainstorming session.

So What?  From Ex. 6, write a paragraph that can be used in your paper near the beginning that answers this question:  So What?  Your answer should address why studying this issue is important and beneficial.  [Note:  We will review later in Ex. 9? that answering this question in your paper is part of a standard 7-part essay format. Bring to class for review.

Focus Question:  It is not to soon to begin forming some focus questions that can lead you to your research paper thesis.  But first you need to decide if you will defend Shakespeare's claim as author or if you will advance and argue for the claim of Oxford, Bacon, Marlowe, or some other candidate or possibility.  You must submit a short paragraph proposal of your research paper next week as follows:  (Due Next Week!)

Introduce Ex. 8:  Working with some basic logical argument structures to set up individual paragraphs for your paper.

Week 11 April 1

Turn in Ex. #6--your 2 written interviews.  Several students have not turned in Ex. #4, which is late.  Also turn in your revisions of Essay #2 at the beginning of class.

I think we will skip part two of the In Search for Shakespeare video.  Instead we will watch 1 or 2 short videos on Argumentation:  Burdens of Proof and Claims and Evidence.  Following those, we will view the recent (2003) video on the authorship question that focus on the claim for Christopher Marlowe, which is very interesting.

Research Sharing:  Bring 3 new abstracts of new source materials and be prepared to present 1 of them to the class in a 2 minute overview and how you think it might be useful for someone's research paper.  Be sure to bring at least 12 copies of your abstracts--3 to the page.  Most students did well on these.  Reminder.  Your 9 abstracts count as 10% of your total grade.

Future videos include: 1 or 2 more on the Authorship topics; Hamlet (at least parts of it); Much Ado About Nothing; the last third of Henry V.  This will give us then at least a sampling of one each of Shakespeare's tragedies, comedies, and histories.  (Note: Some students are having trouble remembering that play titles are not poems; they are major works and must be underlined.)

We will discuss Ex. #7, which we be a small group exercise of a critical reading of one or two short essays by Francis Bacon and identifying some figures and elements.  We will also review the first 4 basic logical argument structures, which will be used again later for Ex. 8.  I will try to give you some class time to work on Ex. 7 in small groups, then you can finish it on your own.  (If we do not finish all of this, we will finish it next week.  But in any case, finish Ex. #7 on your own for the next class so we don't fall behind.)

See 9:00 sharp on Sat.!!

Week 10 March 25

Turn in Ex. #5 if you have not done so already.

Handouts from last class: Research tips, research sources list, research log form; others.

This is the general format for the next few classes.  After watching a video, I will introduce the class exercise for the week.  Then students will distribute copies of their weekly research abstracts (3 abstracts as instructed--see class handout and samples given out in class). 

Each student will introduce to the class one of their research sources of the week: an article, a book, a book chapter, a video, an interesting internet resource or web site.  (You may not use more than 1 non-print resource as an abstract each week.)  Be prepared to explain to the class the nature of the resource material, its relevance, and it usefulness to your topic.  Your presentation should be about 3-5 minutes long followed by a few Questions and Answers or brief discussion.  Students not coming to class prepared may lose class participation points.  Bring the book or journal article with you so you can pass it around.  Be sure to bring 12 copies of your abstract to give a copy to each student.

The featured video for the next 2 weeks (about 2 hours each week) will be:  In Search of Shakespeare, written and directed by Michael Wood, produced by Maya Vision International, 2003 (formerly seen on PBS television).  This video will provide a detailed and provocative introduction to Shakespeare's biography (the conventional one), his times, his youth, his loves, his "lost years," his career, and his plays.

Introduce Exercise #6: Conducting and writing up 2 short interviews about the Shakespeare Authorship issue. (This exercise will help to provide students with some insights on why this issue is important or interesting as an area of study and research.  It will be used to establish a basis for an element of their research paper's introduction:  the "So What?" question, which will be explained in more details in a later exercise when you begin outlining your paper.

In subsequent weeks we will watch and discuss scenes from Hamlet and view some specific programs that discuss various aspects of the authorship issue that focus on the 17th Earl of Oxford and Christopher Marlowe.

Week 9 March 11

If you missed class, there were about 10 handouts.

Please be on time to all future classes!  (We are about 1 week behind schedule.) During the next 3 classes we will have about 2 hours worth of videos to watch.  And in subsequent weeks at least one hour of video is planned each week on our topic. 

Turn in Paper #2; bring in your notebook (portfolio) for a quick review during the films.  Mostly I just want to see that you have organized your work and that you have started your vocabulary sheets.

Conferences:  I will conduct a brief conference with each student during the film--about 3 minutes.   Bring in any past due work or revisions.

Watch Video: Shakespeare in London: The Life and Times of the Real William Shakespeare.  Thousand Oaks, Ca.: Ironhill Pictures, 1999.

Introduction to the Sonnet; watch 2 videos Shakespeare's Sonnets.; review several of Shakespeare sonnets.

Short Homework/In-Class exercise: Take Shakespeare's Sonnet 116 and parse out the meter by detailing each syllable of each line according to its accentual stress pattern of stressed and unstressed syllables. Identify the name of the patterns of metric feet in each line: iambic, trochaic, dactylic, spondaic, anapestic.  The type of verse is going to be iambic pentameter for the most part, but be able to label specific metric feet that depart from the standard iamb and try to determine why Shakespeare made that departure, i.e., what effect does the specific meter change have on that line of the poem.  (Consult your textbook in the poetry section for more information on Meter and Rhythm.)

Note this change:  Turn in Ex. #5 on March 25.

The last 5 exercises in the class directly relate to your research paper, and in most cases will in some way assist you in completing some aspect of your paper planning or writing process. 

RELAX!  Some of you were alarmed or concerned about the number of pages I expected you to be reading the last half of the course.  That estimate was only an average and it was inclusive.  In other words, it includes all assigned readings, all handouts, electronic reserves articles, as well as your personal research.  It also assumes that each student in the course of their research will be looking at not less than two unassigned resources each week: books, journal articles, or other videos on the topic. 

Each student will bring in 3 short abstracts each week during weeks 10-12.  These take about 5 to 10 minutes to write each.  I will show you how to do it and provide you with a sample.  I will make copies of your abstracts during class and give one to each student.  This is an easy way for students to help each other to extend and leverage their individual research efforts.

Quick Lecture: How to write a short resource abstract; samples.

Introduce Research Log sample and blank worksheet.

HELP!  I will give you a strategy on how to do research quickly and efficiently, how to keep track of your notes, paraphrases, and quotations, as well as your bibliographic citations, and also how to cut and paste them into your paper as you edit your various drafts.

Don't sweat it!  I will get you through.  And you will enjoy it.

Week 8 March 4

Ex. #4 is due today.  Essay #2 is due next week.  You must have at least 5 Responses completed/revised by now.  You may turn in one (1) final response or revised response the first class after spring break.  No essay #1 revisions will be accepted after March 11.  (Note: the Shakespeare books are in if you missed class last week.  If you need one, bring $17.50.)

Other Reading:  The class reading will increase now until the end of the term substantially--about 200+ pages per week with your personal research.  So, plan accordingly:  You should finish reading Hamlet and the first 4 sections of Who Wrote Shakespeare? no later than March 25, but it will be better if you have at least some of it completed by March 11.  By March 25, you should have enough information from your readings and preliminary research into the Shakespeare authorship question to choose a candidate to defend for your research paper.  By this time you should also have chosen which other Shakespeare play to read to support your case.

Be sure to read all of the articles posted for this class on the Tri-C library Electronic Reserves pages.  Also see my notes under Research on my English 1020 home page that gives internet links for Shakespeare authorship studies.

Today's Class:

Read Ch. 29: pp. 1092-96 "What Is Poetry?"  I was surprised no one really utilized this section to help complete exercise #2.

Read and review pages in your book on rhythm and meter: pp. 884-907.

Read pp. 917-922 about Sonnets and several sample sonnet poems.

See also p. 916: "Finding a Poem."  Read: "Curious Captive" handout

Read: pp. 978-79: Wordworth's sonnet "The World Is Too Much With Us."

Handout on Shakespeare works that support various authorship candidates.

Note: Ex. #5 is due on March 11.  But I will accept it late on March 25 with a 1-letter grade penalty markdown.

Week 7 Feb. 25

Turn in Paper #1, Ex. #4; any past due work.

Last week we reviewed the extra credit poem "Binsey Poplars" and talked about Hopkins' concept and use of sprung rhythm.  We also reviewed two poems written by the instructor: a villanelle and a sestina.  Extra credit was offered if any student wants to try writing their own poem using one of these two poem forms.

Note: 1 or 2 more Extra Credit opportunities may be given later in the course on this page.

Last week we discussed the format and requirements for Essay #2, which is Due on March 11.  (This is a one week extension of the original deadline.)  The 5-6 page essay must argue some point related to a theme chosen by the student.  At least 1 play and 9 or more poems must be used as examples or support to illustrate your thesis point.  MLA format must be followed for the paper along with your works cited.  Your works cited page must include references for each poem referred to in your paper AND you must also include at least 5 outside research source references from other critical books or articles written about your topic and/or subject poems.  The play should be one from our book.  I suggest you use either Hamlet or Raisin in the Sun, but you may choose another from the book or by special permission.  (Note;  All students must read Hamlet anyway for the second half of the term.)

Some Ideas for Paper Topics:  Innocence and Experience; Roots, Identity, and Culture; Love and Hate; Families; Nature; War and Power, Technology and Ethics; Life and Death; War; Connections of Poetry to Art, Music, and Dance; Coming of Age; Epiphanies (Learning Experiences); Crime and Punishment;

Others can be added to the list.: almost any abstract term, concept, or idea can become a general topic, such as: Beauty, Eternity; Democracy; Courage; Desire; Experience; History; Infinity; Immortality; Good and Evil; Fate; Memory and Imagination; Philosophy; Pleasure and Pain; Religion; Slavery; Soul; Truth; Time; Virtue and vice; Wisdom; etc.

Suggestion: Find a group of poems that relate to each other in some way that are about one of the general topics listed above.  Then decide what question or statement you can make that talks about the topic.  Use your readings to support your thesis statement.  (For more help, see notes on this Home Page listed under Paper #2.)

This week, decide on your topic and choose at least half of your source material poems and a play.  Formulate your topic and then complete a worksheet for developing your thesis using the Question and Answer method--like we did for Paper #1--the Thesis Development Worksheet.  We will work on this in class.

Last week we also watched Poetry Video No. 5.  We will watch Lecture No. 6 this week.

Note: The Shakespeare books did not come in yet for the last class; I hope they will come this week.  But feel free to purchase your book on your own from your local bookstore.

Next week we will look at 1 or 2 more video lectures and do Ex. #5.

Week 6 Feb. 18

If you missed class, read and study the two poems by Dylan Thomas in your textbook:  "Fern Hill" and "Do Not Go Gentle into that Good Night."

Bonus: For those students who are reading the class announcements, here is an extra credit bonus for you.  Access the following website to find the poem "Binsey Poplars" by Gerard Manley Hopkins: http://www.igreens.org.uk/binsey_poplars.htm

(You may have to "copy" it and "paste' it into your internet browser box or do a google.com search for the title of the poem "Binsey Poplars.")

Extra Credit Assignment:  Print out the poem and some of the background material on the website.  Read the poem, summarize it in a few sentences, and discuss the following in a one-page narrative:

Identity and point out examples of Hopkins' use of alliteration, word choices, and rhythm and explain how these devices add to the impact of the poem.  (Be prepared to help me lead the class in a short discussion of the poem.)  You may bring along some other research materials from the internet or another book for the class discussion.)

To receive credit, turn it in on Feb. 18 at the beginning of class.  This assignment will count equal to one of your major exercises and added as bonus points. 

Rest of Class:

Turn in Ex. #3 and Essay #1--a close reading of a single poem.

We will look at a new video about 4 contemporary poets that will provide additional insights that you may use for Essay #2.  And if time permits, we will look at another of the poetry lectures (Ch. 5 and 6, which you should have the handouts for).

Note:  An excellent resource for Paper #2: What Is Poetry? is The New Princeton Encyclopedia of Poetry and Poetics, Preminger and Brogan, Editors.  It comes in 2 versions, full and abridged texts.  If it is not in the library, you can order it through Ohio Link.  You can also find used copies at Half Price Books or Amazon.com, or new copies at all major bookstores.  I am sure it is also available through the Cleveland Public Libraries.

I hope to have the Shakespeare books for you this week.  I ordered 12, and 6 students signed up for a new copy from me at $17.50.  I will buy back undamaged books for $7.50 each.  Other used copies are available on either Amazon.com or Bookfinders.com with prices starting at about $7.00 and up plus shipping, which runs about $3-$4.

Who Wrote Shakespeare?  As you read the book, I want you to help yourself as follows: 

Portfolio Assignment: As you complete each section of the book, write down in your notes the key evidence offered for each of the 5 primary candidates as well as for the traditional Shakespeare.  Also note the evidence offered against any of these men.  And note the evidence the supports or goes against the "Man from Stratford."  In other words, make some kind of list or table that shows the strengths and weaknesses of each primary candidate as well as for the traditional author, the man who lived in Stratford-on-Avon.  This should be completed by week 9 and turned in for review.  By week 10 you must choose which candidate you intend to support with your research paper.

Week 5 Feb. 11

In Week 4 we reviewed Ex. 3, Essay #1, Ex. 2, problems with writing responses: be sure to designate a different rhetorical mode writing strategy for each response. (Review the 8 rhetorical modes in your Handbook and in the Writing Strategy textbook used in English 1010.)

The supplemental readings for this class are located on the Tri-C library Electronic Reserves link on the library home page.  Follow the instructions to locate and download or print the essays.  The instructions may also be listed on our class home page under Research.  Read the first 6 or 7 essays during the next 3 weeks.  Several of these as well as the essays passed out in class may be helpful resources for your first two essays.

Turn in Ex. #3 for in-class review; bring worksheet for Essay #1 Topic Question and Thesis Development

Begin Ex. #4 and turn in next week with Essay #1

View Poetry Lecture Videos 4, 5, and 6; Listen to some of Dylan Thomas' poems

Begin thinking about short paper essay #2.  All students will have the same topic: to define and answer the question What Is Poetry? and provide examples from at least 5 poems to support your discussion points.  You should use some Comparison and Contrast and all or part of your Exercise #2 Extended Definition as part of your Essay discussion or introduction.  Essay #2 is due on Week 8.

Note: I will order 10 or 12 of the Shakespeare books from Amazon.com.  They will probably be in by next class.  If you want to purchase a book from me, bring in $17.50--please have exact change.  Students wishing to sell back their undamaged books to me may do so for $6.00--that's a better deal than the bookstore gives.

Week 4: Feb. 4

Take Attendance.  Turn in Poem Response #3 & Ex. 2 (Expanded Definition)

Print out poems from Poetry Video handout sheets for Lecture 3 & 4 from Internet poetry sources.  Just print out the poems that are not in your textbook.

Read the 3 essay handouts on poetry by Robert Frost.  Identify Frost's thesis and main points in each essay and be prepared to discuss---possible quiz..

View Poetry Lectures 3 and 4; Review some of the poetic terminology and rhetorical devices. 

Review Ex. 3 (Due Week 5) and Essay #1--Due Week 6

Discuss Ex. 4 and 5.

View Dylan Thomas video

Listen to Yeat's: "The Lake Isle of Innisfree";

Note:  The book Who Wrote Shakespeare? is available through Borders or Barnes and Noble ($21.25 with tax).  You can buy it on Amazon.com for $13.50 or less plus shipping.  Anyone who wants me to order their book from Amazon.com, please send me an email or tell me on Saturday.  I will buy-back undamaged new books purchased through me or on your own for $5.00 each.

Note: Your reading of this book must be completed no later than the 7th class.  So please be reading the book about 60 pages per week!  You should also be reading Hamlet, the most famous play by Shakespeare.  I hope we can do a dramatic reading in class of some key scenes as well as watch the film.

Week 3: Saturday, January 30

Please remind me to take attendance in case I forget!

Turn in Poem responses 1 & 2

Turn in Exercise 1 (if you forgot last week); Ex. #2 is due next week!

Library Orientation

Look up literary or poetic terms from the poetry handout.  Find these poems on the internet, print them out, and bring them to class (this will take you about 30 minutes):

Poetry Video: Lecture 1;

Read Carefully and briefly discuss the 2 short essays by Robert Frost handed out in class:

Begin thinking about Essay #1 (see instructions for essay #1 on this home page).  You will be completing a "close reading" and analysis of a single poem from the following list:  (Many of these poems are in your text.  Check the index in your edition to find the page.  If it is not there, you can easily find the text on the internet.)

We will discuss the assignment in class.  It will be due on class #5.

Note:  The book Who Wrote Shakespeare? is available through Borders or Barnes and Noble ($21.25 with tax).  You can buy it on Amazon.com for $13.50 or less plus shipping.  Anyone who wants me to order their book from Amazon.com, please send me an email or tell me on Saturday.  I will buy-back undamaged new books purchased through me or on your own for $5.00 each.

Next week: Lecture 2 plus listen to Yeat's: "The Lake Isle of Innisfree"; others if time permits; Video on Dylan Thomas

Week 2: Ending Saturday, January 21

Complete and Review the grammar and proofreading practice quizzes

Review Ex. 1 (Paraphrasing) and Introduce Ex. #2 (Writing an expanded definition for the following:  (1 page each)

Read first 2 sections of textbook: pp. 698-748.  Complete your first written Response on any poem in this section.

Supplementary Textbook:  The background reading text for our Shakespeare research paper can be purchased at any bookstore (Borders,  Barnes & Noble, etc., from Amazon.com, or you can purchase the book from me.  I will be taking orders in class this week.  The title of the book is Who Wrote Shakespeare? by John Michell.  The cost will be around $15.00.  I will buy back this book if you wish at the end of the term the same way and manner that the bookstore does, although I may give you a higher percentage if the book is not damaged beyond minimal wear and tear.

Discuss Short Paper #1: A Close, Analytical Reading of 1 poem or a Comp. & Contrast of 2 poems

I will try to schedule our first library work session for Week 3.

Homework for Class Discussion: Think about the following question for discussion:  What Is Poetry?--Class Brainstorming Exercise.  Write out some of your thoughts about what poetry is or means to you.  How do you define poetry?  Be prepared to offer up to the class at least 3 ideas or comments with examples of how you define poetry.

Week 1: January 14

Attendance & Introductions

Quick Overview of the Course

Review Syllabus: Vocabulary Forms, Portfolio Notebook;

How to respond to Poetry:  Set up weekly Response Writings

Discuss Narration and apply it to this week's response

Discuss Paraphrasing and Summarizing:  Class Exercise 1

Short Grammar Assessment Quiz--take home?

Review, Recap, and Assign Readings for Week 2

Send mail to james.maxfield@tri-c.edu with questions or comments about this web site.
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Last modified: 04/30/06