info for last paper

Just to let you know, the Bauman essay mentioned in topic 6 is available on our course e-reserves, the same place you found the Kafka short stories earlier in the semester.

Here is a copy of the questions for your self editing worksheets, due with your papers.

Hope they are all going well.

Jenni


Thesis-
What could be problematic in this thesis statement? Does it seem to be a provable statement? Does the argument show basis in the text, does it lend itself to easily apparent textual evidence? What aspects of this argument do you think will be the hardest to demonstrate? Is there a missing link, or unclear position in the thesis statement? List any reservations you have about the case you hope to make with thesis. How will you overcome these obstacles?





Is the thesis controversial? What is the opposing argument to this thesis? Is it a strong opposition? Try to formulate a thesis that takes a stand opposite this one. What evidence might the opposing side use? Cite page and paragraph.




Introduction -
Does the introduction stick to a central focus or truth, and effectively lead up to it, or do some parts seem to meander or lose focus? Does the introduction stay primarily centered on the text?




How long is the introduction? Is there enough information given to understand the thesis statement? Is the transition to the next paragraph too abrupt?





Primary Evidence -
Does the evidence provided adequately support the thesis? Given the thesis, and your evidence, what part of the argument is not supported by evidence? Find any possible missing links, or unexplained aspects of the proposed interpretation.




What are some passages that you believe might complicate or oppose the interpretation presented in this argument? List at least one passage from the text, page number and paragraph, that you believe might be an obstacle that you will need to address.




Is there clear close reading of each piece of textual evidence provided? This should include a sentence or two leading up to the citation, giving an idea of what to expect, and be followed by a careful analysis of the passage in question. This analysis should include a discussion of one and two word phrases from the passage, detailing how the passage communicates its point, and how this affects your argument.



Secondary evidence
Are there multiple instances of secondary evidence cited in the paper? Do they show relevance to both Coetzee’s text and to the argument proposed in the paper?
How does the evidence relate to the argument you are making? Does it agree or disagree directly with one of your supporting theses? (Disagreement is welcome, as long as you are prepared to show, through textual evidence, that your argument is superior.)




Is the secondary evidence the basis of the argument you are making? If so, you have likely not used it properly. You should provide the argument, using your analysis and evidence from Coetzee’s text. Secondary works of criticism should provide a different perspective, or a possible example of your argument, or even give you a place to start, but you should expand upon the point made, and go beyond the secondary source that you cite. In other words, be sure that your secondary source does not begin and end your argument, that is what your close reading and analysis should do.



Style
Be sure to use active voice, a good way to check is to search your document for the word “is.” If you find it, try to reword to use an active verb instead. Also look for instances of the subject having something done to it, and alter them to make the subject perform the action. Be sure to proofread carefully for spelling errors, as well as grammar and punctuation. Most of you have made considerable improvement in this area over the course of the semester - keep up the good work!

updated schedule for last 3 weeks of semester

Week 14M 27 Nov The Lives of Animals (pages 1-45)
W 29 Nov The Lives of Animals (Pages 1-45)
F 1 Dec The Lives of Animals (Pages 47-59)

Week 15M 4 Dec The Lives of Animals (pages 59-69)* 1st close reading due
W 6 Dec The Lives of Animals (pages 73-84)* typed 1-2 page summary/synthesis of criticism due
F 8 Dec The Lives of Animals (pages 85-91)* typed 1-2 page summary/synthesis of criticism due** Last day to turn in a revised paper.

Week 16M 11 Dec The Lives of Animals (pages 93-106)* typed 1-2 page summary/synthesis of criticism due
W 13 Dec The Lives of Animals (pages 107-122)* typed 1-2 page summary/synthesis of criticism due
F 15 Dec The Lives of Animals paper workshop (final class meeting)* (final notebook check in class)

Finals week:M 18 5PM * final paper due in my mailbox, in Hellems 101.

Homework for Friday

For Friday, just to re-iterate, the assignment is to finish the questions we started in class, and to write down two questions for discussion. The first should be about "Wolf Alice," and should be associated with a passage (at least two sentences)from the story, which should be quoted as part of your question. The second question should be about an overall theme, or one encompassing two or more of the Carter stories. I would like for this question to concentrate on one of the fairy tale binaries we talked about on the first day of this unit: Man vs Woman, Man vs Beast, Forest vs Town, Innocent vs Wise, or another such relationship that you see in the stories. Alternatively,you could make a question about a symbol or theme you see in more than one story, such as the color red, eyes, or any repeated motif, and what you think it might mean, beyond the literal. Either way, the question should be associated with at least two passages from the text, which you should quote as part of your question.

Also, don't forget that revisions of the poetry paper are due next Wednesday.Be sure to have a revision worksheet filled out to turn in with the revision, as well as the original copy of the paper you are revising.

BTW - For this week and next, my Thursday office hour will be on Friday instead. I will be there from 9-10, and then from 11-12.

some interesting images of Erlking from http://homepage.mac.com/bennyzelk/stills.html

updated schedule

Week 9
M 23 Oct Conclusion of poetry unit Paper 2 due
W 25 Oct “The Tiger’s Bride” "The Courtship of Mr Lyon"
R 26 Oct Paper #2 due
F 27 Oct continuation of W

Week 10
M 30 Oct "The Erl-King,” (Goethe poem and Carter story)
W 1 Nov “The Werewolf,” “The Company of Wolves” “Wolf-Alice”
1st close reading due, on Carter stories
F 3 Nov Carter stories review

Week 11
M 6 Nov “Josephine the Singer, or the Mouse Folk” (e-reserve, http://libraries.colorado.edu/search/r?SEARCH=engl+1001)
W 8 Nov “The Burrow” (e-reserve)
2nd close reading due, on Carter or Kafka or both
F 10 Nov “A Report to an Academy” (e-reserve)

Week 12
M 13 Nov review Kafka stories, paper workshop (bring paper draft to class)
W 15 Nov begin Coetzee Lives of Animals, introduction and pages 15 through to top of 31
Short story 5 page paper due

OED

If you don't have a dictionary for the definitions, may I suggest Oxford English Dictionary Online. We all have access to it from the library website, and it is a great resource. I cannot emphasize this enough. It gives you not only the definition of the word, but also the entymology, and how the meaning has developed through time. It then gives quotations from various works of literature and history to illustrate the change in meaning. This is a really cool dictionary. Here is a link to get access to it :
http://libraries.colorado.edu/search/toxford+english+dictionary/toxford+english+dictionary/1%2C2%2C2%2CB/frameset&FF=toxford+english+dictionary+online&1%2C1%2C

Homework

Homework: In order to avoid the dreaded pop-quizzes, I have started checking notebooks for homework question responses on the day we will be discussing them in class. Today was the first day. If you had an unexcused absence for Wednesday this week, when the homework was assigned, or today, when it was checked, or just didn't do the homework for whatever reason, you have a chance to get partial credit if you answer the questions in the back section of your notebook by next time (Monday). If your absence for either day was excused, be sure and remind me when I am checking notebooks, so I can asses your homework accordingly.

Homework for Monday: 1) Read Erlking story and poem. 2) Find a word you are unsure of in either this story, or another word from the two earlier Carter stories. Look up the definition, copy it down along with the context from the story (the sentence in which it appears). 3)Formulate a discussion question from the Carter story of Erlking. This question should include a quotation, and can even be about the quotation. 4) Formulate another discussion question. This one is a little more open, it can encompass the story and the poem, or either one considered separately.

Couple of changes to the schedule - first, our "free day" has been moved to this Monday, the 9th, to coincide with Columbus day. So, if you were scheduled to present Monday, plan on Wednesday, and if you were scheduled for Wednesday, you will go on Friday. Then we should be caught up. Also, the poetry close reading will not be due until next Wednesday (the 11th), so we can talk about what you should concentrate on for the assignment in class tomorrow. That will make the 2nd close reading due the following Wednesday (the 18th), and the final poetry paper due the Wednesday after that (the 25th). All changes are reflected on the schedule, posted below. One last note - tomorrow I will pass around a sign up sheet for the mandantory 15 minute office visit to talk about your Maus papers (and poetry close readings, if you like) this Friday and next Wednesday, from 8 - 10 AM. If you know you will not be able to make it at all during these times, let me know tomorrow, and we will try to work something out. At this meeting, please bring your paper and your writing notebook, I will grade them then. Make sure your notebook is caught up, and you have dated all entries. (ps - there will be no Monday office hour next week) See you in class!

Jenni

clarification of attendance policy

For those of you who I did not see today in class: I announced a further clarification of the attendance policy. You are allowed three unexcused absences, and you are also allowed two excused absences - for any reason - as long as you tell me as soon as possible, so that you can make up the classwork for that day. Beyond the first two, you will need to tell me in advance and provide documentation (ie Dr's note, program for funeral, etc)in order to have an absence excused.

Some of you already have three or more unexcused absences. Each of these after the first three will subtract 20 points from your participation grade. So, since there are a total of 800 points available, if you had 4 additional unexcused absences, that would be 80 points off, which is the equivalent of 10% off. That's right, that means the highest grade you would be able to get would be a B, and that would be if you had received full points on everything. SO, try to come to class. Ok, lecture over. See you all Wednesday with papers in hand!

Jenni Lovato

Grading Rubric for Papers

I wanted to give you some idea of how your papers will be judged. There will be a maximum of 80 points awarded for the paper, to which I will add the points for your close readings, as well as one point for each grammar exercise turned in, to come up with your total paper grade.

PS - Don't forget, it will reflect poorly on your grade if I cannot read your paper - please use a printer cartridge with enough ink :-)

An “A” paper (72 - 80 points):
Will have few, if any, grammatical/spelling/punctuation/capitalization errors.
Will have a clear and well defined thesis statement, which controversial, provable, and suitably concentrated in focus.
Will use textual evidence and detailed close of multiple passages to conclusively prove argument presented in the thesis statement.
Will not digress or wander off topic. Will stick to discussing the text in body paragraphs. Will not only cite numerous details in specific textual reference, but will also carefully explain relevance of details to thesis argument.
Will be at least 4 double spaced, typed pages.
Will include a correctly formatted works cited page.
Will be in well written, logical, and persuasive prose. Language will be interesting and engaging, not artificially elevated or repetitive. Effectively uses appropriate vocabulary for literary analysis ( i.e. occasional mention of “tone“ as opposed to “feel,” Animal imagery” instead of just “animals,” “Visual or textual medium” instead of “pictures or words”.) Will often use parallel structure in sentence construction.
Will be written in mostly, if not completely, active voice. Will use first and second person sparingly, if at all.

A “B” paper (64 - 71 points):
Will have a relatively small number of grammatical/spelling/punctuation/capitalization errors.
Will have a clear thesis statement, which will be provable, but may be less than controversial, or somewhat too broad in focus.
Will use evidence and close reading to effectively prove argument presented in thesis statement.
Will not digress or wander off topic. Will stick to discussing the text in body paragraphs. Will not only cite details in specific textual reference, but will also explain relevance of details to thesis argument.
Will be at least 4 double spaced, typed pages.
Will include a works cited page with all pertinent information.
Will be in well written, persuasive prose. Language will be interesting, not repetitive. Uses some vocabulary of literary analysis. Will sometimes use parallel structure in sentence construction.
May have some instances of passive voice, but will try to remain in active voice most of the time. Will avoid first and second person, for the most part.

A “C” paper (56 - 63 points):
May have some repeated grammatical/spelling/punctuation/capitalization errors.
Will have a discernible thesis statement, which will be either provable, controversial, or
suitably concentrated in focus.
Will use evidence and close reading to attempt to prove argument presented in thesis statement.
May occasionally digress or wander off topic. Will stick to discussing the text in body paragraphs most of the time. Will cite details in specific textual reference, will attempt to explain relevance of details to thesis argument.
Will be at least 4 double spaced, typed pages.
Will include a works cited page with all pertinent information.
Will be in persuasive prose. Language will be mostly interesting, not artificially elevated, and not repetitive. May misuse some terms, but attempts to use some vocabulary of literary analysis. Will use parallel structure in sentence construction at least once.
May have repeated instances of passive voice, but shows effort to try to remain in active voice some of the time. May use first or second person immoderately.

A “D” or “F” paper (less than 56 points):
May have many repeated grammatical/spelling/punctuation/capitalization errors.
May have no discernible thesis statement, or thesis statement is neither provable, controversial, nor suitably concentrated in focus.
May not use evidence and close reading to prove argument presented in thesis statement.
Often digresses or wanders off topic. Often fails to stick to discussing the text in body paragraphs. Fails to cite details in specific textual reference, fails to explain relevance of details to thesis argument.
Is less than 4 double spaced, typed pages.
May not include a works cited page with all pertinent information.
May continually use language that is artificially elevated or repetitive, or repeatedly use language inappropriate to literary analysis. May repeatedly neglect to construct sentences in parallel form.
May have repeated instances of passive voice, or have repeated use of first or second person, or both.