eng 102 assignment packet

8/6/2019 ENG 102 Assignment Packet

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ENG 102, Spring 2011Instructor: Cynthia Bateman

Reading Record

For each assigned reading, you will submit a reading response. I will assignyourreadings on Fridays, and yourreading records will be due the following

Mondays (any exceptions to these deadlines will be announced in class). Be sure to

include your name, the name of the reading, and the authors name at the top of

your paper. Responses should be attached in an email and submitted tobe by

11:00am the day they are due.Each reading response will consist of the following:

1. A list of three to five questions the reading inspired you to ask2. A list of three to five key points from the reading3. A quote from the reading that you find significant and a brief analysis of

that quote

Your reading records will serve multiple purposes in this class. First, they will provideevidence of your actually having read the material. Second, they will serve as summary

guides of the readings. This will be useful when you need to start identifying possiblesources for your final project. Last, compiling a thorough reading record will serve as a

solid means of preparing for in-class quizzes.


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Episode Analysis

You will write a one to two page episode analysis for select episodes ofThe X-Files we watch in class. Be sure to check the syllabus to verify which episodes require ananalysis. Episode analyses should be attached in an email and submitted to me by

11:00am the day they are due.

Episode analyses should consist of your analysis of themes, ideas, or questionsdeveloped and/or inspired by a particular episode and how such components are

demonstrated within the episodes. Theseare notsummariesoftheepisodes.Theseanalyses will serve to help you weave together concepts from your readings with themes

from the show. As you write them, keep in mind the key points you identified in thatweeks reading response paper and try to apply those points to themes in the episodes.

Also, feel free to identify other points/themes in the episode that are of particular areas ofinterest to you and how those themes are illustrated in the show. This may be useful later

in the semester as you search for areas of inquiry to research further.


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Blog Information Sheet

This class includes a required blogging component. The web address to our classblog, Truth In Inquiry, is http://truthininquiry.wordpress.com/ In order to blog on thissite, you will need to sign up for a free wordpress account. To do this, follow these

instructions:1. Go to http://wordpress.com/ and click on the Sign up now tab in the ornage box on

the right of the screen. You will be redirected to the sign up page.2. Then click on Sign up for just a username in the yellow box on the right of the

screen.3. Pick a username and a password. For your email address, be sure to enter you

SIUE email address as this is the only address I will use to contact you.4. Click the Sign up tab at the bottom of the page when youre finished.5.

Once you have an active wordpress account, I will be able to activate you to usethe blog. We will go over how to post to our blog in class.

Because I cannot activate you as an author on our blog until you have a wordpressaccount, you should sign up for one the first day of class. Email me after youve signed

up so I know to activate you. By Wednesday, January 13 everyone should have signed upfor an account, emailed me, and have active author privileges on our blog.

Ways to Use the Blog

1. Each student will sign up to be responsible for posting to the blog for one week.During that week, the assigned student(s) will post his reading record and hisepisode analysis to the blog (these items will also be attached to an email and sent

to me as usual). The easiest way to post these items to the blog is to copy andpaste from a Word document (ask me how to do this if you are unsure). In

addition to the reading record and the episode analysis, the assigned student(s)will write a brief 200 to 300 word post relating to something we discussed in class

or an area of interest of his own that can be related to our class. This post will beinformal and students should feel free to explore areas that are of interest to them.

2. When it is not your week to post to the blog, you should be reading the posts ofyour peers and commenting on them (on the blog). The idea here is to help one

another develop ideas or offer other ideas that the original author may haveoverlooked. Keep in mind, blog participation is worth 100 points.

3. Every student is free to post to the blog at any time and not just during the weekthat she is responsible for it. If you find news articles, essays, or videos that you

find interesting and want to share, feel free to post them. If you want to explore anidea you have, feel free to write about it. If you have questions for me or about the

class, the blog is a great place to ask them. That way other students can benefitfrom reading the answer as they may have had the same question you did. Bottom

line: This blog is yours. I want you to make it your own.


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4. I will also be posting on the blog. In addition to asking questions to inspirethought, I will occasionally post extra credit questions so be sure to look for them.

5. All students will be responsible for posting various other assignments to blog laterin the semester. These assignments will be explained as they come about.

6. Letme reiterate: Youshouldcheckthis blog on a regular basisand writeonitoften.

Students having trouble with the technical how tos of blogging should see me as soon

as possible. I know most of you have never blogged before, and getting started can betricky sometimes.


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HOW TO ANALYZE A QUOTATION

1. Read through the quotation.2. Identify the speaker, listener, and context of the quotation.3. Examine the quotation carefully, looking for any of the

following:y Character development: What is revealed about the

characters personality?

y Themes: Look to see if there is anything that relatesto the authors message.

y Literary devices such as: simile, metaphor, irony, etc.Consider the reason WHY the author creates thisfigurative language. What is the writer trying to

highlight or convey?*** You are not limited to only one of the above. Somequotations may be rich with elements that enhance thewriters craft, which leaves us plenty to analyze.

4.Pull all of your ideas into one strong, cohesive response.Try to pull out or highlight word, phrases, and wordunits that help you to support the idea(s) you are trying toconvey/prove. Italicize or quote the words/phrases and

integrate them into your sentence(s) as you analyze thesignificance of the passage.5. Dont forget the HOW/WHY rule: explain how and why

the quotation is important.


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Area of Inquiry Assignment Sheet

This assignment will consist of two parts: an inquiry web and a list of questions.

Part 1: Inquiry Web

You will create an inquiry web like the ones we created in class. Your web shouldbe geared towards your chosen area of research. For instance, if I was interested in

possibly researching extraterrestrials, the general category of extraterrestrial would beat the center of my web. While you may decide to research an area other than the one you

create a web of, I do recommend that you use this opportunity to explore, in detail, anarea of research you are considering for the topic of your final analysis project.

The web is to be hand written on a piece of white computer paper (no notebookpaper). Neatness is essential! I will not grade anything that looks like it was scribbled

before the start of class. Take your time with this. Think it through. Ask for assistance ifyou need it. The more elaborate of a web you are able to create, the greater the likelihood

that you will find a unique and stimulating research topic.

Part 2:List of QuestionsYou will submit a list of five or more wellthoughtoutquestions that you are

considering for your final analysis project. The web you create should inspire thesequestions. For example, if I create my extraterrestrial web, my list of questions should be

generated from the offshoots of that web. Do not submit questions that can be answeredwith yes/no answers. Open-ended questions will lead offer you the best results when

researching your topic.The list of questions is to be typed per standard MLA format and submitted in

hard copy form. Both the inquiry web and the list of questions are due at the start of classon Wednesday, March 2

nd.


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ENG 102, Spring 2011

Instructor: Cynthia Bateman

Annotated Bibliography Assignment Sheet*

You are to write an annotated bibliography in MLA format. This assignment is duein class on Friday, April 8th(hard copy, do not email). To annotate a bibliography means

that you list the source as you would for a regular works cited page, and then have a two to

three paragraph annotation that summarizes the source and explains why the source might

be useful to your project. You must have at least seven sources for your annotatedbibliography, and preferably more. These include sources that you willpotentiallyuse for

your final project. You may, of course, locate additional sources and/or change sources for

your final paper.Each source must have a 2-3 paragraph annotation. Each annotation must

have:

y A brief summary of the main ideas of the source, including the thesis if the sourcehas one.

y An explanation of why/how that source is useful/significant to your project (or whyyourejected it)

y A thought-provoking quotation from the source (no longer than 1 sentence)Consider discussing how a particular source works well withone of yourother sources in

the annotation; in other words, thinkabout the connections between your sources.EXAMPLE:

Topic: Spinning wheel as tool/toy

Zipes, Jack. Spinning with Fate: Rumpelstiltskin and the Decline of Female Productivity.

Western States Folklore Society 52.1 (1993): 43-60. JSTOR. Web. 3 Nov. 2009.

In this article, Zipes explores traditional tales that feature spinning. He sees these tales

as indicating the initiation of spinners into specificallyfemale sphere of production, and as

the expression of womens resistance. He cites one exhaustive study: Treusch-Dieterstudies the evolution of spinning as a craftand analyzes artifacts, symbols, and documents

from a period severalcenturies before the birth of Christ to the nineteenth century to

demonstrate how spinning as an art form was an invention of woman anda manifestation offemale productivity (50). Furthermore, Zipes demonstrates that, in certain eras, spinningwould have been a necessary life-skill for many lower class women, who would not succeed

if they could not spin properly. By tracking the changes in the Rumplestiltskin tale over

time (he references several versions of the tale), Zipes is able to show womens growing

anxiety during the industrial revolution, as the taskof spinning is taken overby men withspinning machines. Lateron, spinning was almost entirely industrialized, and spinning

came tobe associated with old age (as in the word spinster).


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This essay is relevant to my projectbecause it demonstrates that the spinning wheel

was a tool specifically associated with women: it was a substantial partof womens work.And, in fact, strictlywomens work: They tookcare of the animals and helped plant the

flax; they cleaned and prepared the wool and roasted, broke, and hatcheled the flax. They

did practically all the spinning. That is, spinningbecame the privilege of women, and it was

considered their domain alsobecause it allowed for their domestication (51). This will

help me to explore the wheels transition from gendered toolto its rebirth as gendered toy.Where spinning was once a necessity of lifepartof the womans daily household chores,

now it is a hobby or historical curiosity. Curiously, even though it is now notnecessary,

spinning remains gendered, as doknitting and weaving. There are a few men whoparticipate in these hobbies, but they are still culturallyfeminine fun.

*Portions of this assignment sheet courtesy of Professor Heather Johnson*


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ENG 102, Spring 2011

Instructor: Cynthia Bateman

Class Presentations Assignment Sheet

To further help you prepare your final analysis project, you will give a 5-7 minute

class presentation about your chosen topic. Presentations will take place during the week

ofApril 11th

(you will sign up for dates in class). The format of your presentation is open

to your discretion, that is, you get to choose how you do it. You may use notecards and

present to the class that way. You may create a visual presentation using PowerPoint,

Keynote, or (my new personal favorite- though you get no extra points for using it)P

rezi.

You may create handouts for the class. You get the pointthis presentation is yours to

assemble as you see fit.

However you decide to assemble your presentation, it should include the

following:

1. A clear idea of what your researching and why.2. Relevant background information about your topic (remember, youll be

presenting to an audience who may not know anything about your topic. You

must tell us what we need to know in order to understand what youre saying).

3. An overview of where your research has taken you so far.4. A question or two (or three) or problem(s) that youre having with your

topic/research (we may be able to help you).

At the end of each presentation the audience will have an opportunity to ask questions

ofyou so be prepared. If executed well, this presentation is an opportunity for you to

begin to gather your thoughts about your final project.


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Final Analysis Project Assignment Sheet*

For your final research analysis project, you are to invent your own argument,research your own outside sources, and write a researchedanalysis comprised of asophisticated enough claim that it will carry you through the minimumeight page

requirement. Your final project is due, submitted to be via email, by 12:00 noon on

Thursday, May 5th.

Remember that the class theme is truth, so I strongly encourage you to choose a

topic that has something to do with the class conversations, episodes ofThe X-Files, andtexts. Having said that, know that concepts like truth, beliefs, and facts are enormous in

breadth, and your own interest(s), major(s), and/or profession(s) will be related in someway: you just need to make that connection clear.

ResearchRequirementsandTips

This project requires you to integrate five sources, at least two of which must bepeer reviewed. Consider looking at EBSCO (Academic Search Premier, ERIC, etc.) and

JSTOR for peer reviewed essays. For newspaper articles, you might try Lexis-Nexis.Wikis and dictionaries will not count as sources unless you are specifically using them as

part of your argumentative focus, which we can discuss in class (and if you use adictionary, use the Oxford English Dictionary, which is available online through the

Lovejoy Library). I highly suggest two methods of research to help you get going: 1) Goto the library, locate print sources, and examine their works cited pages. The works cited

page on one source that is useful to you will undoubtedly lead to a second (and often areputable one). 2) Access the Lovejoys online resources at

and select A-Z List ofOnline Resources in the leftnavigation bar.

When researching, let open questions guide you do not simply look for evidence

to support a claim that you have already made. The source material can help you toshape your own focus and thesis statement (argument). Do not simply choose the first

five sources you come across; instead, locate many more sources than you need, and thentake the best ones of the bunch. As usual, follow MLA format for all documentation.

When integrating your source material, remember that you do not need to use the

sources equally (and probably shouldnt). Use only what is necessary to use nopadding. Integrate the direct quotations with your own prose (perhaps only quoting a

word or two, or a partial sentence). Remember to use attributive tags, and mention theauthors full name upon first mention.

Invention Help

y Narrow your focus by thinking more specifically about your topic.


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y Consider combining cultural lenses with your topic: gender, race, class,ethnicity, age, sexuality, power relationships, boundaries, access, etc. etc. etc.

y Integrate quotations, interpret them, analyze them, combine them where do theylead you? Watch for patterns in the ways different authors discuss your topic.Write about your sources as if they were in a formal paper and look for patterns in

your own thinking.y Determine your next question (ask questions about your questions). Let your

research be guided by open questions, not by closed opinions or preformed

conclusions. Do not simply choose evidence that supports your pre-formulatedclaim; allow your thesis to be shaped by what you read.

y Find contrary or complicating evidence that does not seem to fit with your thesis.Modify your thesis (make it more complex) to account for the discrepancies youuncover.

Assessment Criteria

A Successful Essay WILL:

y Present and develop a strong thesis, which is an interpretative claim (NOT merelyan opinion or description) about your topic.y Provide evidence and examples which support your thesis statements assertions

(crucial importance and representative examples).

y Employ a logical and effective organizational structure of well developedparagraphs, smooth transitions, and a strong introduction/conclusion.

y Demonstrate familiarity with useful ideas and terms from the readings and outsidesources, but integrate only what your argument requires.

y Engage the reader with "zesty" prose, good diction, proper mechanics-readabilityfactor!

y Do the work ofanalysis do not simply describe something, do notsimplydictate policy, do not simply relate data.

y NOT be dominated by the experts. This isyourpaper which uses outsidesources to develop youroriginal claim/thesis and idea. You are not merelysummarizing what other people have said.

y Have a catchy and interesting title that relates to the main claims and/orinterpretations of the paper.

*Portions of this assignment sheet courtesy ofProfessor Matthew Johnson


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eng 102 assignment packet

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