English 2130 Sample Assignment 1 English 2130 Writing to Learn In-class Response Purpose/Goals: This sample activity is designed to capture the following learning outcomes: Describe, examine, evaluate reading practices and oral/written critical analyses Analyze and explain how various components of literature work together to create meaning Apply writing as a tool for understanding literature and its interpretation Description of Assignment: Choose one of the following questions and write for about 20 minutes. Explain as thoroughly as you can the question you choose and use examples from the text. (open book response) Questions: How does the concept of the melting pot damage “difference” or the experience of the “other”? Choose one of the works we read for this week and apply this concept. How would you describe America? List at least 5 characteristics. Then compare or contrast these with the way that de Crevecoeur writes about America and its portential. Find examples of imagery, metaphor and humor in Frederick Douglass’ piece. What do these tell us about his view of America? Requirements: Write in class with open book option for about 20 minutes. Turn in response Assessment: Assessment for this activity may be non-graded, or you could use a check, check - or check + system to let the student know generally how their response strikes you as logical, informed, etc. Response papers are often used more as a communication to you about what students know (or don’t) and your response is usually written feedback. In addition, you could use their responses as a springboard for class discussion and a lecture that clarifies and highlights. English 2130 Sample Assignment 2 English 2130 Formal Paper Purpose/Goals: This assignment is guided by the following learning outcomes as stated on the syllabus: · identify and explain the fundamental features of the genres of poetry, fiction, non-fiction, or drama · define key literary terms/concepts and implement these in written discussion as well as in literary interpretation · analyze literature and explain how various components of literature work together to create meaning. · apply writing and revision as tools for understanding literature and its interpretationThis paper should demonstrate students’ abilities to analyze literature and create arguments based on reasonable inferences from textual evidence. Description of Assignment: Choose one of your response papers that you feel deserves further investigation and elaboration, one that you found interesting to write. Your topic and thesis must be cleared by me; you may seek approval for your paper by email, during my office hours, or by appointment. If you’d like to write on a work or topic that you didn’t write a response paper on, please discuss the idea with me. You will need to revise your response papers based on the purpose of the new assignment. The response paper is an informal piece designed to see what you know and to help you learn material in more depth. The formal paper, on the other hand, is more academic in tone and structure, and its purpose is to demonstrate your skill at analysis and interpretation, as well as with formal writing. It should be an argument with a thesis, include supporting evidence from the text and a fully developed explanation of how each piece of evidence you’ve provided supports your assertions. Bring three copies of your draft for peer review on ______(date). In groups of four, you will exchange papers, take them home to comment, and bring them back the next class time for feedback. Then take the comments and feedback provided by your peers and draft a second time. Email your second draft to me by ____(date). We will discuss individually your second draft and I will then point out successes and suggest revision where needed. On ___(date) you must turn in the final version of this paper. Please attach previous drafts and comments from peers behind the copy you want me to read for the final grade for this paper. Requirements: 8-10 pp. Times New Roman, 12pt. font, 1” margins MLA format Argument within a literature context Assessment: We will use the attached sheet to assess and comment on your papers . Please be as thorough in commenting as you can. Be sure to let your classmates know where their papers are successful and where they need to be revised, where more explanation or example is needed (or omitted, perhaps). English 2130 Sample Assignment 3 English 2130 Oral Presentation Group-teach for the Colonial Period Purpose/Goals: This sample activity is designed to capture the following learning outcomes: Identify and explain the fundamental features of the genres of poetry, fiction, non-fiction and drama Describe, examine, and evaluate your own reading practices and written/oral critical analysesAnalyze literature and explain how various components work together to create meaning Recognize and interpret relationships between American literature and its literary history and culture Description of the Assignment: In order to cover the contributions of early writers in America, we will conduct group presentations of some of the material from the Colonial Period. The class will be divided into 5 groups, by counting off 1 through 5, and then each group will be assigned authors to consider for teaching the class. One class period will be provided for groups to organize their presentation; the rest of the planning must be done on your own. Each group will present for 15 minutes. Requirements for presentations are below. For instructors: Following are questions that I developed for the groups to consider in their presentations. You will certainly think of others. After each presentation, I also follow up if there is something I think the group missed. Columbus/Smith How are the themes of individualization and isolation incorporated into the works of Columbus and Smith? What theological concepts were prevalent in Columbus’ time, which made him so sure of his success in claiming the new land for the King and Queen? What theological concepts were prevalent in Smith’s time that made him so unsure from one moment to the next what God was going to do for him and his group? What were two main aspects of the New Word described in Christopher Columbus’ writing? What was the conflict between John Smith and the Powhattan regarding Powhattan’s Discourse of Peace and War?