Discussion Leadership
Short Analyses
Long Analyses
Extra Credit Film Series and Short Analysis

Discussion Leadership

Students will develop and present concepts and questions related to one theoretical topic..

Purpose: Discussion leadership will

• encourage group and class discussion,
• provide an opportunity to develop expertise in a topic,
• involve students in taking responsibility for learning, and
• incorporate creative approaches to learning.

a précis of the chapter;

a non-literary application of a chapter concept;

an application of the concept to Paradise; and

a brief list of questions about difficult sections.

Précis: Identify the chapter by author and title, discuss the main concept(s), and describe how the author illustrates this concept/these concepts.

Assessment: Presenters will be evaluated individually for mastery of the chapter and ability to instigate discussion.

Short Analyses (20%)

Students will write two minimum two-page analyses of Paradise criticism.

Purpose: These analyses will provide students the opportunity to practice

• locating scholarly articles using the MLA Bibliography,
• identifying theoretical approaches in criticism they may encounter doing literary research, and
• structuring effective analytical essays.

Paradise criticism #2: Locate an article of your choice at least 10 pages long on Toni Morrison's Paradise.

The above scholarly articles can be found using the MLA Bibliography as follows:
                   1.Visit the DDE Pierce Library page at <http://pierce.eou.edu>.
                   2.Click on Find Articles by Database Name.
                   3.Click on MLA International Bibliography.
                   4.Input search terms and click Search.

Description: Each analysis should

• in the first paragraph, introduce the article by
• using the author's full name and the article's full title,
• summarizing the article's argument and evidence, and
• as the thesis, identifying a critical approach (chapter topic) employed in the article;
• in the body paragraphs, discuss examples from the article to demonstrate this identification by
• beginning with a topic sentence connecting the critical approach and the example to be discussed
• transitioning into a quote from the article using a tag phrase like "Smith writes,"
• following the quote with a parenthetical reference if needed, and
• ending with analysis of the quote that demonstrates the connection identified in the topic sentence;
• in the conclusion, wrap up the discussion of the article by commenting on its significance and/or quality; and
• at the end, provide a works cited in MLA format.

Assessment: Each of the two short analyses is worth 10% of the course grade or 10 points. Points will be allocated as follows:

• 2 for clear focus on and definition of critical approach
• 2 for effective organization of ideas
• 4 for detailed analysis of examples from the article
• 2 for correct parenthetical references and works cited

Long Analyses (50%)

Students will write two minimum four-page analyses of Paradise applying an aspect of the assigned theory to an aspect of the novel. Remember in four pages, you will not have room to use all aspects of the theory or all aspects of the novel, so select one theoretical idea and apply it to one scene, one character, one setting, or one formal technique used in the novel. This narrow focus will allow you the depth of discussion necessary to write a convincing argument.

The thesis for this paper should answer the question "How does this aspect of this theory help us better understand the meaning of this aspect of Paradise?" The supporting discussion should do the following:

• state your understanding of this aspect of the theory using at least one quote from the theory (remember to explain any quote in detail so that the reader knows exactly how you understand it)
• briefly summarize the aspect of the novel to which you will apply the theory and state the aspect's importance to the novel as a whole (no more than one paragraph)
• explore several ways the theory illuminates the aspect of the novel you've chosen using quotes from both sources (this discussion should comprise the majority of the paper)

• How exactly did this paper emerge? Where did you get your initial idea?
• What did you need to do to extend the idea into a draft? How did you go about doing this?
• What happened in your response group? How did your draft change?
• What makes this a final draft?
• How do you see this draft meeting the requirements of the assignment?

• Clear thesis.
• Logical organization: paragraphs should have one topic each, should appear in a logical order, and should have transitions that demonstrate how they relate to the previous paragraph(s).
• Most paragraphs should include a topic sentence that connects the topic of the paragraph to the thesis. This sentence should appear at or close to the beginning of each paragraph so that it can act as a signpost for the reader.
• Paragraphs should be developed using examples and logical discussion and referring to specific quotes from primary and/or secondary sources. Think of each paragraph as a "sandwich" with your guiding ideas surrounding examples or information drawn from elsewhere. Your analysis should significantly exceed the quantity of cited material.
• All written work must be double-spaced and submitted in a word-processed format using a 12-point font and 1” margins.
• Use MLA citation format to cite all ideas or words belonging to others that you include in your own writing. This includes parenthetical references and a works cited page. Your work should significantly exceed the quantity of citations and build new ideas upon them.
• Because errors influence readers’ opinions of you as a writer, make sure to check grammar and spelling before printing a final copy.
•  Warning! Final drafts will receive failing grades if they do any of the following: consist mostly of summary, fail to cite paraphrased information, lack a works cited page, lack evidence of significant revision (4-page papers only), or are submitted after the deadline without express permission from me.

Extra Credit Film Series and Short Analysis (Total of additional 5% possible)

Attend the Film Series and write a short analysis applying one theoretical concept (chapter title) to the film.

All films will be shown in ZH 142 beginning at 7 PM as follows::

10/7T: The Gold Rush. Dir. Charlie Chaplin. 1925. B&W silent. 96 mins.
10/21T: The Blot. Dir. Lois Weber. 1921. B&W silent. 80 mins.
11/4T: The Covered Wagon. Dir. James Cruz. 1923. B&W silent. 98 mins.
11/18T: The California Trail. Dir. Lambert Hillyer. 1933. B&W talkie. 67 mins.
12/2T: The Grapes of Wrath. Dir. John Ford. 1940. B&W talkie. 128 mins.

Description: Each analysis should

• in the first paragraph, introduce the film by
• mentioning the title, the director, and pertinent actors' names,
• summarizing the film's plot, and
• as the thesis, identifying a critical approach (chapter topic) and its significance in relation to the film;
• in the body paragraphs, discuss examples from the film to demonstrate critical approach by
• beginning with a topic sentence connecting the critical approach and the example to be discussed
• transitioning into an example from the film, and
• ending with analysis of the example that demonstrates the connection identified in the topic sentence;
• in the conclusion, wrap up the discussion of the film by commenting on its significance and/or quality; and
• at the end, provide a works cited in MLA format.

Assessment: Each of the five possible extra credit essays is worth an additional 1% or 1 point. Full credit will be awarded to essays that demonstrate knowledge of the film and of the concept applied.

Option: One point of the above credit can be earned by attending a performance other than a film on campus--theater, music, etc.--and writing a similar analysis.