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Page updated:
Thursday, February 18, 2010 04:03 PM
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Requirements:
Journals are to be a 1/2 to 1 full page, single-spaced response to the
question/prompt for that week. Do not exceed 1 page. Keep in mind that
these are informal responses but should adhere to the rules of good
writing. I'm looking for your personal responses/reactions to the works
assigned. Thus, I don't expect the same amount of time spent on these
as I do the papers you write, but do make your journals thoughtful.
Open
Journals (OJ):
You are required to write four (4) OJs throughout the
semester. Any topic or subject matter is fine as long as it relates
to the course content. You might be inspired by a short story, a
poem, a particular character, or some theme in a work we've
covered. Label these journals OJ-A, -B, -C, & -D in the title.
These are due on the assigned days below at the start of class (see
also the Weekly Course Outline) and will be graded with a
ü+,
ü,
ü-. |
Assigned
Journals (AJ):
Below, you will find an AJ topic for each week. You must choose
among these and write three (3) AJ's throughout the semester.
Identify these as AJ-1, AJ-2, and so forth in your main title and
add a subtitle that captures the point you make in your response.
AJs are due at the start of class and receive a letter grade with
points. Example title:
AJ-1:
Faulkner's Foreshadowing Technique in "A Rose for Emily" |
|
|
Assigned Journal Topics |
|
WEEK 2 |
AJ 1:
Despite the story’s confusing sequence, many events are
foreshadowed in William Faulkner’s “A Rose for Emily.” Give some
examples of this literary technique. How does foreshadowing
enrich the story |
|
WEEK 3 |
AJ 2:
After reading
“The Yellow Wallpaper,” in your own words, describe the house and
grounds, the room, and the wallpaper. What is it about each of
these elements that upsets the narrator? Do you believe her
descriptions of her setting are accurate? Why or why not? What
do you think she sees, and what do you think she imagines? |
|
WEEK 4 |
AJ 3:
“Young
Goodman Brown” employs several symbols to convey its theme.
Identify 3 symbols and discuss what they represent. |
|
WEEK 5 |
OJ-A Due (whole
class)
AJ 4:
Traditionally, a quest is a journey in which a knight overcomes
a series of obstacles in order to perform a prescribed feat. In
what way is Phoenix’s journey a quest? What obstacles does she
face? What feat must she perform? |
|
WEEK 6 |
AJ-5:
The initiation of a child into adulthood is a common literary
theme. In this story, hunting is presented as an initiation
rite. In what way is hunting an appropriate coming-of-age
ritual? Consider the references to blood and whether there is
an additional/alternate theme of initiation also/separately
working in this story. |
|
WEEK 7 |
AJ-6:
Explain the moral you learn after reading Oedipus Rex?
How are you (in 2007) affected by the events that happen to
Oedipus, Creon, Jocasta, and Tiresias? |
|
WEEK 8 |
AJ-7:
A central theme in Miller’s Death of a Salesman
involves the pursuit of the “American Dream.” What commentary
does the playwright make about the American Dream through his
dramatic portrayal of this typical American family living in the
1950s?
|
|
WEEK 9 |
OJ-B Due (Whole
Class)
AJ-8:
Do
you think Willy Loman in Death of a Salesman is an
innocent victim of the society in which he lives, or do you
think there are flaws in his character that make him at least
partially responsible for his own misfortune? Explain with
specific textual references. |
|
WEEK 10 |
AJ-9:
In Williams’ The Glass Menagerie, what
events or passages foreshadow Tom’s decision to leave his
family? Discuss & defend whether you think his flight is a sign
of strength or of weakness in his character. |
|
WEEK
11 |
AJ-10:
The Glass Menagerie
is a play that focuses on the frailties of its protagonist, Laura
Wingfield. Point out the ways that Williams makes manifest Laura's
frailties. Then discuss what you think Williams is trying to say about
individuals in society who are not strong, but, rather, dependent upon
others. |
|
WEEK 12 |
AJ-11:
In
The Glass Menagerie,
do Amanda and Laura change (i.e. are they dynamic characters?)
as the play proceeds? What do you think will happen to them
after the action of the play is over based on evidence Williams
provides about these characters? |
|
WEEK
13 |
OJ-C Due (Whole Class)
AJ-12: Compare the attitudes
that Dickinson and Hardy have on the subject of death in their
respective poems, "Because I Could Not Stop for Death"
(Follow
this link for Dickinson's poem)
and "The Man He Killed" (in your textbook). |
|
WEEK 14 |
AJ-13: Analyze Keats' poem
"Ode on a Grecian Urn."
-
What does the urn
seem to be saying to the speaker as he gazes upon its
beauty?
-
Keeping in mind that
this poem exists in the realm of the imagination, in what two
ways do the images on the urn seem to be superior to real
life?
-
Pay particular
attention to the concept of time and the notion of permanence.
|
|
WEEK
15 |
AJ-14: Analyze the last 2 lines of Shakespeare's Sonnet
130, "My Mistress' Eyes Are Nothing Like the Sun,"
in light of the first 12 lines of his poem. Reflect upon
these last two lines' significance by comparing and contrasting
them to the rest of the sonnet.
|
|
WEEK 16 |
OJ-D Due (Whole Class)
AJ-15: Compare and contrast the theme of love in
Donne' "A Valediction: Forbidding Mourning" (439) and Bradstreet's "To
My Dear and Loving Husband" (446) |
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