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May 10, 2018 | Author: Anonymous | Category: History, European History, Europe (1815-1915), Industrial Revolution
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Opening Writing Assignment “That is part of the beauty of all literature. You discover that your longings are universal longings, that you're not lonely and isolated from anyone. You belong.” F. Scott Fitzgerald

Course Description This class is designed to build on the knowledge students acquired last semester. Close reading will continue to be a focal point for this semester. To further develop students ability to “closely read” literature, this class will introduce the concept of reading texts through literary lenses. This will allow students to approach any text and investigate them through different perspectives and will also help them model the work of professional academics. In addition, this class will continue ensure that students have a sound understanding of grammar and mechanics, and more importantly, how to use these tools in “real” writing situations (across different writing genres). For this semester, this will include creative writing. It is critical that students who enroll understand that the central pedagogical philosophy in this class is the dynamic of “teacherstudent” and “student-teachers.” That is, students will learn to take agency in their own learning, as well as, consistently contribute to class discussions.

Learning Outcomes: 

Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.



Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).



Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).



Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.



Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Required Materials 

Frankenstein- Mary Shelley (Barnes and Noble Classics)



The Moonstone- Wilkie Collins (Penguin Classics)



The Only Grammar Book You’ll Ever Need- Susan Thurman and Larry Shea



A one-subject notebook (college rule)



A three-ring binder (1 1/2 in. should be large enough)



Pen/ pencil and paper to take notes in class (you can use whatever medium works for you)



Access to a computer and a printer for homework (you must print your work at home and have it ready to be turned in before class starts)

Weekly Assignments  6 Dialectical Journal Entries  Summary/ Reflection Assignments

 Vocabulary Exercise/ Discussion Questions  Grammar Assignments

Dialectical Journals  Weekly, students must complete entries into their dialectical journals. In this journal they will write about different elements they are reading about in the text (theme, setting, etc.). This assignment is designed to record students’ reactions to what is going on the text in an informal manner.

Summary/ Reflections  Students must also complete summary/reflection assignments. This is a more formalized inquiry of the text. Student must write a one-page (250) word summary of the novel selection assigned for reading for any given week. They must also complete a one-page reflection. From week to week instructions for the reflection will change. Some weeks I will give students a specific topic to write about in their reflections, while other weeks I will give them agency to write about whatever they want (theme, conflict, character development). At the end of the reflection students must provide two questions that they would like to start the classroom discussion with.

Summary/ Reflection Practice  4 Sentence Summary  Short Analysis on theme following the model paragraph: 1)Make a general assertion 2)Point to a specific area in the text 3)Use evidence 4) Explain why your evidence demonstrates your point 5) Concluding statement that revisits your initial assertion

 In addition, students will complete a small vocabulary exercise. At the top of the summary/ reflection assignment, they must define five words they are unfamiliar with (or simply want to add to their vocabulary). Furthermore, they must use these five words in their summary/ reflection assignment.

Grammar Exercises  Finally, students will be completing grammar exercises, either found on the class website or through the use of the grammar bytes (free) online site.

Major Assignments  Midterm Test  Term Paper

 Creative Writing: Short Story  Creative Writing (In Class Reading )

Midterm Test  Students will be given a midterm test to test their comprehension of texts read up to that point in the semester. The test will include multiple-choice questions, a grammar quiz portion, as well as a timed writing assignment.

Term Paper  There will be one term paper for this course, which will involve the use of outside research. More details on this assignment will be given out during the semester.

Creative Writing Assignment  During this semester we will be investigating two genres of literature. The first of these is the “gothic novel” while the second is the “sensational novel.” Both of these genres of literature were popular in 19th century England. Students will choose one of these genres and write a short story; this will demonstrate that they understand what literary elements contribute to each genre.

Creative Writing Reading  On the final day of class we will have a reading of the short stories that students created. Though the reading of the short story is central to this presentation, students will also have to design a book cover for their short story.

 ****NO LATE WORK WILL BE ACCEPTED IN THIS COURSE

Grading Breakdown 

Summary/ Reflection (with Vocabulary): 10%



Grammar Assignments: 5%



Dialectical Journal: 5%



Quizzes/Participation: 5%



Midterm Test: 20%



Term Paper: 25%



Creative Writing Assignment: 20%



Creative Writing Reading: 10%

Technology, Submission of Work, and the Classroom

 It is expected that students have access to a computer, the Internet and a printer outside of the classroom. The excuse of, “I could not print out my homework because I did not have ink or paper” will not be accepted. This will result in a zero for the week. You will not be allowed to email the work later. Do not rely on the church resources to print out your work, as they can be “glitchy.” You are responsible for your own work.  It is expected that students check their emails at least once a day to make sure they don’t miss relevant information.  If you are going to be absent, you must email me your work the night before. Work will only be accepted if the absence is excused.

 Cell phones should not be used in the classroom unless instructed as a part of research. Cell phones should not even be visible. Students must make sure that their cell phones are put up, and most importantly, out of sight.  Students are expected to attend all class meetings and to participate in discussions and workshops. We are responsible for the classroom environment, meaning that everyone’s voice, observations, and opinions are critical for the success of the classroom.

A Quick and Brief Look at the World Mary Shelley was Living In England and The British Empire as a Military Power House: June 23 1757-”The Battle of Plassey took place between Siraj Ud Daulah, the last independent ruler of Bengal, and the forces of the British East India Company led by Colonel Robert Clive. The defeat of Daulah, who was backed by the French, led to the entire province of Bengal passing into Company control.” 1767- “n 1767, Charles Townshend, the chancellor of the exchequer, drew up legislation to raise taxes from North American colonists on selected imports, including glass, paint, lead and tea. As with the repealed Stamp Act of 1765, the intention was to make colonists contribute towards their own defence against French incursions.”

1775- American War of Independence Begins and ends with colonies winning their freedom in

 1781- “British forces were besieged on the Yorktown peninsula, Virginia, by the American continental army in the west and the French fleet closing on Chesapeake Bay. Left in a hopeless situation, General Charles Cornwallis surrendered to American general George Washington, effectively ending the American War of Independence.”  1789- French Revolution Begins  1815- “The Battle of Waterloo was a decisive victory for Britain and its allies in the Napoleonic wars. The British general who masterminded the victory, Arthur Wellesley, Duke of Wellington, had once been dismissed by Napoleon Bonaparte as a 'sepoy general' (a derisive reference to his service in India).”

Industrial Change-18th to 19th century Industrial Revolution “The industrial revolution and steam powered engines. 250 years ago also saw the start of the Industrial Revolution following from inventions made by early English engineers to automate textile production (wool from English sheep, cotton from America and India) all driven by steam engines designed in England (Watt) powered by English mined coal. The mining process made safer by Watts steam engine driven water extracting pumps. (Circa 1775). Coal was initially moved round the country by canal barge (Bridgewater 1761) then almost 100 years later by steam railway. (Richard Trevithick built the steam locomotive-1804 enabling Stevenson's Stockton to Darlington railway in 1825).” The move from agrarian to urban, creation of new classes [class distinction], factory life, England gains more power because of their ability to produce goods.

Scientific Exploration-

 “This was a European movement starting in England and France following the new discoveries of the physicists (particularly Sir Isaac Newton) and Chemists of the day who were using logical thought to explain life as opposed to the rigid dogmas of the Church. This movement had started some 150 years previously with Englishman John Locke (1632- 1704). He wrote on subjects like ‘Essay Concerning the Human Understanding’ (1689) and ‘Some Thoughts Concerning Education’”  “Englishman Charles Darwin publishes his theory of "Origin of Species by means of natural selection" (Then dangerous and revolutionary thinking flying in the face of the accepted "Creation" in the Bible.)”- Published in (1859). Though this was published decades after the Frankenstein, this demonstrates the zeal for exploring the world through scientific methods in 19th century England. The Beagle expedition was 1831-1836.

When Frankenstein is published on March 11, 1818 , England is the world’s most powerful superpower. They are the greatest empire in resources and wealth, at the forefront of scientific exploration, and leaders in the technological realm.

http://www.bbc.co.uk/history/british/empire_seapower/east_india_01.shtml http://www.historyofengland.net/modern-general-history/general-history-100-to500-years-ago# http://www.bbc.co.uk/history/interactive/timelines/british/index_embed.shtml

The Gothic Novel  “The Gothic novel took shape mostly in England from 1790 to 1830 and falls within the category of Romantic literature. It acts, however, as a reaction against the rigidity and formality of other forms of Romantic literature.”  “The Gothic featured accounts of terrifying experiences in ancient castles — experiences connected with subterranean dungeons, secret passageways, flickering lamps, screams, moans, bloody hands, ghosts, graveyards, and the rest.”  “The gothic novel was invented almost single-handedly by Horace Walpole, whose The Castle of Otranto (1764)”

 “The Gothic hero becomes a sort of archetype as we find that there is a pattern to their characterization. There is always the protagonist, usually isolated either voluntarily or involuntarily. Then there is the villain, who is the epitome of evil, either by his (usually a man) own fall from grace, or by some implicit malevolence”  “The plot itself mirrors the ruined world in its dealings with a protagonist's fall from grace as she succumbs to temptation from a villain.”

Elements of the Gothic Novel 1.

“Setting in a castle”- Link to gothic architecture

2.

“ An atmosphere of mystery and suspense.”

3.

“An ancient prophecy”

4.

“Omens, portents, visions.”

5.

“Supernatural or otherwise inexplicable events.”

6.

“High, even overwrought emotion.”

7.

“Women in distress”

8.

“Women threatened by a powerful, impulsive, tyrannical male.”

9.

“The metonymy of gloom and horror. Metonymy is a subtype of metaphor, in which something (like rain) is used to stand for something else (like sorrow).”

Other Gothic Authors  Edgar Allen Poe (American)  Charlotte Bronte (English)- Jane Eyre (1847)  Bram Stoker (English)- Dracula (1897)  Nathanial Hawthorne (American)

http://cai.ucdavis.edu/waters-sites/gothicnovel/155breport.html http://www.virtualsalt.com/gothic.htm

Homework  Read: Frankenstein: Preface, Letters 1-4, Chapters 1-2

 Turn in summary/ reflection 1 (with vocabulary words and discussion questions)  6 Entries in Dialectical Journal

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