LIT 165 Syllabus
LIT 165 Announcements
LIT 165 Assignments
WRT 120 Syllabus
WRT 120 Announcements
WRT 120 Assigmments
Notebook for Topics in Literature: Imaginary Worlds (Spring 2005)
Adieu to Imaginary Worlds
One Last Look at Imaginary Worlds
ASSIGNMENT SHEET: Paper #3
Notes on 'Before the Law'
Samuel Beckett Links
Notes on 'Waiting for Godot'
Approaching 'Waiting for Godot'
Notes on 'Axolotl' by Julio Cortazar
Notes on 'EPICAC' by Kurt Vonnegut
ASSIGNMENT SHEET: Paper #2
DIRECTIONS: Independent Project
Suggested Readings: Independent Project
Character Analysis: Brave New World
Analyzing the Brave New World
Embarking on the Brave New World
A Critique of BRAVE NEW WORLD
Inferno: Final Destinations, Cantos XXXII-XXXIV
Inferno: Malebolge, Cantos XVIII-XXXI
Inferno: Questions/Analysis, Cantos XII - XVII
Structure in the Inferno: Analysis, Cantos V - XI
Inferno: Questions for Analysis, Cantos I - V
Introducing Canto I
Approaching the Divine Comedy
Relating to Dante's Inferno
Our Goals for Studying the Inferno
Assignment Sheet: PAPER #1
Leaf By Niggle
Responses to Leaf By Niggle
'On Fairy Stories' by J.R.R. Tolkien
Notes on Ovid and 'Metamorphoses'
Analyzing the Mythic Tales
The Four Functions of Myth
Myth and Metaphor
Myth - Links
Filtering the Introduction to 'Fantastic Worlds'
'La Belle Dame Sans Merci' and 'The Zebra Storyteller
Introducing the 'Imaginary Worlds' Theme
Alice In Wonderland
Notebook for Effective Writing I (Spring 2004)
Conference Schedule: 4/21 and 4/26
Commentary: Following Up Your Response
Critical Thinking and Commentary
Casebook: Evaluating Sources
What is Argument?
Parts of an Argument
Casebook Assignment Sheet
Rubric for Evaluation of Writing
Assignment Sheet: Essay#1
Short Stories About Identity
Thoughts on Stories About Identity
Poems About Identity
Understanding the 'Rhetorical Situation'
ENG Q20: Basic Writing (Fall 2004)
ENG Q20 Syllabus
Frederick Douglass Excerpt
How to Detect Propaganda
George Orwell's Politics and the English Language
Propaganda Analysis Exercise
Weblog for WRT 120
Writing Assistance on the Web
Blackboard at WCU
WCU's Francis Harvey Green Library
Casebook Assignment ~~
I: Spring 2005
A COPY OF THE CASEBOOK RUBRIC.)
At the heart of
our free, democratic society is the notion of informed choice. Our "information
age" seemingly provides all the necessary information we need to make informed
choices about the complex issues that confront us. Fortunately, the Internet
seems to make that information more readily available than it ever was. Unfortunately,
however, the picture becomes less rosy when we consider that despite the wealth
of information at our fingertips, we also live, undeniably, in an age of mass
media "spin," an age in which we are fed on a diet of opinions rather
than facts. It's been observed by countless critics how many of our traditionally
"objective" sources of information have turned wildly sensationalistic,
unabashedly profit-driven, or blatantly politically biased. When the top-rated
cable news network is exposed for engaging in paid propaganda, when documentary
filmmakers abandon standards of "objectivity" to produce films intended
to swing presidential elections, we may feel we're living in an age when "objective
truth" has receded into virtual nothingness. Never has it been more difficult,
and therefore more important, to gain the skill of separating fact from opinion.
Only by doing so can we hope to arrive at an informed choice that is rational
as well as "informed."
This collaborative exercise (1) helps students to learn methods for gathering
and selecting information; (2) helps students become knowledgeable about a controversial
or debatable issue by exploring and analyzing more than one side of that arguable
issue; (3) provides an opportunity for students to practice critical thinking
skills such as questioning, analyzing, and synthesizing; (4) helps students
learn to identify and evaluate a writer's use of argumentation by identifying
claims, examining reasoning, and analyzing evidence; (5) asks students to collaboratively
produce editorial writing that questions, analyzes, and evaluates; and (6) provides
an opportunity for students to develop teamwork skills.
Directions: As a collaborative group, assemble a casebook composed of
no less than four articles which demonstrate the range of positions that are
possible on a debatable issue of your choice. The following steps are all necessary
components of this assignment:
- Select four
articles that explore and help demonstrate the range of positions that
people take on this issue. Aim to select articles that you feel are especially
credible, that argue their position effectively or persuasively. You may also
wish to explore pieces that you feel are especially not-credible to provide
an instructive contrast. You may also wish to include articles which you feel
are especially informative, though not persuasive one way or the other. These
are the articles you will feature in your casebook, though you can include
others in an Appendix.
- Write an
Overall Introduction to your casebook (1-2 pages) which (1) presents the
topic, and the controversy surrounding the topic, to your readers in an engaging
way; (2) explains the range of positions you discovered; and (3) introduces
the four articles you will feature by placing them into the context of the
range of positions you've described.
- Write a Headnote
(1-2 paragraphs) to each of the four articles you will highlight in the casebook.
The Headnote appears before each article on a separate sheet of paper. Its
purpose is to introduce your source by, first, stating the title and the author,
as well as a short sentence or two to indicate the author's credentials; second,
stating where you found the article-in print (where?) on the Internet (where?
describe the site). Your aim in presenting information about the author and
the publication is to help establish the source's credibility or lack of credibility.
By this kind of careful examination, you may be able to determine whether
the article is likely to be biased, and how. Any biases should be taken into
consideration when considering the writer's statements. Thirdly, the Headnote
should contain a brief summary of the article and a reminder of how it fits
into the overall context of the casebook as a whole. Finally, present at least
one pertinent question arising from a consideration of this article.
- Write an
Endnote (1-2 paragraphs) to each of your four articles. At the end of
each article, discuss whether you judge the article to be based on fact, opinion,
or some combination of both. Explain whether you think the opinions are presented
persuasively or not and why.
- Write an
Overall Conclusion to your casebook which outlines the major questions
you think it reasonable to ask before making a decision on the issue. Then
present your group's assessment of the stronger position. Fully explain your
reasoning. If there is dissent in your group, make sure everyone's views are
expressed in the conclusion.
- For all the
writing you do in the casebook, your point of view should be first person
plural (we, our) to reflect the fact that your group is the collective author.
- Make sure your
finished casebook is assembled adequately. You can use a folder, a three-ring
binder, etc.-whatever works for your particular project. The pages should
be easy to flip through when assembled and they shouldn't fall apart.
- Please include
a cover page that reflects your chosen topic and states the name of everyone
in your group.
- You can use
graphics to lend a visual element to your project, or not, at your discretion.