ENGL 453 Requirements

1. Focus Questions (33 1/3% of grade):

The primary purpose of this activity is to provide you an opportunity to articulate your thinking about the assigned readings before you come to class. Your questions will enhance our conversations about the literature and criticism we will be reading; they will insure that everyone is prepared to make substantive contributions to our dialogue in class; they will allow me to give you credit for your thoughtful reading of the assigned texts. At the beginning of every class, unless otherwise specified on the syllabus, I will collect your focus questions on the portion of the text assigned for that day’s class discussion. Keep in mind that your questions should demonstrate to me that you have read all the assigned texts carefully and thoughtfully. The more of the assigned texts you bring into your questions, the better. Consult the syllabus for the due dates and assigned readings for each set of focus questions. I do not accept late focus questions. If you are absent when a set of questions is due, you must submit the set the next time you attend class.

Your focus questions should be typed, not handwritten.

Format: For each class period, prepare two substantive, analytic questions that you think we should discuss in order to get at a central issue or concern raised by the readings assigned for that day. When more than one text is assigned for a class period, your questions should take into account as many of the readings as possible. One question could deal with more than one assigned text. If a portion of one text is assigned, your questions should deal with the whole of that section of the work. Remember that your questions need to demonstrate that you have read all the assigned readings and have thought about them rigorously. Consult your syllabus before each class so that your focus questions deal with the assigned portion of the text to be discussed that day.

Your questions must be typed. Be sure your name, the number of the focus question, and the titles of the assigned readings appear at the top of each set of focus questions. Consult the syllabus for the numbering of focus questions.

Assessment Criteria: I will assess focus questions according to how specifically they address the readings, how fully they do so, and how analytically they do so. In other words, I will ask myself whether the questions deal specifically with the texts, offering concrete, specific examples; whether they reflect that you read all of the assigned text or texts; and whether you have attempted some kind of analysis that goes beyond mere summary or "plot" description. You need not concern yourself with a single "right analysis," nor need you worry about a "wrong analysis." Any analytic insight that focuses on more than mere summary or surface detail is acceptable. I will grade each set of focus questions on a scale from 1-4, with 4 representing the highest level of achievement. I will grade missing questions as zero. No late questions accepted. See Course Description for policy on due dates and late work.

2. Mid-Term Analytic Activity and Small Group Report (33 1/3% of grade). Attendance at mid-term activity is required.

This activity has three central objectives. First, it will afford you the opportunity to do some close, analytic note taking on three texts in view of some question or issue that has stirred up your interest during the first part of the course. Second, it will allow you to integrate your ideas into a coherent explanation of how these three texts shape your understanding of the question you are asking. Finally, it will allow you to share your analysis of the texts in view of your question with other students, and it will enable you to learn from the insights of other students as they share the fruits of their labor with you.

As the course progresses, we will be working on the design of questions which the class wishes to explore in the mid-term activity. Everyone will design one possible question to be shared with the whole group. The questions will be distributed two weeks in advance of the due date. Each student will choose one of these questions as the focus of the mid-term analysis of three texts. You need not choose the question you designed if you find one that interests you more among the list of questions compiled by the class. You may also create a “hybrid” question in which you take elements from a number of other questions to shape a new one more to your liking.

Requirements:

1. You will compile a set of notes for each of three texts. The notes, which can be hand-written or typed, should keep track of all the specific passages from each text that have helped you to analyze that text in view of the question you are addressing. Use specific page numbers and refer to specific passages from the texts. You will hand in these notes at the end of the mid-term activity, and I will evaluate them according to the criteria listed below.

2. The mid-term activity will culminate in a fifteen-minute oral report of your findings to a small group of students interested in the same, or a similar, question. You will prepare either a typed outline of your presentation or a typed version of the full text that you read to your group. You will hand in your outline or typed up comments on the day of the mid-term. I will assess your outline or your typed up comments according to the criteria listed below.

3. You will complete a self-assessment statement of your own work prior to the mid-term activity and an assessment statement for each member of your group after his or her presentation on the day of the mid-term activity. Prior to the mid-term activity, I will distribute a copy of the assessment forms including criteria for assessment.

On the day of the mid-term activity, you will hand in the following materials:

· Notes on the 3 texts you analyzed

· The typed outline of your presentation or a typed script of the presentation that you read to your group

· The self-assessment statement you completed before the mid-term activity

· The peer assessments you completed for each member of your group

Assessment Criteria:

My assessment will take into consideration your analytic notes, your two-page essay, your self-assessment reflection and the assessments of your work by other members of your group.

1. I will evaluate your notes based on how SPECIFIC they are in their reference to texts, how thoughtful and analytic are the ideas about each text, and how fully they explore the question you choose to explore. I will assess how ANALYTIC your notes are, that is, how well they examine IDEAS ABOUT the texts. Your notes should be beyond summary of the plot or description of characters to suggest a deeper analysis of these or other elements of the text.

2. I will evaluate the outline of your presentation or the text that you read to your group based on its INTEGRATION OF YOUR IDEAS about of all three texts, the COHERENCE of your thinking, and the RELATIONSHIPS YOU DRAW BETWEEN TEXTS given the question that you addressed.

3. Your self-assessment reflection and peer assessments of your notes and oral presentation will have an influence on my assessment. I will provide assessment forms with specific guidelines for self-assessment and peer assessment before you prepare your notes, outline or comments, and oral presentation for this activity.

3. Final Synthesis Essay and Oral Presentation (33 1/3% OF GRADE)

Essay: The purpose of this essay is to explore your thinking about the most important insight you have derived from our reading, discussion, and writing this semester. The essay should analyze at least three texts or authors as you explain your insight and explain how the texts you've chosen to discuss helped you to formulate it. Use your analysis of these texts to illustrate, clarify, and illuminate your insight. The required length is 6-8 pages, including a works cited page, typed according to MLA format.

Oral Presentation: During the final exam time, each of you will present a brief (3-5 minute) formal presentation in which you explain to the whole class your insight and how the texts you've analyzed helped you develop it during the course. Attendance at the final activity is required.

Assessment Criteria: The grade on the final essay and activity will take into account the quality of your essay and the oral presentation.

Criteria for Evaluation of Essay:

1. Clarity of the thesis idea and the thinking throughout the essay;

2. Use of specific evidence from each text to explain and support the thesis idea;

3. Unity and coherence of the essay: the thesis idea remains in focus throughout, no unrelated materials disrupt the flow of thought, paragraphs are unified around controlling central idea, parts of the essay follow in a logical order and are linked by effective transitions;

4. Style: the writing itself is clear, graceful, and powerful;

5. Correctness: grammar and usage are correct; MLA format is correct.

Criteria for Evaluation of Oral Presentation:

1. The oral report is well prepared, using either notes or a prepared full text effectively;

2. Time is used efficiently, no fumbling around for words or passages to quote;

3. Voice is audible and clear;

4. Report gives auditors a clear understanding of the student’s essay: thesis idea, texts examined, conclusions.

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