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study 404 week 3

by: Jemeka Locke

study 404 week 3 wpu 3100

Jemeka Locke


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these notes are about the first three weeks of school
introduction to study soup
dr james jones
Class Notes
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This 7 page Class Notes was uploaded by Jemeka Locke on Friday September 16, 2016. The Class Notes belongs to wpu 3100 at William Paterson University of New Jersey taught by dr james jones in Fall 2016. Since its upload, it has received 3 views. For similar materials see introduction to study soup in school at William Paterson University of New Jersey.


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Date Created: 09/16/16
ENG 1500 – 13 Experiences in Literature Fall 2016 Barbara Krasner Tuesday & Thursday, 3:30 pm – 4:45 pm Room: Science Hall East 1017 Email: Office hours: By appointment ENGLISH 1500-13: EXPERIENCES IN LITERATURE Course overview English 1500 – Experiences in Literature is a course that develops students’ appreciation and enjoyment of literature. Because it is a writing intensive course, one of the main ways you will express, share, and develop your responses to the course readings will be through different kinds of writing. At times, you will be asked to do very rough exploratory writing—just to or begin thinking about a reading. Some of this writing may grow into drafts of papers. Some of those will get expanded and revised. All along the way, you’ll share your writing, discuss it, and get feedback—both from your fellow classmates and me. Be prepared to do a lot of writing in this course. You will complete at least twelve (12) pages of workshopped, reviewed, and revised writing. You will do at least three (3) times that amount of rough or unedited writing. Course objectives To enable you to:  Write interpretive essays that draw connections between literary form and meaning  Make meaningful thematic connections between contemporary issues and literature from historical, geographic, or ethnic origins  Cultivate an understanding of specific literary elements and techniques in a literary work  Practice reading and interpretation from a variety of critical standpoints  Use writing-to-learn strategies (such as journals, writing logs, and brainstorming) to develop understanding of course content and to think critically about that content  Engage literature through the drafting, editing, and revising of student writing  Use research and documentation skills where they may be necessary and integrate them through paraphrase, quotation and citation appropriately Student learning outcomes By the end of the semester, I expect you to demonstrate the following abilities:  Master interpretive essays that demonstrate knowledge of the relationship between literary form and meaning  Develop meaningful thematic connections, orally and in writing, between contemporary issues and literature from various historical, geographic, or ethnic origins  Demonstrate an understanding of specific literary elements and techniques in a literary work  Identify a variety of critical approaches to reading and interpretation  Use writing-to-learn strategies (such as brainstorming, free-writing, reading logs, etc.) to develop their understanding of course content and to think critically about that content  Create essays through drafting, editing, and revising of their responses that demonstrate an engagement in literature  Create documents that accurately cite secondary sources consulted for research purposes Required Texts Henríquez, Cristina. The Book of Unknown Americans: A Novel. New York: Random House/Vintage, 2014. Satrapi, Marjane. The Complete Persepolis. New York: Pantheon, 2007. Andreu, Maria E. The Secret Side of Empty. Philadelphia: Running Press, 2015. Other materials, including essays, short fiction, and poetry, will be posted to Blackboard under Course Materials. Academic integrity Plagiarism is the copying from a book, article, notebook, video, or other source material, whether published or unpublished, without proper credit through the use of quotation marks, footnotes, and other customary means of identifying sources, or passing off as one’s own the ideas, words, writings, programs, and experiments of another, whether such actions are intentional or unintentional. Plagiarism also includes submitting, without the consent of the professor, an assignment already tendered for academic credit in another course. Plagiarism is a serious offense with serious consequences, which may include failing the assignment, failing the course, disciplinary action, or even expulsion from the University. Writing Program attendance policy Because this is a workshop course requiring regular attendance and participation, the policy of the William Paterson University Writing Program is that students may not have more than five (5) absences in the case of classes (like ours) that meets twice a week. If you have more absences than this, you will automatically receive an “F.” No distinction will be made between “excused” or “unexcused” absences. Students are strongly advised to save absences in case of a real emergency. Message from the Writing Center   The Writing Center ( provides one-on-one tutoring for any WPU student working on any kind of writing in any stage of development. We work with students on writing issues such as outlining, thesis clarification, organization, style, transitions, citing, and grammar, and we help them learn how to edit and proofread their own writing. Our aim is not just to produce a better piece of writing; it’s to produce a better writer. Students can make an appointment at, or stop by Atrium 128 or VR 3048. Assignments and deadlines You can expect to do some kind of writing for homework each and every class. Much of the time, these will be short bursts of unedited writing— maybe no more than a page or two. But about every two weeks, you will turn these into rough drafts of at least three pages. About every three to four weeks, you will submit a revised and edited draft to me along with rough work and notes on the feedback that you received in your writing groups. Essays: During the course of the semester, you will be assigned three essays and will have the opportunity to revise them working from feedback you receive during Writing Workshop. Homework: For many class sessions you’ll prepare and post to Blackboard a 250-300-word response to a discussion question I pose. These responses will not be graded, although they will count for credit. Use them as a way to begin thinking about a reading assignment and/or topic that’s relevant to the course. The responses are also initial steps toward critical thinking and building up the writing that will eventually lead to larger papers for the course. These short writing assignments are shared with me and with your peers as a starting point for discussing the readings. Writing Workshop: The class will be divided into four groups for the purposes of workshopping your essays. The groups merely designate the day on which your work will be reviewed by the entire class. You will receive feedback from the entire class. Writing Improvement Journal: You will maintain a record of writing errors you make more than twice in the Journals section (under Tools) in Blackboard. This could be an unclear thesis, lack of supporting evidence, dropped in quotes without an introduction, lack of citation, etc. You and I will both review this journal to determine your progress. Reflective Essays: Because English 1500 is a writing-intensive course, it is particularly important that you think about your own writing and revising processes. You should consider the following: Look back over your work for the semester and make observations about your processes. How do you generate ideas? How does sharing your ideas help develop them or change what you think about them? How do you find ways to develop your thinking in subsequent drafts? What do you notice about places where you get stuck or about instances when you are able to move forward? How do your expectations about writing and reading differ from your classmates or me? You will include a revised version of this essay with your Final Portfolio. Week One – September 1 Introduction In-class analysis, Pat Mora’s “Immigrants” Homework 1 for 9/6: Write 300 words on your reaction to this poem. (300 words) Week Two – September 6 and 8 Read Amy Tan’s “Mother Tongue” Read James Joyce’s “Eveline” Homework 2 for 9/8: Write 250 words on whether you think Eveline should leave Ireland or stay. Week Three – September 13 and 15 Analytical methods Constructing an essay (in class: develop a thesis and an outline using your worksheet) Homework for 9/13: Write 300 words about the advantages of learning English as evidenced in “Mother Tongue.” Homework 3 for 9/15: Prepare a worksheet that compares “Immigrants” and “Mother Tongue.” Week Four – September 20 and 22 Tuesday: Write the body of your essay. Thursday: Write the introduction and conclusion. *All groups upload Essay 1 to Blackboard Discussion Forum by 11:59 pm Week Five – September 27 and 29 – Essay 1 Workshop Tuesday: Group A Thursday: Group B Week Six – October 4 and 6 – Continuation of Essay 1 Workshop Tuesday: Group C Thursday: Group D Homework 4 for 10/11: Write 250 words about the feedback you received on your essay and how you plan to revise. Start reading The Complete Persepolis. Week Seven – October 11 and 13 Tuesday: Revising Thursday: Marjane Satrapi’s The Complete Persepolis Homework for 10/13: Read The Complete Persepolis Homework 5 for 10/18: Write 300 words about the pros and cons of storytelling through graphics, focusing on The Complete Persepolis. Week Eight – October 18 and 20 – Continuation of The Complete Persepolis Tuesday: In-class exercise Thursday: In-class Essay 2 development **10/20 due to Blackboard Discussion Forum, all groups: Revised Essay 1 Week Nine – October 25 and 27 Tuesday: Group A & B Revised Essay 1 review Thursday: Group C&D Revised Essay 1 review 10/27: All groups upload Essay 2 to Blackboard Discussion Forum Week Ten – November 1 and 3 Tuesday: Group A Essay 2 review Thursday: Group B Essay 2 review – This class will be held online. I will be presenting at a conference in Atlantic City and will not be back in time for class. Week Eleven – November 8 and 10 Tuesday: Group C Essay 2 review Thursday: Group D Essay 2 review Homework for 11/15: Read The Book of Unknown Americans Week Twelve – November 15 and 17 Tuesday: Discussion The Book of Unknown Americans Due for class: Pick three passages that hold some meaning for you Thursday: In-class Essay 3 development Homework for 11/22: Write your Reflective Essay Week Thirteen – November 22 Read The Secret Side of Empty Write 300 words about your reaction to the novel All groups upload Essay 3 to Blackboard Discussion Forum Week Fourteen – November 29 and December 1 Tuesday: Group A & B Essay 3 review Thursday: Group C&D Essay 3 review Week Fifteen – December 6 and 8 12/6: Final workshop – any essay 12/8: *Final Portfolios due* to me via Course Assignments on Blackboard by 11:59 pm. Grading The completion and submission of homework, short writing assignments, journal entries, and feedback forms—along with attendance and class participation—will count as 20% of your total grade. Completion and submission of essays (rough drafts and revisions) count for 50% of your grade. The Final Portfolio will count for 30%. Grading will be based on the following criteria:  Your engagement with the material. I expect your papers to analyze literature, not merely to summarize or to give examples, but to use those examples to raise interesting ideas. Use specific quotes to provide evidence. I have posted a rubric to Blackboard under Course Materials. In my grading, you will see that heavy emphasis is placed on the thesis and supporting evidence.  Quality of your writing. Since you have received feedback on these drafts and have revised them, I will expect the quality of writing to be very strong. There should be few, if any, grammar, spelling, or punctuation errors. Your papers should exhibit clear and well- organized structure and analysis. I’d encourage you to read your paper aloud.  Your process of revision. I will look for indications that you have taken the revision process seriously and that you have come away from the class with a good sense of how to see possibilities in an early draft that you can develop and craft as you revise. I will look closely to the different drafts of your papers to see evidence of the process. Any essay submitted as part of your Final Portfolio must have undergone peer and my review. I will not consider any essays I have not seen before.


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