ENWR106CollegeWritingII:WritingandLiteraryStudy

MakingLiteratureMatter:AnAnthologyforReadersandWriters
(CreatedbyEmilyIsaacs&KatieKeeran)

NOTETOFACULTY:Pleasereviewthesectionsofthissamplesyllabusthatareitalicizedandinbrackets.
Thesearenotestoyouregardingdepartmentalpolicies.
Thissyllabusisbasedon5essaysinthecourse.

InstructorNameOfficeRoom/Phone/OfficeHours/classmeetingtimesandlocation/sectionnumber.
InstructorEmail
EnglishDepartmentWebSite:http://www.montclair.english.edu

RequiredTexts:

Schilb,JohnandJohnClifford.MakingLiteratureMatter:AnAnthologyforReadersandWriters.4thed.
NewYork:Bedford/St.Martin,2009.
Hacker,Diana.AWritersReference.7thed.MontclairStateUniversitycustomedition.2012.(your
handbookfromMontclairsCollegeWritingIcourse)
YoumayalsowishtoinformstudentsthatthehandbooktheyusedinapreviousENWRcourseisfineas
longasitwasupdatedwith2009MLAchanges.

CourseAims:

Thiscoursehastwoprincipalpurposes.Asawritingcourse,thiscourseaimstohelpstudentsimprove
theirabilitiestowritewell:todevelopfocused,thoughtfulandanalyticessays.Asaliteraturecourse,
thiscourseaimstodevelopstudentsabilitiestorespondto,interpret,andanalyzecomplexliterary
worksandtoappreciateliteratureasbothartandrepresentation.
Morespecifically,asawritingcoursestudentswillcontinuewithmanyofthemethodsthattheybecame
familiarwithinCollegeWritingI.Studentswillwritemultipledrafts,giveandreceivepeercritique,and
carefullyedittheirformalwork.Studentswillfurtherdeveloptheirabilitiestociteandincorporate
others'workandwilllearnsomeofthemethodsthatcollegestudentsusetowriteaboutliterature.Asa
literaturecourse,studentswillnotonlydeveloptheirabilitiestointerprettomakingmeaningof
literarytexts,butstudentswillalsothinkandwriteaboutthecontextinwhichliterarytextsarewritten
andread.Inparticular,studentswillconsiderthesocial,cultural,historicalandpoliticalcontextsthat
bearupontheproductionthewriting,publishinganddisseminatingandreceptionofliterarytexts.
Finallywewillaskbasicquestionsabouttheroleofliterature:Howdoesitfunctioninindividuals'lives?
Howdoesitfunctioninschool?Andperhapsmostimportantly,howdoesitfunctioninthecultureat
large?

TheSpecifics:WhatWeWillDo

Overthesemester,studentswillreadliteraturefromthreegenres(typesofliterature,poem,short
story,play)writtenbyafairlydiversegroupofwriters.Theywillapproachthesetextsthematicallyin
fiverelativelybriefunitsoftwotothreeweeks.Eachunitwillbeginwithreadingofliterarytextsand
endwithasequenceofessaydrafts,culminatinginafinalessay,dueattheendoftheunit.Duringthe
readingportionofeachunitstudentswillhavehomeworkandinclassactivitiesaimedatdeveloping
theirabilitiesofinterpretation.Studentswillreceivefeedbackontheirwritingfrompeersandfromtheir

instructor,andwillbeofferedopportunitiestorevisetheirworkbasedonthisfeedback.Thesixthunit
willbetheportfolio.

CourseRequirements:
[Facultyhavesomeindividualdiscretionregardingtheweightingofcoursework;howeverit'sexpected
that7585%ofthegradeconsistoftheportfolioandessays.Portfoliosshouldbeworth1020%of
gradeandessays5575%ofthegrade.Theremaining15%25%shouldbealottedforothercourse
worksuchashomework,peerreviewand/orclassparticipation.]

ClassParticipation,InClassWriting,HomeworkandActivities:(20%)
Studentsareexpectedtocometoclassprepared:willingtobeanactivediscussantandlistener,and
willingtoreadfromtheirownwritingoccasionally.Duringclassstudentswillbeaskedtowrite,respond
topeers'writing,andparticipateinsmallandfullclassdiscussion.

Attendance
[Individualinstructorsmayvaryslightlyonattendanceandclassparticipationpoliciesnomorethan2to
3absenceswithoutpenaltyhowever,afullyarticulatedpolicythatexplainsinstructorsexpectations
andconsequencesformissedclassesandfinalgradesshouldappearhere.]Forexample,Studentsare
expectedtoattendclassregularly;morethanthreeabsenceswilllowertheirfinalgrade.Students
shouldconsultwithmeiftheyarefacedwithanextraordinarycircumstancesothatwecannegotiate,if
necessary.

Reading
Readingloadwillvaryalittledependingontheweek,butexpecttoreadbetween50and75pagesa
weekduringthereadingportionoftheunits.Ifstudentsarenotkeepingupwiththereadingaswillbe
evidentfromclassdiscussionandinclasswritingquickreadingcheckquizzesmaybeintroduced.

Papers(60%)
Fourpapersarerequired,aminimumof6000wordsforsemester.Inthesepapersstudentsare
expectedtodrawoutsomeaspectoftheliteraturethatintereststhemandthendeveloparelatively
short,cogentresponse.Forsomeessaystheywillhavespecificwritingassignments;forotherstheywill
beexpectedtodeveloptheirownquestionsandarguments.Theymaynotsubmitbookreportsorplot
summaries.Focusoninterpretationandanalysisoftheliterarytext(s).Whilestudentswillbeexpected
towritefrequently,theywillfindthatwritingregularlywillmakethewritingcomeeasier.Paperfourwill
beadocumentedessay,requiringsomeresearchandappropriateintegrationofsecondarytextswithin
studentsownworkinterpretingaliterarytext.Moreonthislater.

Portfolio(20%)
Theportfolioassignmentisintendedasanopportunityforstudentstorerevisethreeoftheirpapers.In
addition,theywillberequiredtowriteatwotothreepagereflectiveessay.Theportfoliowillbedueon
thedateofthefinalexam,andwillserveinlieuofaninclassexam.

EssayCriteria
AdetaileddescriptionofthefollowingFirstYearWritingEssayCriteriacanbefoundintheHacker
handbook,pagesMontclair8and9:

CentralClaim
Development

Organization
Analysis
ClarityofProse

FormatofWrittenWork:Allwork,includinghomework,mustbetypedandappropriatelyandclearly
identified(essaynumberorhomeworknumber).

TheCenterforWritingExcellence(CWE):
StudentsareencouragedtotakeadvantageoftheservicesofferedbytheCenterforWritingExcellence,
locatedonthefirstflooroftheLibrary,atthebackofthereferencesectionbehindCafDiem.
www.montclair.edu/cwe.Thephonenumberis9736557442.MoreinformationabouttheCWEcanbe
foundintheHackerhandbookonpagesMontclair1314.

AcademicHonestyandPlagiarism:DefinitionofPlagiarism(fromp.Montclair12ofAWriters
Reference
Itisthepolicyofthefirstyearwritingprogramthatastudentwhoisfoundtohaveplagiarizedwillfail
thecourseandbereferredtotheDeanofStudentsofficefordisciplinarysanctions,whichmayinclude
suspensionorexpulsion.Thispolicywillbeadheredtointhisclassroom.

DisabilityResourceCenter(DRC):
[Accommodations:Whilethissectionisoptional,manyinstructorsfindithelpfultoincludeastatement
similartothefollowing:"Reasonableaccommodationsareavailableforstudentswithadocumented
disability.Ifstudentsrequireaccommodationstofullyparticipateinthisclass,theyshouldvisitthe
DisabilityResourceCenter(DRC)toreceivealetterfortheirinstructorrequestingaccommodation.All
requestsmustbeapprovedbytheDRC(MoreheadHall305,x5431,
https://www.montclair.edu/health/drc/faculty.html)]

SampleGuidingQuestionsforYourReading:

Howdothewriters'portrayalsofcommonphenomenamatchupwithyourownsenseofsuch
phenomena?
Whataestheticqualitiesdoestheworkhave?Whatidentifiabletechniqueshasthewriteremployed?In
whatwaysarethesetechniquessimilartothoseusedbyotherwriters?
Whatroledoesthewriter'sidentity(e.g.,race,class,gender,nationality,sexualorientation,etc.)and
thewriter'slocation(e.g.,inhistory,withinliteraryperiods,geographically)playindetermining
topic,style,andperspective?Moregenerally,doesthewriter'sidentityandlocationmatter?
Whatisthepointofreadingliterature?Whatisgainedfromthestudyofliterarytexts?Whatistherole
ofliteratureandinterpretationinoursociety?Whatoughtittobe?

SemesterScheduleOverview

ThematicUnit1:WhyLiterature?(4pagepaper)
ThematicUnit2:LiteratureonFamiliesorHowWeReadLiteratureaboutFamilies(4pagepaper)
ThematicUnit3:LittleRedRidingHoodandInterpretingfrommultipleperspectives(4pagepaper)
ThematicUnit4:Justice(4pagepaper)
ThematicUnit5:ARaisininTheSun:DocumentedEssay(6pagepaper)
Unit6:PortfolioReview(2pagereflectivefinalpaper)


SemesterScheduleDetails

Unit1:WhyLiterature?

[Thisunitisdesignedtoengagestudentsinquestionsabouttheroleofliterature:intheirownlives,in
"society"broadly,andinschools.Afterconsideringtheseoftendisparateintentions,studentswillwrite
anessayontheirviewoftheappropriateperhapsevenidealroleforliterature.]

WeekOne,ClassOne
Whydowereadliterature?
InClass:JamaicaKincaid,"Girl"(39)andWilliamButlerYeats,"TheSecondComing"(handout)
Homework:Read"WhatisLiterature?HowandWhyDoesItMatter?"bytheeditors(313).After
readingthissection,includingthepoemandshortstorycontainedwithin,writea12pg.
personalresponsetothisquestion:Howisorisnotliteraturemeaningfulorimportanttoyou?
Howdoesliteraturefunctioninyourlife?(HomeworkWriting1)

WeekOne,ClassTwo
Whyarewesupposedtoreadliterature?
InClass:Sharinganddiscussionofhomework.
Homework:Chooseanysinglepoem,shortstory,playornovelthatyouhavereadandfindawebsite,
MasterPlotssummary,CliffNotesoranysimilartextthatpurportstotellyouwhatthe
literatureisSUPPOSEDtomean.Writea12pgdiscussionofhowthe"supposedto"meaning
differsorissimilartoyourownmeaning.Also,howareyouaffectedbyreadingthe"supposed
to"interpretation?Besuretobringinacopyorexcerptofthesourceyouhavefound.
(HomeworkWriting2)

WeekTwo,ClassOne:Whydoschoolshaveusread?
InClass:Readshortselectionsfromthreeschools'positionsontheteachingofliterature(handouts).
[ThesehandoutswillincludeastatementfromMSU,astatementfromahighschool,a
statementfromNCTE,andastatementfrommyownsyllabus.]Discussionandpreparationfor
firstessay.Inclasswritingontopic:Whatistheroleofliteraturein___?Studentswillfillinthe
blankforacivilsociety,forschools,forstudents,etc.Forthispaperyouwillneedtowritea
cogent,clearandfocusedresponsetothisquestion.Includeatleastonereferencetoaliterary
workonewereadoroneyoureadforyourassignmentandatleastonereferencetooneof
thecommentariesonliterature(fromthebook,fromyourreadingforMonday,fromtoday's
handouts).
Homework:23pagedraft,typed.

WeekTwo,ClassTwo.Discussionofpapers
InClass:Grouppeerreviewandpeerreview
Homework:Rewriteessayfrompeercommentsandyourownrethinking.OnWednesdaybesureto
submityourpaperalongwithyourpeers'comments,yourfirstdraft,andanynotesyouhave
taken.Papersthatdonotincludealldraftsandnoteswillnotbeaccepted.

Unit2:LiteratureonFamiliesorHowWeReadLiteratureaboutFamilies

[InthisunitIaimtofocusonhowindividualreaders'interpretationsandreactionstoliteratureis
personallyinvested,whilealsoworkingtodevelopstudents'abilitiestospecificallyidentifythose
momentsinaliterarytextthatprovidemeaning/interpretation,i.e.,theskillsofclosereading.Mypoint
willnotbetoauthorizeordeauthorizestudents'personalinvestmentinreading,butrathertohelp
studentsbecomeawareofandmakeexplicittheirownprocessesofreadingandshowhowthese
processesareinfluencesbytheirownexperiencesandbeliefsystems.Thisunit,aboutfamilies,touches
ussodeeply(Ihope)thatourpersonalreadingswillbehighlighted.]

WeekThree,ClassOne:IntroductiontoUnit2
InClass:(Collectpapers.).TheodoreRoethke,"MyPapa'sWaltz"(256).Inclasswriting.Halfthestudents
willreceiveonesetofquestionsandhalfthestudentswillreceiveanother.[Thiswritingwill
consistoftwomainquestionsdesignedtoleadstudentstotwoverydifferentreadings
simplistically,abusivevs.lovingfather.Thepointoftheexerciseis1)toshowstudentshow
questionsleadinterpretations,2)howtheknowledgewebringintothepoemaffects
interpretation,and3)togetstudentstobegintoidentifyparticularlinesorwordstosupport
theirinterpretations.Afterworkingalonetoanswertheworksheet,studentswillgetinsmall
groupsandthenultimatelyreturnasaclasstocomparetheirdifferentreadingsofthepoem.]
Homework:ReadTobiasWolff's"TheRichBrother"(305)andKittyTsui's"AChineseBanquet"(554).
Chooseoneofthefollowing:Inaonepageresponseexplainwhichbrotheryousympathize
withDonaldorPete.Givereasonsforyourresponse,including,perhaps,reasonswhyyou
mightbepersonallyinclinedtotakeonebrother'ssideovertheother.Or,Inaonepage
responseexplainwhoyousympathizewith:thenarratororhermother?Givereasonsforyour
responsefromthetext,andalsofromyourownpersonalthinking.(HomeworkWriting3)[In
boththesetextsIthinkstudentsbeliefsandvaluesareimplicatedveryobviously,andtherefore
willhelpmeleadaclassdiscussionaimedatrevealinghowareownpersonalvaluesandbeliefs
areimplicatedinourresponsestoreading.]

WeekThree,ClassTwo:WhyDoOurInterpretationsDiffer?
InClass:DiscussionofstudentresponsestoWolffandTsui.ReadinganddiscussionofSylviaPlath's
"Daddy"(262).[Withthispoemwewillfurtherthediscussionofhowindividualreaders'
interpretationsandreactionstoliteratureispersonallyinvested.Iwillbringinafewsamplesof
commentarieswrittenbyyoungwomen,onwebsites,whohavechosentotypeupandpostthis
poemasoneoftheirfavoritespoems.It'sarealfavoritepoemforyoungwomen,itseems,and
soI'dliketohavetheclassseehowothers'arepersonallyinvestedintheirreadingsofliterature.]
Homework:ReadAmyTan's"TwoKinds"(288)andAliceWalker's"EverydayUse"(297).Inatwopage
response,addressquestion1onepage296[Doestheculturaldifferencesbetweenthe
immigrantmotherandtheAmericanizeddaughterintensifytheirstruggle?]andalsothis
question:MostreadersaresympathetictoMaggieandnotDee.Whyisthat?Writea
sympatheticresponsetoDee.(HomeworkWriting4)[Thepointofthisassignmentistofurther
demonstratethepersonalinvestmentwehaveinourreadingsbyaskingstudentstoreadtexts
thatIsuspect,atsomerisk,thatmanyofthemwillnothavecloseculturalconnectionto(though
somewill).InclassIwillworktopointouthowtheAmericanized,mainstreamreadermaybe
inclinedtobeunsympathetictotheparticulardilemmasthatthechildrenofdisenfranchised
parentsmightexperience.Ihopetopointoutthatwhileweshouldacknowledgeourpersonal
positionswhenweread,wecanalsoworktoseebeyondourpersonalposition,allowing
literaturetoexpandratherthanjustaffirmourviewsandbeliefs.]


WeekFour,ClassOne:LimitationsofthePersonalPointofView
InClass:Discussionofthetwostoriesandthelimitationsofreadingonlyfromapersonalpointofview.
Homework:WriteafirstdraftofEssayTwo(23pages).Chooseoneliterarytextthatwehavereadto
exploreyourinitial,personalinterpretationofthepieceandthencontrastthisinterpretation
withanalternativeinterpretationthatyoudevelopedafterfurtherthought,discussionwith
peers,andclassdiscussion.Presentbothinterpretationsbydrawingonthetextaswellasthe
experiencesorbeliefsthatsupportthem.Intheendbesuretoreflectonthestrengthsand
limitationsofpersonalinterpretation.

WeekFour,ClassTwo:PeerReview
InClass:Largeandsmallgrouppeerreview.Submitpaper,withyouremailaddressonthepaperitself.I
willrespondbytheendoftheweekend.
Homework:RewriteessayforWednesday,2/12/03

WeekFive,ClassOne:WritingWorkshop:Conventions,CitationandPlagiarism
InClass:Reviewofandpracticeinwritingconventionsforwritingliteraryinterpretationpapers,
appropriatecitation,andplagiarism.Discussionofpapersandworkneededforthefinaldraft.
Homework:Writefinaldraft.OnFridaybesuretosubmityourpaperalongwithyourpeers'comments,
mycomments,yourfirstdraft,yourmidprocessdraft,andanynotesyouhavetaken.Papers
thatdonotincludealldraftsandnoteswillnotbeaccepted.

Unit3:LittleRedRidingHoodandMultiplePerspectives

[ThisislargelyfromAliceDakenwhohasdevelopedthisunitaspartofhergraduatecoursework.]

WeekFive,ClassTwo:IntroductiontoUnit3
InClass:IntroductiontotheUnit
Homework:ReadCharlesPerrault's"LittleRedRidingHood,"(1573),JakobandWilhemGrimm's"Little
RedCap"(1576),andAngelaCarter's"TheCompanyofWolves"(1580).[Mayaskstudentsto
readtwoadditionalLittleRedstories(mostlikelyfromeitherBarchers'sWiseWomen:Folkand
FairyTalesfromAroundtheWorld,DelReyandKessler'sOnceUponATime:ATreasuryof
ModernFairyTales,orDonoghue'sKissingtheWitch:OldTalesinNewSkins)].Writeaoneto
twopageresponsetothereadings,notingthesimilaritiesanddifferencesamongstthem.
(HomeworkWriting5)

WeekSix,ClassOne:CautionaryTalesandReading/WritingfromMultiplePerspectives(Theories)
InClass:[DiscussionandGroups.]1.Whatisthemainstory(thecommonstorythatrunsthroughall)?
Whoarethecharacters?Arethereanybigdifferencesinthetexts?2.Children'sCautionary
Tales.Howdoesthis(Perrault's)storyactasacaution?Whyisliteratureacautionarydevice?3.
Whysomanydifferentversionsenteringtheory?4.Freewrite.
Homework:RitualTheoristReadingandFeministTheoristreading(onesuggestionforritualtheoryreading
isRitualTheoryandPractice,byColinLow,http://www.digitalbrilliance.com/kab/rtt.htm).

IntwopageswriteaboutoneofthesetheoriesandoneoftheversionsofLittleRedRiding
Hood.Howdoesthetheoryopenup/explainthestory?Whatdoyounoticeinthestorythat

speakstothetheory?Whatdidyounotnoticeuntilreadingthetheory/Whatdidreadingthe
theorymakeyounoticeevenmore?(HomeworkWriting6)[Youmightalsousethetextbooks
criticaltheoreticalarticles.)
WeekSix,ClassTwo:Theory
InClass:[Discussion.GroupActivity].1.Talkingabouttheory.2.Ingroups,makeachartthatdividesand
explainsthedifferentversionsandthetheories.Forexample,howwouldthedifferenttheorists
readPerrault'sversion?Areanyoftheversionsspecificallyonethingoranother?3.Discussion
ofcharts.Whatdiddifferentreadingsdototext?
Homework:Bringinoneofyourfavoritechildren'stales(thiscouldbeabook/movie/oral
story/song/other).Ifyoudonothavethetextitselftobringintoclass(forexample,ifitisastory
thatyouhadbeentoldoratvshowyoualwayswatched),thatisokay.Writeasummaryofyour
chosentale.Then,writealistofwhatyouthinkareimportantthingsinthetale(events,
characters,dialogue,etc.).(HomeworkWriting7)

WeekSeven,ClassOne:AnalyzingYourChildren'sText
InClass:[Largegroup,theninpairs/singularly].1.Shortwritingabouttext.Repeatwhatwedidwith
LittleRedRidingHoodtoyourchosentext.First,whyisthistextachildren'stext?Isitanother
educationalorsocialissue?2.Then,whatdoestheapplicationofdifferenttheoristsdotothe
text?ArethereanyconnectionsbetweenyourtextandLittleRedRidingHood?Arethereany
connectionsinthewaysthatthetheoristscouldbeappliedtothem?
Homework:RoughDraft.Pickonetheoryandapplyittochildren'stexts(oneormoreoftheLittleRed's,
yourinclasstext).Whatdoesthistheorydotothetext?Howdoesitopenitup?Howdoesit
critiqueit?23pagedraft.

WeekSeven,ClassTwo:WritingWorkshop
InClass:Discussionandactivityforworkingwiththeroughdrafts.
Homework:MidProcessDraft.Pleaseemailitto(emailaddress)byMonday.Itshouldbeatleast50%
differentthanyourroughdraft.Itmustincludequotesfromtheliterarytextsandtheory.

WeekEight,ClassOne:PeerReview
InClass:Groupreviewofoneauthorandpeerreview.
Homework:FinalCopy(withroughdraft,midprocess,andpeerreview).

WeekEight,ClassTwo:PaperPresentation
InClass:Collectpapersandreadseveraloutloud.

SPRINGBREAK

Unit4:Justice

[Thisunitaddressestheplace(orlackthereof)ofmoralityinliterature.Italsoraisesthequestionof
whetherliteratureisreflectiveofaculturalattitudesorwhetherithasanactiveroleincreatingcultural
attitudes.Thisunitalsointroducestheideaofputtingliteratureincontext;inthiscasePerkins"The
YellowWallpaper"isreadinthecontextofAmericanlate19thcenturyattitudestowardwomenandthe
pathologizingofwomen.Studentswillreadselectionsthatraisequestionsaboutgenderjusticeand
racialjusticeandwillthenwriteanessayoneitheranissueofgenderorrace.]

WeekNine,ClassOne:Whatistheroleofmoralityinwritingandreading?
InClass:ReadNiemoller,FirstTheyCamefortheJews(1011),Cullen,Incident(1343),Tretheway,
Incident(1344).Discussion:whatistheroleofmoralityforwritersandforreaders?Whatis
theroleofliteratureinengagingsocietyinissuesofjustice?
Homework:ReadBambara,TheLesson(1148).Writeatwopageresponseabouthowthespeakers
toneinthepoemswereadinclassandthenarratorstoneinBambarasstoryaffectsyour
readingoftheeventsthesetextsdescribe.DoCullenssingsongyrhythmandBambarasuseof
humorleadyoutotaketheseaccountsofinjusticelessseriouslythanthoseinTrethewayor
Niemoller?Why,orwhynot?(HomeworkWriting8)

WeekNine,ClassTwo:GenderandJustice
InClass:Discussionofhomeworkandintroductionoftextsongenderandjustice.
Homework:ReadMaxineHongKingston,"NoNameWoman"(1126)andCharlottePerkinsGilman,"The
YellowWallpaper"(924).[Bychoosingthesetwodifferentstories,bothwrittenbywomenand
bothaddressingparticularinequitiesthatwomenexperience,Ihopetoigniteadiscussionabout
howliteratureisperhapsboth/orreflectiveofculturalconcernsandalsoactiveininstigating
suchconcern.It'snotaccidentalthatIhavechosenonetextwrittenin1892andanotherwritten
in1976.]Writeatwopageresponseontowhatextenteachofthesereadingsisaboutinjustice.
Definewhatyoumeanbytheterm.(HomeworkWriting9)

WeekTen,ClassOne:TheYellowWallPaper.
InClass:ReadPerkins,"WhyIWroteTheYellowWallpaper'"(938),S.WeirMitchell,From"The
EvolutionoftheRestTreatment,"(939),andJohnHarveyKellogg,FromTheLadiesGuidein
HealthandDisease(944).Discusshowthesereadingsdeepenorcomplicateyouroriginal
responseto"TheYellowWallpaper."
Homework:WritearoughdraftofEssayfourforhomework.

WeekTen,ClassTwo:Workshop
InClass:Discussionandactivityforworkingwiththeroughdrafts.Homework:MidProcessDraft.Please
emailitto(emailaddress)byMonday.Itshouldbeatleast50%differentthanyourroughdraft.
Itmustincludequotesfromtheliterarytextsandtheory.

WeekEleven,ClassOne:Workshop
InClass:Groupreviewofoneauthorandpeerreview.
Homework:FinalCopy(withroughdraft,midprocess,andpeerreview).

Unit5:ARaisinintheSunandtheDocumentedEssay

WeekEleven,ClassTwo:Introduction
Inclass:LangstonHughes,LetAmericaBeAmericaAgain(1062),ThemeforEnglishB(1069),
Harlem(1070):Smallgroupworkcomparingthreepoems.
Homework:BeginreadingLorraineHansberrysARaisinintheSun(661473),Writea12pgresponseto
questionsTBAonthefirsthalfoftheplay.(HomeworkWriting10)

WeekTwelve,ClassOne:Raisin
InClass:Discussionofhomeworkandplay
Homework:FinishreadingARaisinintheSun(473502)Writea2pageresponsetotheplay,beginning

withquestion2onpg.503andusingevidencefromtheplaytoillustrateyourpoint(Homework
Writing11)

WeekTwelve,ClassTwo:Universality?
Inclass:Discussionofhomeworkandendofplay.
Homework:Writea34pageroughdraftofanessayonARaisinintheSun.Essaytopic(fromquestion5
onpg.503):Doyouthinkthisplayisuniversalinitstruthsandconcerns,orareyoumore
inclinedtoseeitasspecificallyaboutAfricanAmericans?Explain.Inwhatwaysisthis1959play
relevanttolifeintheUnitedStatestoday?

WeekThirteen,ClassOne:ARaisinintheSunincontext
Inclass:AsaclassexploreAWebAssignment(521),aswellasscholarlyarticlesabouttheplay.[The
pointofthesereadingsofferedtoprovideculturalcontextfortheplayistohavestudentsget
otherperspectivesonthehistoricalandculturalrelevanceofthisplay,aswellasnonhistorical
anduniversalinterpretationsofit.Afterhavingalreadycommittedandreallythoughtthrough
theirownperspectivesinafirstroughdraft,readingthesetextswill,ideally,allowstudentsto
thinkfurtherontheirtopicswithoutsimplyfallingintolinewithwhatamoreexperienced
professionalwriterargues.]
Homework:Writeamidprocessdraftofyouressayinlightofwhatyouhavejustreadinclass.
Incorporateatleastthreesourcesintoyournewdraft.Submitacopyofyourpapertomeby
Friday'sclass.YouwillreceivefeedbackbyMonday.

WeekThirteen,ClassTwo:DocumentingYourEssay
InClass:PeerReviewanddiscussionofappropriatedocumentation
Homework:Completefinaldraftofessay

Unit6:PortfolioReview

Aportfolioisacollectionofawriter'sworkfromagivenperiodoftime.Thiscollectionwillconsistof
threeoftheessaysyouhavewrittenthissemesterandashortfinalessay,"MeasaReader."This
portfoliowillreflectyourverybestwork,andtoachievethataim,youwillneedtoreviseyouressays
fromthecommentsIhavemadeandfromyourowncarefulrereadingofyouressays.Finally,youneed
togrammaticallycorrectandproofreadyouressays.

1.TheEssays

Reviewandreviseallofyouressays,usingthecommentsthatyourpeersandIhavewritten,andalso
yourowninsightsasyourereadyouressays.Theserevisedessaysarethemostimportantpartofyour
portfolio.Withperhapsoneortwoexceptions,yououghttoaddsubstantiallytoeachofyourthree
essays.Iamimaginingthatsuccessfulessayswillincludeseveralnewparagraphsaswellassome
significantcuttingofoldmaterials.WhenIevaluateyourworkIamlookingtoseethatyouhave
conqueredthebigchallengesofcollegewriting:focus,development,analysis,organizationandediting.
Witheachessayyoumustincludeaparagraph"preface"explainingthechangesyou'vemadetoyour
essay.Describewhatyou'vedonetoimproveyouressay,usingthecriteriaI'veestablished(focus,
development,etc.).Makesureyouincludetwoversions:theoldoneandthenewone.Itmightalsobe
usefultoputnewsectionsin"bold."Thatwaywecanreallyseewhereyouhaverevised.

2.FinalEssay,"MeasaReader."
Thisessayisashort,23pageessaydescribingandexplainingyourpreferredprocessasareaderand
interpreterofliterature.Whatisthefunctionofliteratureforyou?Howdoyouinterpretit?

WeekFourteen,Classone:PortfolioReview

WeekFourteen,ClassTwo:PortfolioReview

Portfolioisdueonexamday.