Suzanna Phillips

Teaching Writing: Reflective Memo

Dr. Hartman
26 April 2015

Dr. Hartman,
I enjoyed designing this assignment. My first inspiration was from what I was
seeing in my classroom at the time. Our class had completed a workbook on
literary analysis and students had learned all of the literary language of the
discipline to foster engaging discussion about American literature but I was
still seeing a lack of understanding in essays and journals about how and
why the setting is so very important in American literature. I was hopeful
that a writing workshop atmosphere might be the best place to get these
connections solidified for students and bridge the gaps in understanding that
I was seeing. My overall feeling about the project was excitement and
confidence that, if presented in a low-stakes, orderly way, they would
embrace the assignment and in turn reap the most benefit from it. I was
determined to keep the prose in the packet I distributed concise and light in
tone so that any trepidations that some may have would be eased With this
in mind, I spent a reasonable amount of time on the design of the packet. I
focused on it appearing organized, clear and non-threatening. I have been
happy with the presentation of the design and I was pleased that the
students received it well also.

When I announced this assignment in class it was well received. The ease of
mind that I hoped students would experience when they heard that I was not
assigning any additional homework became a reality and students willingly
worked on the first assignment from the packet right away. Comments about
the assignment were positive and I was silently rejoicing that I knew my
students well enough to format the material in a way that they accepted
happily.
When I began assessing the first batch of assignments I noticed that a
number of times there were students who had a true lack of development in
their writing about the importance of setting to American literature. There
were holes in several assignments where a student had simply not
addressed one of the 4 main assigned areas. This and the feedback I
received on my Assessment submission helped me to see that there was
not ample space for students to develop all areas they were being asked to
analyze. In this submission I have revised the assignment to be group work
instead of individual work only, giving each member of the group a different
area of the four assigned to analyze. After each member completes their
page of analysis focused on how setting impacts one area of the American
novel, they are to compile their contribution with the rest of the group to
create a 4-page submission on the importance of setting.
Each sample assignment attached here also has its accompanying rubric,
showing my feedback to the student or group. This was an improvement on
my original WAD assessment as I previously had only an explanation of the

grade given according to the rubric in the assignment and not the actual
completed rubric itself. In addition, I have added another set of samples,
more recently collected, that students completed in groups. This is in
preparation for the next writing piece due on May 4. I have been happy with
the changes made to the rubric as well. Originally I had focused only on the
aspects of the total piece (style, content, citations) but after feedback on my
assessment I saw that it would be best to assess the inclusion of the four
elements assigned for analysis. After using this rubric on the attached
assignments I have been happy with the result. It helps the assignment to
better meet the objectives and helps students to focus on improving their
skills in analysis rather than only the mechanics of writing.
Thank you,
Suzanna Phillips

Suzanna Phillips
Teaching Writing: Writing Assignment Design
Dr. Hartman
22 February 2015

Rationale:
I chose this design to help bring students along in their ability to write, speak
and argue in a meaningful way about the American novel. Lectures, group
activities and discussion have all fostered a general education of the vital
components of American literature. While students seem to have a vague
idea of the most important elements of American works I see that a more
intentional approach, in writing especially, needs to take place. In

preparation for college writing students should be well-versed in these

discourses and comfortable, not just adequate, in their execution.
I chose the succession of writing 4-page assignments, culminating in a 1page argument piece as a low-stakes, high-impact approach. Students are
also working on their term papers at this time, so I wanted to be sure to give
a series of assignments that created structure for the course and built on
each other but that didnt burden the student with hours of work, while still
accomplishing the end goal of understanding the importance of setting to
the American novel.
This literary analysis and argumentation on American literature is highly
important for several reasons. First, and foremost, it helps students
understand what it is to be human (as they look at the elements of literature)
and what it is to be an American as a part of the human experience.
Secondly, students will be more prepared for college literature courses and
testing in which they will need to be able to write and speak about the
American experience, history and academia. The study of literature
inevitably overlaps history, improves writing ability and, in this assignment
format, will also improve students ability to use logic to reach their
conclusions.
Context:
The audience for students will be rising high school students (grades 9-10).
These literary analysis pieces and arguments will be clear and well-

supported but at the same time also demonstrate scholarly terminology

gained in the course and cross-referencing of works as well.
The majority of the work on these 4 assignments will take place in-class, a
course that meets two days weekly, 90 minutes per meeting in a classroom
environment. Before this assignment lectures, group work (reading,
discussion, note taking and presentation), board work, journaling,
daybooking and class discussion had all been used to attempt a clear
understanding of the importance of setting to the American novel. A
summative group assignment asking students to determine whether or not O
Pioneers! could be transported to Africa or Spain showed that the importance
of setting had not yet solidified in the minds of students. Writing and
speaking about the topic proved insubstantially supported and many
students seemed confused as to why we were exploring the idea of
transporting the novel at all. About 50% of the students understood the
weight and properly deduced with well-supported arguments, that American
literature cannot be relocated or the very identity of the piece in the literary
landscape is lost.
Standards:
This piece should build the students knowledge of literary interpretation
(American Literature Syllabus for the course). They will develop their ability
to think and write about literature and compile and edit literary writing
(Syllabus). Personally, I hope to make reading American literature a more
enjoyable endeavor for students because they have learned to think about

the content in a way that is translatable into an impacting message for their
lives today. Applicable content instead of only stories on shelves.

(Assignment Handout)

O Beautiful for Spacious Settings!

The Home of American Literature

Overview: The remainder of this course will be spent looking at a final three American novels:
Old Man and the Sea, The Great Gatsby, and The Chosen. We have been analyzing
American literature throughout the year and more recently have been looking at the importance
of setting.
Because America was still discovering who she was as a nation, literature was tied strongly to
the landscape of American soil. As we saw in O Pioneers! we will continue to consider
whether or not the author uses setting to determine or drive the plot, characterization,
literary devices and themes of the books we read.

Assignment: For each of the next three books your group will write a 4-page paper (each
member of the group writes one page) on these four elements and how they are or are not driven
by the setting of the book. Specific examples from the book will be used and cited in MLA
format and group writing workshops will be used for peer review and feedback (from the other
group), leading to helpful revision and a polished entry for each book.
At the end of the year, these three entries will be summarized by your group in a 1-page
analyzation of what you found to be true of setting in these three American works. They will be
briefly compared and a statement should be made concerning which of the four elements your
group believes is the most significant.

Rubric:
Content/Citations (is the writing well-supported with cited passages from the books?)
20%
Characterization (are the development of the characters being considered?)

20%

Plot (is the plot being considered? is this consideration linked to the setting?)

20%

Literary Devices (are two or more literary devices discussed?)

20%

Themes (are two or more themes discussed as linked to the plot?)

20%

Due Dates:
Analyzing and Argument Piece #1

3/2/15

Analyzing and Argument Piece #2

4/2/15

Analyzing and Argument Piece #3

5/4/15

Final Analyzing and Argument Piece

5/7/15

Screen Cast Sample 1

Old Man and the Sea Part 1
http://youtu.be/gfIURb3KBKE
OldManandtheSeaPartII
http://youtu.be/8kNHfpXUbc
These are two screencasts that I posted for students on March 7 to begin to
build their understanding of setting beyond the typical when and where. I
wanted students to think about colors, nature, structures, movement,
everything that makes up what is going on around the protagonist to give
them tools in their tool box for literary analysis and discussion and move
them toward the objectives outlined in my WAD to consider whether or not the
author uses setting to determine or drive the plot, characterization, literary devices and
themes of the books we read. I did not discuss each of these elements in the presentation
because I wanted students to find these on their own. We have worked a great deal with all four
of these areas throughout the year with other American literature and my hope is that this project
will begin to cause students to pull from the knowledge of these elements they have practiced
over and over, doing true analysis, rather than regurgitating what I have said. I enjoyed filming
the screencasts and especially liked that I am not on screen while teaching in this format. For
high school, I think that simply viewing the presentation points while listening to the screencast
may help students to focus and have plenty of time to take notes. If I were to do this portion over

I would perhaps try Pow Toons to help the presentation move along. Prezi may have worked well
too. There were at least two points in the screencast (at the beginning and then again one slide
away from the end) when the material on the screen did not change but I needed more time to
unpack what was on display. These might have been good places to insert some illustration that
pops up or moves.

StudentSample3
The setting in the story of the Old Man and the Sea played an immensely important part
of the story.
During the story of the Old Man and the Sea, the ocean was used not just to convey
emotions, but to also convey thoughts and ideas.
We first saw the importance of the water when we first learned about the history of
Santiago. Without the water, obviously, he would not have been the man that we were
reading about, nor would he have been a fisher. The water and the ocean trained
Santiago. Also the time period gave greater depth to this story.
Because the time period was set during the early days, sonar and modern systems of
practice were not used. The handfished approach gave greater depth to the struggles
felt by fishers, especially older fishers.
Finally, without the setting, this story would not have been The Old Man and the Sea.
If the story had not been set on the waterfront, we simply could not have had the story
of the Old Man and the Sea

Pleaseseeattachedrubricforfeedbackgiven.

StudentSample4
Ever since we spoke of Gatsbys mysterious characteristics and his odd
and hidden ways, I started to see more and more examples of it. In a lot of
books, movies, and people in real life even, a character that has a lot of
power, or is rich, or is good at getting their way will have a certain demeanor.
Part of this demeanor is like a salesman meaning they get the person they
are talking to, to sell to them. They pass off their desires as something that
the other person would surely want. This is what Gatsby does with Nick. He
consolidated power by never asking Nick to hang out, but by stating that
they will hang out, as if it were not even a question. He also waits for Nick
to talk, and give an accusation as to not come off eager. On page 82 it says,
He waited, looking at me with surprised eagerness. Gatsbys character has
a lot of demands, but goes about them in a way to get other people to
practically give in to them unknowingly. Gatsby always asks Nick what time
or day would best suit Nick, even though Gatsby initiated the plan. It's all
about making Nick feel humble about Gatsby, so he does not see that he is
partially (and maybe not rudely) being used for Gatsbys gain. An ironic part
of Gatsby that is unlike his stereotype is his nervousness in chapter five.
Unlike his cool and collected personae that appears at a party to the little
guests that are lucky enough to witness it in person, he is awkward and
clumsy upon seeing her for the first time in years.

It shows that Gatsby

really is doing all this for a reason, and behind that money and confident

smile is a man terribly and irrevocably in love with Daisy the one thing he
cannot attain so easily.
Pleaseseeattachedrubricforfeedbackgiven.

Student Sample 5
While reading this week, I became aware of an overarching theme displayed by Francis
Scott Fitzgerald throughout the story of The Great Gatsby. This theme is based on the
idea that the physical things that people possess are more important than the qualities,
personality, and characteristics that they possess as a person. The reason why I think
that Francis Scott Fitzgerald incorporated this theme was because he wanted to display
the corruption of society during this time in history while continuing to create deeper
connections between the characters in the story.
The first time that I took notice of this theme was when Fitzgerald talked about why
Daisy married Tom. The reason why this theme appeared in this particular circumstance
was because of the fact that the major reason why Daisy married Tom was for his
wealth. This was displayed when Fitzgerald wrote, He came down with a hundred
people in four private cars and hired a whole floor of the Seelbach Hotel, and the day
before the wedding he gave her a string of pearls valued at three hundred and fifty
thousand dollars (Fitzgerald 61)."
Another instance when this theme appeared was when I figured out why Gatsby threw
all of his glamorous parties. This was due to the fact that the reason why he did this was
because he hoped that Daisy would wander in one night and be stunned by his wealth

and status. This was shown when Fitzgerald described the conversation taking place
between Nick and Jordan by saying, I think he half expected her to wander into one of
his parties, some night," went on Jordan, "but she never did (Fitzgerald 64)."
A third time I discovered this theme in the story of The Great Gatsby was when Gatsby
told Nick about himself by showing him all of the different things that he had collected.
Consequently, this theme was displayed through this discussion since Gatsby told Nick
all of this to intimidate and impress. I also think that Gatsby told Nick all of this to
influence Nick into trusting him.
In conclusion, Francis Scott Fitzgerald uses the idea of physical things being more
important than personal attributes to the characters in the story multiple times. Firstly, he
incorporated it through the relationship between Daisy and Tom. In addition, he
displayed it through the character of Gatsby. Lastly, he also used it to create a
connection between Nick and Gatsby. Therefore, because of this, I personally believe
that Francis Scott Fitzgerald did this to make the readers of The Great Gatsby aware of
how corrupted society was during the 1920's.
Pleaseseeattachedrubricforfeedbackgiven.

StudentSample6
TheOldManandtheSea
ErnestHemingway
InthislastsectionIthinkthereaderisgivenclosureonwhySantiagosetoutforthis
adventure.Ithinkhereallywantedtoprovehimselfandbysailingouttoofarandbypushinghis
physicalstrengthtoitslimitsheregainshispride,andatthesametimemaintainsthesame
humilitythathehadbeforethegreatMarlin."Icouldnotfailmyselfanddieonafishlikethis,"
(87).CatchingthemagnificentMarlinregainshispride,butthedeteriorationofthefishbythe
sharks,takesthatprideawaythathewouldhavereceiveduponshore.Itfeelsasifthecloserto
landSantiagogetsthemoreofthefishhelosses.Thesharkscouldbesimilartothepeople
aroundhim.Santiago,astheMarlin,dormant,unimportant,andunworthyofachievement:ready
tobedisposedof.IthinkthefishinawayislikeGod,becauseitseemsasiftheMarlinis
preparingSantiagoforhisdeath.Santiagoneededthisfishtotakehimtoseaandgivehimpride,
accomplishment,andtesthisstrengthtorevivehimfortheendofhisdays.Santiagoevenadmits
tonotbeingreligious,butduringhisdaysatseahetalkstoGodevenpromisinghisprayers.
"Youkilledhimforprideandbecauseyouareafisherman.Youlovedhimwhenhewasalive
andyoulovedhimafter.Ifyoulovehim,itisnotasintokillhim"(105).IfeellikeSantiago
neededthistransformationandsomeonepullinghimtoseafordayswasthewaytopenetrate
Santiagoonthedeepestlevel.AttheveryendIthinkwhatmadeitallworthittoSantiagowasto
havetheboyback.Heprovedhimself,thuswhatheneededwasreturned.
ThroughoutthewholebookHemingwayusesimagerytodescribetheoverallproperties
ofnaturethatSantiagoexperiences."Justthenhefeltasuddenbangingandjerkingonthelinehe

heldwithhistwohands.Itwassharpandhardfeelingandheavy"(87).InthisquoteHemingway
useskinestheticimagerytodescribethemovementsandthestruggleofpullingintheMarlin.He
alsodecriesthemarlin'stalewithacomparativeandvisualeffect."Itwashigherthanabig
scythebladeandaverypalelavenderabovethedarkbluewater"(90).Aquitesoberingvisualis
describingthefish'sblood,"andtheseawasdiscoloringwiththeredofthebloodfromhisheart"
(94).IcanreallyimaginethesharkattackswhenHemingwaystates"clickingchopoftheteeth"
and"thenoiseofskinandfleshrippingonthebigfish"(101102).Healsoinformsusofthe
shark'sgreatstrength,"theoldmancouldfeeltheskiffshakeashejerkedandpulledonthefish"
(108).IthinkoverallHemingwayusesagreatamountofimagerytoexplainthesharkattacks,
becausemostpeoplehavenotexperiencedsomethinglikethat.Healsousestastetowarnthe
readerofSantiago'scondition."Theoldmancouldhardlybreathenowandhefeltastrangetaste
inhismouth.Itwascopperyandsweetandhewasafraidofitforamoment"(119).Themost
importantthingthatimagerydoesforareaderissparkaconnectionfromwordsonapageto
actualexperiences.Withimageryweareabletoassumesomuchmoreinourheads,whilestill
completingapicturethattheauthorwantsustoimagine.
Pleaseseeattachedrubricforfeedbackgiven.

StudentSample7
InthebeginningofthebooktherewasthissymbolicgreenlightthatGatsbywouldreachoutto
knowingthatDaisywasthere.NowthatDaisyisathishouse,thesymbolofthegreenlightseem
tofadeaway."Possiblyithadoccurredtohimthatthecolossalsignificanceofthatlighthadnow
vanishedforever"(94).Honestly,Idonotreallyunderstandthe"colossal"significanceofthe
greenlight.IknowthatGatsbyhasstaredatitforsolongknowingDaisyisthere,butisthe
significancejustinthefactofherlocationorthecolorofthelight?Nomatterthereason,itstill
addstoGatsby'svagueness.IlovedaphrasetheFitzgeraldusedtodescribeGatsby,while
explaininghispast,"apromisethattherockoftheworldwasfoundedsecurelyonafairy'swing"
(100).IthinkthisalludestowhenGatsbywasactuallymakingmoney,hehadthechanceto
repeatthepastandgetDaisyback.Withmoneyheisabletoreconstructwhathewantedto
happenfiveyearsago,thereforhisworldrestsonhisimagination.AfterreunitingwithDaisy,I
thinkhewasnotonlyshocked,butveryhurttoseeDaisy'sdaughter."Afterwardhekeptlooking
atthechildwithsurprise.Idon'tthinkhehadeverreallybelievedinitsexistencebefore"(117).
Somehow,Gatsbyiscontentwithsplittingawomanfromherhusband,butheisuneasyabout
splittingamotherfromherchild.Evenaftertheshockofachildonthescene,hestillplanson
reconstructingthepast.ThesechaptersalsosolidifytheintelligenceofDaisy."Buttherewas
Jordanbesideme,who,unlikeDaisy,wastoowiseevertocarrywellforgottendreamsfromage
toage"InthisquoteIdisagreewithNick,becauseGatsbyistheonewhopersuadedandsought
afterDaisy.Ithinkithintsatherintelligencebecauseintheendofthesechaptersweseethat
DaisyandTom'srelationshipisrekindledinawayanditwouldnothavehappenedifGatsby
werenotthere.IdonotknowifitisrighttosaythatDaisyusedGatsby,buthewasdefinitelyin

therightpositionforDaisytousehimtoheradvantage.Inchapterseven,IrealizedthatGatsby
isexactlylikeWilson,butwithmoney."Hewashiswife'smanandnothisown"(137).This
quotetellsusthatWilsonreallydoeseverythingforhiswifeMyrtle.JustlikeGatsbyhasspent
fiveyearsofhislifetryingtoreclaimDaisy.Thesetwomenareveryvague,inthattheirwealth
putsthemintoasocialclass,buttheyhavenohistory,oritismysterious.Theyarejustso
desperateandmournfulaboutthewomentheyloveandworksohardatpleasingthem.
Ironically,thesetwomenaresosimilarandunfortunatelylosetheirlivesatthesametime.
Pleaseseeattachedrubricforfeedbackgiven.