ENG 212--Week 8: Unit 3--Literature and Culture ENG 300--Week 8: Unit 3--Building on Tradition
Monday, 10/11
Readings (available in Canvas):
ENG 212
Dorothy Parker, "Penelope" [1926]
Louise Glück, "Penelope's Song" [1998]
Matthew Arnold, "Philomela" [1881]
Jeannine Hall Gailey, "Philomel, at the End" [2006]
ENG 300
Augusta Webster, from Portraits [1870]
Medea pp. 1-13
Circe pp. 14-22
Suniti Namjoshi, "Eurydice's Answer" [2000] pp. 195-96
Definition (review)
allusion:
a brief reference within a literary text to another literary text. The reference might be a name of a character, short reference to an event from the plot of another text, etc. An allusive reference creates some kind of connection between the two literary works; the work referred to provides some kind of insight about the referring text.
ENG 212--In-Class Exercise #12: Allusion
Allusion, the reference in one literary text to another literary text
or historical event, is one way that authors explicitly engage in the broader conversation
of the literary tradition. In this exercise, we will learn how to understand allusions.
Part 1. The Basics
Work with the poems as assigned below.
Group A: Dorothy Parker, "Penelope"
Group B: Louise Glück, "Penelope's Song"
Group C: Matthew Arnold, "Philomela"
Group D: Jeannine Hall Gailey, "Philomel, at the End"
Explain the narrative of your poem
Describe the protagonist in your poem--use details from the text to support your ideas
Identify the tone of your poem; use specific examples of diction and, if applicable, connotation
to support your identification
Part 2. Identifying Allusion Sources
Identify the specific allusion in your poem and what the source text
of this allusion is (in each case, we've read the source text earlier in the term)
List key elements of the original story--consider plot, character, setting--any literary
elements that are relevant.
Part 3. Synthesis
After we've discussed the individual poems, work with your group to
consider
the questions below.
What parts of the original story does the modern poem emphasize?
What difference does this emphasis and your knowledge of the original
make to the meaning of the modern poem?
In what ways is this use of the ancient story related to
the meaning of the myth itself? Think in terms of cultural discourse/
how the cultural moment of each text. How are these differences apparent in the retelling of
this story, and why are they important?
ENG 300--In-Class Exercise #12: Allusion
Work with your group using your assigned text to answer the questions below.
Texts
Webster, "Medea"
Webster, "Circe"
Namjoshi, "Eurydice's Answer"
For each poem:
Summarize the content of your poem.
Analyze the meaning of the poem, including identification and explanation of significant examples of
figurative langauge and other formal features.
Summarize the core allusion in your text: what elements of the mythical story
referenced are important to this work?
Analyze how the mythical antecedant is significant to the meaning of the poem.
Analyze how the myth has been repurposed in a new cultural context--for example, what elements are emphasized?
How is the myth framed in the more modern context? How are these features responsive to new cultural conventions?
ENG 212--Week 8: Unit 3--Literature and Culture ENG 300--Week 8: Unit 3--Building on Tradition
Wednesday, 10/13
Readings:
ENG 212
Madeline Miller, Circe [2018] pp. 184-237
Chapter 14--start at "I remember my shock" p. 184
Chapter 15
Chapter 16
Chapter 17
ENG 300
Madeline Miller, Circe [2018] pp. 184-237
Chapter 14--start at "I remember my shock" p. 184
Chapter 15
Chapter 16
Chapter 17
Definitions
adaptation
Broadly speaking, the practice of presenting a literary work in another form or
using narrarative, character, and other elements of a text as the basis for a new work.
An adaptation is still recognizable as a form of the original even if it is significantly
different. Differences between the adaptation and the original often register changes
to the cultural context between the original and the new work.
fidelity criticism
form of evaluating adaptations that compares a new work to the original work looking
for similarities and differences.
cultural theory
form of evaluating adaptations for cultural discourse and cultural context
that are represented in or influence the original and the new work--for example,
analyzing for dominant, competing, and subversive discourses would be looking at
the texts from a cultural theory perspective.
ENG 212--In-Class Exercise #13: Adaptation
Work with your group using your assigned text to answer the questions below.
Text:
Group A: Chapter 14
Group B: Chapter 15
Group C: Chapter 16
Group D: Chapter 17
Part 1. Basics
1. Analyze character as indicated below. Consider the entire reading
for today when answering this question.
Group A: describe the character of Circe; use support
evidence from the text.
Group B: describe the character of Odysseus; use support
evidence from the text.
Group C: describe the character of Odysseus's sailors;
you may discuss individual sailors, but also consider how they are described generally as
a group.
Group D: explain how the relationship between Circe
and Odysseus changes over the course of the reading; use support evidence from the text.
2. Identify at least 2 figurative comparisons in your assigned chapter. Identify whether each is
a simile or metaphor. Identify the vehicle and
tenor. Explain why each of your examples of figurative language is significant
to the meaning when read in context.
Part 2. Analyzing Adaptation
1. Identify the form of the original works (remember, we've read about
Circe in 2 different works in Unit 1):
2. Describe the form of the adapted work read for today
How is the form suitable for the new cultural context?
How is the form similar to/different from the original form?
3. Analyze the content of the adapted work (consider your assigned chapter in particular)
What elements of the original narrative are maintained? (Give examples)
What new elements are introduced? (Give examples)
Analyze the significance of at least 1 similarity and 1 difference. Be
prepared to present to the class.
4. Analyze cultural discourse of the adapted work (consider your assigned chapter)
identify a dominant cultural discourse from the original period that is referenced
in the adaptation. Provide support from the text.
explain the tone towards this dominant discourse in the adapted work:
provide textual support for your response.
evaluate the representation of the dominant discourse you identified in the adapted
text; does this representation reinforce or critique (or both or something else?)
evaluate the effectiveness of this representation for a modern audience: what might
be the purpose of this kind of representation of ancient dominant discourses, based
on your analysis of this example?
ENG 300--In-Class Exercise #13: Adaptation and Original
Work with your group using your assigned text to answer the questions below.
Text:
Chapters 14-17 from Madeline Miller's Circe
1. Describe the form of the adapted work
How is the form suitable for the new cultural context?
How is the form similar to/different from the original form?
One of the style characteristics of this adaptation is the use of
figurative comparisons. Give 3 examples of comparisons (explain each) and then
explain what you think is the significance of this stylistic choice: why
include so many figurative comparisons? How might this be a significant formal
element of the adaptation considering the characteristics of the epic that
we discussed.
2. Analyze the content of the adapted work
What elements of the original narrative are maintained? (Give examples)
What new elements are introduced? (Give examples)
Analyze the significance of at least 1 similarity and 1 difference. Be
prepared to present to the class.
3. Analyze cultural discourse of the adapted work
identify a dominant cultural discourse from the original period that is referenced
in the adaptation. Provide support from the text.
explain the tone towards this dominant discourse in the adapted work:
provide textual support for your response.
evaluate the representation of the dominant discourse you identified in the adapted
text; does this representation reinforce or critique (or both or something else?)
evaluate the effectiveness of this representation for a modern audience: what might
be the purpose of this kind of representation of ancient dominant discourses, based
on your analysis of this example?
4. Compare the 2 adaptations of the character of Circe you've read--Augusta Webster's "Circe"
(from Monday) and Miller's character. How are they similar and different? How does each reflect
it's new cultural moment? Explain.
Background and Resources
Reference Texts
The Odyssey: Book II (for reference to Penelope) by Homer from MIT Internet Classics Archive
Metamorophses: Book VI (for "Tereus, Procne, and Philomela" -- need to scroll a bit) by Ovide from MIT Internet Classics Archive
The Odyssey: Book X (for reference to Circe) by Homer from MIT Internet Classics Archive
ENG 212--Week 9: Unit 3--Literature and Culture ENG 300--Week 9: Unit 3--Building on Tradition
Monday, 10/18
Fall Break--No Class
ENG 212--Week 9: Unit 3--Literature and Culture ENG 300--Week 9: Unit 3--Building on Tradition
Wednesday, 10/20
Readings:
ENG 212
Margaret Atwood, from Penelopiad [2015]
Chapter i-ii pp. 1-6
Chapters xiv-xv pp. 99-119
Chapters xx-xxi pp. 143-152
Chapters xxiii-xxiv pp. 157-68
Chapters xxvi-xxix pp. 175-196
ENG 300
Margaret Atwood, from Penelopiad [2015]
Chapter i-ii pp. 1-6
Chapters xiv-xv pp. 99-119
Chapters xx-xxi pp. 143-152
Chapters xxiii-xxiv pp. 157-68
Chapters xxvi-xxix pp. 175-196
ENG 212--In-Class Exercise #14: Analyzing Form
Margaret Atwood uses a variety of genres in the different chapters in the Penelopiad.
The use of genre
functions on various levels that will be explored in this exercise.
Part 1. Identifying Elements--Example
Text: Chapters i-ii, pp. 1-6
Identify the form used in each chapter.
Identify and describe the point of view in each chapter.
Identify and describe the implied reader/listener for each chapter. How do you know?
The maids function as a chorus--list what you know about the use of a chorus in ancient dramas.
In what ways does the chorus of maids conform to and deviate from this traditional function?
Part 2. Identifying Elements
Perform a similar analysis on your assigned part of the text.
Group A: Chapters xiv-xv pp. 99-119
Group B: Chapters xx-xxi pp. 143-152
Group C: Chapters xxiii-xxiv pp. 157-68
Group D: Chapters xxvi-xxix pp. 175-196
Questions
Identify the different forms used in your section. Explain why forms are suitable/significant
for the meaning they are used to convey (explain at least 1 example in detail).
Identify and describe the point of view for each section as appropriate.
Identify and describe the implied reader/listener for each different segment. How do you know?
The maids function as a chorus--list what you know about the use of a chorus in ancient dramas.
In what ways does the chorus of maids conform to and deviate from this traditional function?
Part 3. Analyzing Adaptation
How does the representation of Penelope as a narrator alter/comment on the representation
of this character in the original text and myth tradition?
How does the representation of the maids alter/comment on the representation of these
characters in the original text--consider both the chapters where the maids themselves speak
and Penelope's comments about them, if applicable in your section.
How does this version of the Odyssey story acknowledge the cultural discourses from the
original story? Give at least 1 specific example from your section:
How does this version of the Odyssey story reflect the cultural moment of the early 21st
century when it was written? Give at least 1 specific example from your section:
ENG 300--In-Class Exercise #14: Adaptation as Cultural Contact Zone
In The Penelopiad, Margaret Atwood takes a creative approach to her story of the Odyssey
from Penelope's point of view by having her speak from the underworld, long after the events of the Odyssey
have past. Because of this situation, very different cultural moments are put into conversation.
The interaction of the ancient Greek past and North American culture of the 21st century as represented
in Atwood's novel is an interesting case of what Mary Louise Pratt has called a cultural contact zone
-- that is, "social spaces where cultures meet, clash and grapple with each other, often in contexts of
highly asymmetrical relations of power, such as colonialism [or] slavery..." (Pratt, Imerial Eyes 34).
In this exercise we will identify and analyze the different cultural layers in this text.
Part 1. Identifying and Analyzing Cultural Contact Zones--Example
Text: Chapters i-ii, pp. 1-6
Identify the details in Chapter i that set up the conceptual framing for the text.
How do these elements demonstrate integration between different cultures? Identify some
specific elements--for example, allusions to the original story--and how they are discussed/represented
in ways that are recognizable to a modern context.
How does the representation of the maids in Chapter ii represent different cultural moments
and their integration?
Part 2. Identifying and Analyzing Cultural Contact Zones
Examine the assigned sections of the text and identify 2 strong examples in chapters where
Penelope is speaking that demonstrate cultural integration. Explain and provide examples from the text.
Examine the assigned sections of the text and identify 2 strong examples in chapters where
the maids are speaking that demonstrate cultural integration. Explain and provide examples from the text.
Note: you may wish to consider form as well as content.
Explain how these moments of cultural contact affect the text as an adaptation of the
Odyssey.
Explain how these moments of cultural contact affect the cultural discourse in the text.
Background and Resources
Reference Texts
The Odyssey: Book II (for reference to Penelope and representation of the suitors) by Homer from MIT Internet Classics Archive
The Odyssey: Book XXII (for reference to the slaughter of the suitors and death of the maids) by Homer from MIT Internet Classics Archive
Asquith, Anthony, et al. Pygmalion. Pascal Film Productions, 1939.
Discussion: ENG 212
Review
Group A: Identify important elements in the exposition; explain
why they are important.
Group B: Identify the inciting incident; explain why you chose this point
Group C: Identify the protagonist(s) in the play. Why did you make this identification?
What are some main characteristics of this/these character(s)?
Group D: Identify and describe the physical settings in the play to this point.
Explain an important element of each setting shown so far.
Genre and Discourse
Group A: This play includes blocks of prose almost like a
narrative voice at points—see for example the end of Act I and the end of Act II.
What do you make of these sections, which are not quite stage directions: who is the
intended audience? How do they affect meaning?
Group B: At the end of Act II is a scene that Shaw says
cannot really be acted on stage, but is only suitable for film. Looking at the scene,
why do you think that is? Explain.
Group C: At the beginning of the play, there is no cast
of characters and the characters are not named, but described, for example,
"The Flower Girl," "The Notetaker," etc. When are they named—what's the pattern?
What is the effect of this withholding of names?
Group D: In Act I, page 16, a Bystander says to The Flower Girl
"You be careful: give him a flower for it. Theres a bloke behind taking down every blessed
word youre saying," to which The Flower Girl responds [terrified] "I aint done
nothing wrong by speaking to the gentleman. Ive a right to sell flowers if I keep of the kerb.
[hysterically] I'm a respectable girl: so help me." The girl's response doesn't seem
particularly responsive to the Bystander's comment (which itself needs some decoding), but
it's possible to infer some things about dominant cultural discourses from this exchange—
in part from what is said, but also if we accept that the girl's response is responsive to
the bystander's comments. Identify the discourses functioning here and explain how they can
be detected.
Discussion: ENG 300
Higgins uses many hyperbolic references to describe Eliza or what should be done with her,
for example, when he comments that "a woman who utters such depressing and disgusting sounds has
no right to be anywhere—no right to live" (Act I, p. 22). Look through Acts I and II and find as
many of these references as you can. Analyze this collection of references; what does it suggest
about Higgin's character? What does it suggest about dominant cultural discourses and who is
aligned with them? Explain.
This drama, though it was written just a few years after Hedda Gabler, has some
significantly different generic traits—the lack of a cast of characters and withholding of
character's names in Act I, the blocks of narrative text, the comment that some scenes are
only fit for the cinema screen; what do you make of this play as an example of the development
of the drama genre: explain.
ENG 212--Week 10: Unit 3--Literature and Culture ENG 300--Week 10: Unit 3--Building on Tradition
Asquith, Anthony, et al. Pygmalion. Pascal Film Productions, 1939.
ENG 212--In-Class Exercise #15: Performance as Cultural Interface
In this exercise, we'll start to explore literature in cultural context by
examining performace as a site of cultural interface.
Part 1. Identifying Difference (Fidelity Criticism)
As you watch the film clips, note any differences you see between the play and the film. Be sure
to note the differences in the ending in particular.
Part 2. Analyzing Difference (Cultural Analysis)
Discuss the differences you identified with your group. Choose 2 that reflect specific
cultural practices and explain:
In what ways does the ending of the film reflect dominant cultural discourse? Explain.
Compare the cultural discourses represented in the ending of the play vs. the ending of the film.
In what ways are the differences significant?
Part 3. Conceptual/Thematic Adaptation
At the beginning of the film, this text appears: "Pygmalion was a mythological character
who dabbled in sculpture. He made a statue of his ideal woman – Galetea. It was so beautiful
that he prayed to the gods to give it life. His wish was granted. Bernard Shaw in his famous
play gives a modern interpretation of this theme." Analyze this description of the Pygmalion myth:
Group A and Group B: what elements
are omitted from the original? Explain why these omissions are important.
Group C and Group D: what elements
of the original are emphasized in this description? How is this emphasis significant?
All: Describe the thematic representation of the myth in the play/film;
how does this compare to the representation from the beginning of the film (above)—explain.
ENG 300--In-Class Exercise #15: Conceptual Adaptation
Shaw's play clearly references the ancient myth in its title, but does not
obviously engage with the myth like an adaptation such as Penelopiad or Circe.
Explain how the play does engage with the myth. Use specific examples from the film.
How do the conventions of the film genre modify the presentation of content significantly
compared to the play? Give examples.
Analyze the characters of Eliza Dolittle and Henry Higgins in relation to their mythical
counterparts. How does the modern representation function as a commentary on the myth? Is the reverse
true?--that is, does the reference to the myth function as a commentary in Shaw's story?--explain.
Background and Resources
Reference Texts
Metamorphoses: Book X (for reference to Pygmalion) by Ovid from MIT Internet Classics Archive
ENG 212--Week 11: Unit 3--Literature and Culture ENG 300--Week 11: Unit 3--Building on Tradition
Monday, 11/1
Readings:
ENG 212
Group A and Group B:
Simone de Beauvoir, "The Second Sex" [1949-50]
Group C and Group D:
Audre Lorde, "Age, Race, Class, and Sex: Women Redefining Difference" [1979]
ENG 300
Cohen, Ralph. "History and Genre." Genre Theory and Historical Change (excerpts as noted)
Wrap-Up Discussion from Last Week
"Pygmalion" myth and Shaw's play/film
Film text: "Pygmalion was a mythological character
who dabbled in sculpture. He made a statue of his ideal woman – Galetea. It was so beautiful
that he prayed to the gods to give it life. His wish was granted. Bernard Shaw in his famous
play gives a modern interpretation of this theme."
Original as commentary on the new production.
Defintions:
literary theory:
philosophy of understanding texts. Often, literary theories are connected to other disciplines, such as psychology, economics, or linguistics; also, theories may be connected to broader social movements, such as feminism. Theories, therefore, can often stand on their own.
patriarchy: (review)
A system of government or social organization where the eldest male is head of the family and descent is traced through the male line. In modern systems of
government, this term is also used to mean that positions of power are held my men and women are disempowered or excluded.
intersectionality:
The interconnected nature of social classifications such as race, class, and gender, particularly in terms of creating overlapping and interdependent systems
of discrimination or disadvantage.
ENG 212--In-Class Exercise #16: Analyzing Theory
Work with your group to analyze your assigned text.
Group A and Group B: Simone de Beauvoir, "The Second Sex" [1949-50]
Group C and Group D: Audre Lorde, "Age, Race, Class, and Sex: Women Redefining Difference" [1979]
Part 1. Understanding Meaning
Work with your group to identify these key terms; be sure to consider connotation
in analyzing their meaning:
Group A and Group B
Other (see pp 2217-18)
Mitsein (German, lit mit=with sein=to be, so being-with) (see p 2218, derive def from context clues)
proletariat (see pp 2219-21)
bourgeoisie (see pp 2220-21)
paternalism (see p 2221)
Group C and Group D
other (see pp. 69-70)
oppressor (see various, but instances 69-73)
mythical norm (see p 70)
difference vs. deviance (see pp 70-71)
2. Understanding Ideas
Explain the quotations in your own words; be sure to explain in relation to the surrounding context,
the idea, not just the meaning of the specific sentence provided.
Group A:
"... for man represents both the positive and the neutral, as indicated in the common use of man to designate human beings in general;
whereas women represents only the negative, defined by limiting criteria, without reciprocity" (2216).
"...the women's effort has never been anything more than a symbolic agitation. They have gained only what men have been willing to grant;
they have taken nothing, they have only received" (2219).
"One of the benefits that oppression confers upon the oppressors is that the most humble among
them is made to feel superior" (2221)
"[Men] cannot be blamed for not cheerfully relinquishing all the benefits they derive from the myth, for they realize what they would
lose in relinquishing woman as they fancy her to be, while they fail to realize what they have to gain from the woman of tomorrow" (2222)
Group B:
"[Man] thinks of his body as a direct and normal connection with the world, which he believes he apprehends objectively, whereas he regards the body of woman
as a hindrance, a prison, weighed down by everything peculiar to it" (2216).
"One of the consequences of the industrial revolution was the entrance of women into productive labor, and it was just
here that the claims of feminists emerged from the realm of theory and acquired an economic basis, while their opponents became the more aggressive" (2220-21).
"In both cases [women and African-Americans] the dominant class bases its argument on a state of
affairs that it has itself created" (2221).
"[Men] cannot be blamed for not cheerfully relinquishing all the benefits they derive from the myth, for they realize what they would
lose in relinquishing woman as they fancy her to be, while they fail to realize what they have to gain from the woman of tomorrow" (2222)
Group C:
"...it is the responsibility of the oppressed to teach the oppressors their mistakes ...
The oppressors maintain their position and evade responsibility for their own actions. There
is a constant drain of energy which might be better used in redefining ourselves and devising
realistic scenarios for altering the present and constructing the future" (70).
"By ignoring the past, we are encouraged to repeat its mistakes.... If the younger
members of a community view the older members as contemptible ... This gives rise to a
historical amnesia that keeps us working to invent the wheel every time we have to go
to the store for bread" (71).
"It is not our differences which separate women, but our reluctance to recognize
those differences and to deal effectively with the distortions which have resulted
from ignoring and misnaming those differences" (76)
"For we have, build into all of us, old blueprints of expectation and response,
old structures of oppression, and these must be altered at the same time as we alter
the living conditions which are a result of those structures. For the master's tools
will never dismantle the master's house" (76)
Group D:
"...we have all been programmed to respond to the human differences between us with
fear and loathing and to handle that difference in one of three ways: ignore it ... copy it
if we think it is dominant, or destroy it if we think it is subordinate. But we have no
patterns for relating across our human differences as equals" (70).
"...white women face the pitfall of being seduced into joining the oppressor under
the pretense of sharing power... there is a wider range of pretended choices and rewards for
identifying with patriarchal power and its tools" (73).
"our future survival is predicated upon our ability to relate within equality. As women,
we must root out internalized patterns of opperssion within ourselves if we are to move beyond
the most serperficial aspects of social change" (76).
"For we have, build into all of us, old blueprints of expectation and response,
old structures of oppression, and these must be altered at the same time as we alter
the living conditions which are a result of those structures. For the master's tools
will never dismantle the master's house" (76)
3. Summary
Explain the important ideas in this theory in your own words in 2-4 sentences:
ENG 300--In-Class Exercise #16: Analyzing Theory
Cohen, Ralph. "History and Genre." Genre Theory and Historical Change (excerpts as marked)
1. Analyze the kiaros of the argument.
Identify the dominant discourse related to the issue being examined
2. Analyze the logos of the argument.
Identify the thesis
Identify key subpoints of the argument
Identify the evidence that is used for support
Identify and explain the structure of the argument (inductive/deductive)
3. Analyze the ethos of the argument.
Explain how the speaker establishes her authority to deal with the issue
Examine the pronouns used by the speaker to refer to herself; identify and explain the
significance of the speaker's identification in relation to the audience.
Identify at least 2 specific passages where credibilty can be analyzed
and then analyze the credibility of the speaker
4. Analyze the pathos of the argument.
Who is the target audience, and how do you know?
Identify any emotional appeals in the argument and explain how they function.
Identify at least 2 passages designed to appeal to the audience and analyze them.
ENG 212--Week 11: Unit 3--Literature and Culture ENG 300--Week 11: Unit 3--Building on Tradition
Wednesday, 11/3
Readings:
ENG 212
Group A: Björklund, Jenny. "Playing with Pistols:
Female Masculinity in Ibsen’s Hedda Gabler."
Group B: Buckley, Jennifer. "Talking Machines:
Shaw, Phonography, and Pygmalion."
Group C: Massoura, Kiriaki. "Space, Time, and the
Female Body: Homer’s Penelope in Margaret Atwood’s The Penelopiad(2005)."
Group D: Thomas, Catherine E. "(Un)Sexing Lady Macbeth:
Gender, Power, and Visual Rhetoric in Her Graphic Afterlives."
ENG 300
Moi, Toril. "Hedda’s Silences: Beauty and Despair in Hedda Gabler."
Definitions:
literary criticism:
application of one or more literary theories or tools of literary theory to specific texts.
thesis:
main idea of an argument.
subpoints:
claims that support the thesis of an argument.
inductive:
a method of argumentation or reasoning where specific details and facts are presented first in order to lead to a general argument or thesis.
deductive:
a method of argumentation or reasoning where a general argument or thesis is provided at the outset and then specific facts and details are used to support this thesis.
review of criticism:
section of a critical article that reviews other criticism that is relevant to the current discussion. In some disciplines, this is also called a "review of literature."
primary source:
In literary criticism, the original literary text being studied is a primary source. This differs from other disciplines where a primary source may include original research studies, ethnographic observations, etc.
secondary source:
In literary criticism, any other materials, such as critical articles, historical resources, relevant theoretical texts, that are used in conjunction with a primary source (or sources) to construct an argument.
close reading:
A method of textual analysis that comes from the theoretical school of New Criticism. A close
reading attends to the details of the text such as figurative language. This type of analysis is the basic building block of
literary criticism and can be used to launch contextual readings of texts that consider other aspects of the work's production.
rhetoric:
art of persuasion, and the ability to choose the most appropriate argument to suit the audience and situation.
logos:
logical component of an argument.
ethos:
credibility of the speaker/writer of an argument and the strategies used to cultivate credibility.
pathos:
emotional appeals in an argument and the strategies used to target a specific audience.
kiaros:
the occasion for an argument, including time, place, and other contextual details
ENG 212--In-Class Exercise #17: Evaluating Criticism
Work with your group to answer the questions below for your assigned critical article.
Group A: Björklund, Jenny. "Playing with Pistols: Female Masculinity in Ibsen’s Hedda Gabler."
Group B: Buckley, Jennifer. "Talking Machines: Shaw, Phonography, and Pygmalion."
Group C: Massoura, Kiriaki. "Space, Time, and the Female Body: Homer’s Penelope in Margaret Atwood’s The Penelopiad(2005)."
Group D: Thomas, Catherine E. "(Un)Sexing Lady Macbeth: Gender, Power, and Visual Rhetoric in Her Graphic Afterlives."
Part 1. Identification
Identify the primary source examined in this article.
Where is the review of criticism--identify page numbers. Identify
a secondary source used by the author; explain how it is used.
Identify an example of close reading of a primary source.
What is the organization of the article--deductive or inductive? Support your answer.
What is the thesis of this article--identify where you found it, and then explain it in
your own words.
Identify key subpoints and explain the logic of the argument. Use an outline format for the subpoints to
indicate the structure of your article.
Part 2. Analysis
Evaluate the effectiveness of the argument: identify elements that
are strong/persuasive and explain why they are so; identify elements that
are less persuasive and explain why they are so.
Are there any elements of the primary text that are relevant, but
not addressed by the critic? Explain.
How could this argument be extended or applied to other texts?
Explain.
ENG 300--In-Class Exercise #17: Evaluating Criticism
Text: Moi, Toril. "Hedda’s Silences: Beauty and Despair in Hedda Gabler."
Identify the thesis and state it in your own words:
Identify key subpoints and explain the logic of the argument.
Evaluate the effectiveness of the argument: identify elements that
are strong/persuasive and explain why they are so; identify elements that
are less persuasive and explain why they are so.
Are there any elements of the primary text that are relevant, but
not addressed by the critic? Explain.
How could this argument be extended or applied to other texts?
Explain.
ENG 212--Unit 3 Homework
Due: by midnight, Monday 11/8
Format:
Long analysis response to prompts below; does not have to be
essay format. Use an MLA format header
and provide a Works Cited section
(does not have to be on a separate page).
Instructions:
Follow the steps below to complete the homework. You may want to review relevant class texts and
the main ideas from your notes/past exercises.
Part 1. Adaptation
We learned about several types of adaptation: using allusion to connect a
new text to a past literary tradition (e.g. poems from Week 8), creating an adaptation that retains the
original characters and situation, but alters/modernizes elements like point of view,
discourse, etc. (e.g. Miller's Circe, Atwood's Penelopiad), and conceptual or thematic adaptations that
alter the situation but retain a recognizable thematic/conceptual connection to the original
(e.g. Shaw's Pygmalion).
Think of and demonstrate your own adapation using the guidelines below:
choose a text from Unit 1 or Unit 2 to adapt. Think of how the story you choose could be adapted. Note: you may
not use a text we've seen an adaptation example of, so you may not use the Philomela story,
the Circe story, or the Pygmalion story from the Metamorphoses; or The Odyssey
identify the genre your adaptation would take:
identify which type of adaptation you will use (allusion, updated adaptation,
conceptual adaptation)
write the adaptation--if your genre is longer like a TV or film script, you can describe
the concept and provide a brief example scene; if your genre is shorter like a poem, write it.
Part 2. Identifying Connections
Look back through the literary texts we read in weeks 1-10. List
at least 2 correlations between literary texts and one or both of the theory texts (theory
texts can be applicable to more than one literary text).
Explain the correlations/connections that you see for each literary text/theory text
paring.
Evaluation Criteria:
Adaptation creatively makes a clear connection to the source text
Adaptation addresses key ideas/sources for the origina and new context
Connections between literary and theory text(s) are clearly identified
Connections between literary and theory text(s) are sufficiently explained and accurate
Submission includes a correctly formatted MLA header and Works Cited section
Submission is proofread, written in Edited American English*, and free of errors
*Adaptation section may use less formal syntax and usage.
Create a thesis that makes a claim about the significance of genre related to one of the adaptations studied
in unit 3. Use genre theory to support your claim and/or to provide
a counterargument.
Primary Texts
Augusta Webster, from Portraits [1870]
Medea pp. 1-13
Circe pp. 14-22
Madeline Miller, Circe
Margaret Atwood, Penelopiad
G. Bernard Shaw, Pygmalion
Original sources of these narratives
Theory Text
Cohen, Ralph. "History and Genre." Genre Theory and Historical Change
Evaluation Criteria:
Your essay should include:
a clear introduction that includes a thesis that addresses the prompt
an organized presentation of your argument that analyzes the elements indicated in the prompt
support from the primary text(s) and theory text(s) for your claims: direct quotations followed by your analysis to
explain how the quotation functions as support
clear connections between your ideas and support and among the texts used.
ENG 212--Week 12: Unit 4--Final Essay ENG 300--Week 12: Unit 4--Final Essay
Monday, 11/8
Topic Development Workshop (ENG 212 and ENG 300)
Work through the steps below to develop a topic for your final research
paper. Topics will be approved by the instructor in class in Week 12.
List literary texts you've read during this course that you are
interested in, and explain why:
Think about historical and cultural context that is related to
your ideas about these texts and add this to the list (these are things
you can research--think about questions you can ask and/or things you already know).
You can include ideas about cultural discourses.
Evaluate your list and choose the strongest/most interesting (or more than
one if you're having trouble deciding--ask for help in that case)
Describe as clearly as possible your topic
List relevant areas to research, including some possible search terms
ENG 212--Week 12: Unit 4--Final Essay ENG 300--Week 12: Unit 4--Final Essay
Search for at least 2 relevant peer-reviewed scholarly sources
List a complete MLA citation* and brief explanation of why
you think this source might be relevant:
*Hint: use the citation tool in the
MLA database to generate your citations.
As mentioned, titles and
authors are good places to start, and the "subject" field is a good
way to refine your search. In a few cases, though, you may not be able
to find any criticism specifically on your text. In that case, you should
research related theory--ask for help if you need it.
Part 2. Researching Historical Context
You will also want to contextualize your work as appropriate historically
or culturally. In this part, you may be searching for a source story
for an allusion, examples from a specific time period that demonstrate
dominant cultural discourse on a certain topic, or a credible historical secondary
source that provides historical context relevant to your argument.
Electronic resources that may be useful are listed below. Also, keep in mind the
"breadcrumb" method explained in the example discussed in class.
Example:
You are working on a topic that includes analyzing gender conventions in Jane Austen's
Pride and Prejudice. You'd like to know what gender conventions were like in the
period. After researching criticism and theory in the library databases, you found Nancy Armstrong's
Desire and Domestic Fiction that talks about gender and keeps mentioning "conduct books"
from the late 18th century that seem to be manuals that describe how women should act. You want
to see if you can find an example of one of these that you could use for a primary historical
text.
Google "18th century conduct books". You should get a list of specific titles
Search for one of the titles, for example, John Gregory's A Father's Legacy to His Daughters (1774).
Use just the title, but keep in mind the author and year so you can be sure you've located
the right text.
In the result list, look for the full text versions.
Use the table of contents and search to explore the book.
Research:
Review your list of research areas and terms
Search for at least 2 credible historical/cultural context sources
List a complete MLA citation for each source
Write a brief explanation of how these sources might be relevant to your topic.
Resources
GoogleBooks: this can be a great source for primary texts
(or reprints of primary texts) from earlier periods in particular.
OhioLINK catalog: use this to find primary and
secondary sources that are book length. You can order books from libraries all over Ohio and have them sent to the Lourdes library in a few days.
Lourdes OhioLINK databases: start here
to search databases for secondary articles. Remember to restrict searches to "peer reviewed" articles. Don't restrict for "full text only"
--sometimes articles are available in full text through the Electronic Journal Center even if they are not available in a particular database, and
even non-electronic texts can be ordered through our Inter Library Loan service. Databases that are particularly relevant to your work in this
course are listed below. Use the listing by database name to access. You will need to login if you are off campus--use your typical Lourdes login credentials.
Historical Abstracts: articles that provide historical context
Submit in the Canvas Assignments tool by midnight, Wednesday 12/8
Instructions:
For the final paper, you will write a researched analysis of one or more primary literary texts we've studied
this term (Weeks 1-10). Your analysis should include appropriate historical/cultural context (supported
by at least 2 credible secondary sources) and a review of criticism related to your topic (at least 2 relevant
peer-reviewed, scholarly articles). You will develop your topic, locate sources, and develop your thesis
during in-class workshops during weeks 12-13.
Evaluation Criteria:
In your paper, you should:
Write a clear thesis
Contextualize your argument with relevant cultural/historical information, backed by credible sources
Explain how your claim is part of the critical conversation about your primary text(s)
Support your original claims with close reading of your primary text(s)
Organize your argument clearly
Write a conclusion that summarizes and points to a broader context or next steps
Use Edited American English appropriate for a formal academic essay
Use MLA format, including a complete Works Cited page
Submit in the Canvas Assignments tool by midnight, Wednesday 12/8
Instructions:
For the final paper, you will write a researched analysis of one or more primary literary texts we've studied
this term (Weeks 1-10). Your analysis should include appropriate historical/cultural context (supported
by at least 4 credible secondary sources) and a review of criticism related to your topic (at least 4 relevant
peer-reviewed, scholarly articles). Your topic should be related to literary tradition in some way, whether
using genre analysis as a method, considering some form of adaptation of a work, or putting multiple
primary texts into conversation. You will develop your topic, locate sources, and develop your thesis
during in-class workshops during weeks 12-13.
Evaluation Criteria:
In your paper, you should:
Write a clear thesis
Contextualize your argument with relevant cultural/historical information, backed by credible sources
Explain how your claim is part of the critical conversation about your primary text(s)
Support your original claims with close reading of your primary text(s)
Organize your argument clearly
Write a conclusion that summarizes and points to a broader context or next steps
Use Edited American English appropriate for a formal academic essay
Use MLA format, including a complete Works Cited page
Background and Resources
GoogleBooks: this can be a great source for primary texts
(or reprints of primary texts) from earlier periods in particular.
OhioLINK catalog: use this to find primary and
secondary sources that are book length. You can order books from libraries all over Ohio and have them sent to the Lourdes library in a few days.
Lourdes OhioLINK databases: start here
to search databases for secondary articles. Remember to restrict searches to "peer reviewed" articles. Don't restrict for "full text only"
--sometimes articles are available in full text through the Electronic Journal Center even if they are not available in a particular database, and
even non-electronic texts can be ordered through our Inter Library Loan service. Databases that are particularly relevant to your work in this
course are listed below. Use the listing by database name to access. You will need to login if you are off campus--use your typical Lourdes login credentials.
Historical Abstracts: articles that provide historical context
ENG 212--Week 13: Unit 4--Final Essay ENG 300--Week 13: Unit 4--Final Essay
Monday, 11/15
Thesis Workshop
Now that you've thought about your topic, researched context, and surveyed the critical conversation,
you should have enough information to
formulate a strong analytical thesis. A thesis is a concise statement of your topic + a clear claim about significance.
It is embedded within
an introduction that makes clear the text(s) and author(s) you are working with, provides some context for the claim,
and creates a blueprint
for the rest of your argument. Typically, the thesis will be after the context and before the
information about the structure of the argument.
Be prepared to workshop your thesis by sharing it with your group or with the class.
Write a concise statement of your topic:
Why is this topic important? -- remember, think about this in relation to literary elements, meaning of the text,
historical/cultural discourse, context, etc.
Do not try to make a claim about the feelings/response of the reader or the intentions
of the author (as we've discussed)
Put them together:
ENG 212--Week 13: Unit 4--Final Essay ENG 300--Week 13: Unit 4--Final Essay
Wednesday, 11/17
ENG 212--Citation Workshop
Practice working with your sources.
Write a sentence that makes a claim about your primary text and then integrates a well-selected support quotation from
the text, including a correctly formatted parenthetical citation:
Write a paraphrase of relevant information from one of your historical/cultural context sources, including a correctly formatted
parenthetical citation:
Write a sentence that integrates a well-selected quotation from one of your critical/theoretical articles. Your sentence should
have a substantive lead in and then an illustrative supporting quotation, with a correctly formatted parenthetical citation:
Switch with a partner and check each other's work. Ask for help if there are any questions.
ENG 300--Citation Workshop
Practice working with your sources.
Write a sentence that makes a claim about your primary text and then integrates a well-selected support quotation from
the text, including a correctly formatted parenthetical citation:
Write a paraphrase of relevant information from one of your historical/cultural context sources, including a correctly formatted
parenthetical citation:
Write a sentence that integrates a well-selected quotation from one of your critical/theoretical articles. Your sentence should
have a substantive lead in and then an illustrative supporting quotation, with a correctly formatted parenthetical citation:
Write a sentence that synthesizes from two of your sources: in your own words, state the connection, similarity
or difference in treating a unifying idea applicable to 2 of your sources.
Switch with a partner and check each other's work. Ask for help if there are any questions.
Submit in the Canvas Assignments tool by midnight, Wednesday 12/8
Instructions:
For the final paper, you will write a researched analysis of one or more primary literary texts we've studied
this term (Weeks 1-10). Your analysis should include appropriate historical/cultural context (supported
by at least 2 credible secondary sources) and a review of criticism related to your topic (at least 2 relevant
peer-reviewed, scholarly articles). You will develop your topic, locate sources, and develop your thesis
during in-class workshops during weeks 12-13.
Evaluation Criteria:
In your paper, you should:
Write a clear thesis
Contextualize your argument with relevant cultural/historical information, backed by credible sources
Explain how your claim is part of the critical conversation about your primary text(s)
Support your original claims with close reading of your primary text(s)
Organize your argument clearly
Write a conclusion that summarizes and points to a broader context or next steps
Use Edited American English appropriate for a formal academic essay
Use MLA format, including a complete Works Cited page
Submit in the Canvas Assignments tool by midnight, Wednesday 12/8
Instructions:
For the final paper, you will write a researched analysis of one or more primary literary texts we've studied
this term (Weeks 1-10). Your analysis should include appropriate historical/cultural context (supported
by at least 4 credible secondary sources) and a review of criticism related to your topic (at least 4 relevant
peer-reviewed, scholarly articles). Your topic should be related to literary tradition in some way, whether
using genre analysis as a method, considering some form of adaptation of a work, or putting multiple
primary texts into conversation. You will develop your topic, locate sources, and develop your thesis
during in-class workshops during weeks 12-13.
Evaluation Criteria:
In your paper, you should:
Write a clear thesis
Contextualize your argument with relevant cultural/historical information, backed by credible sources
Explain how your claim is part of the critical conversation about your primary text(s)
Support your original claims with close reading of your primary text(s)
Organize your argument clearly
Write a conclusion that summarizes and points to a broader context or next steps
Use Edited American English appropriate for a formal academic essay
Use MLA format, including a complete Works Cited page
Background and Resources
GoogleBooks: this can be a great source for primary texts
(or reprints of primary texts) from earlier periods in particular.
OhioLINK catalog: use this to find primary and
secondary sources that are book length. You can order books from libraries all over Ohio and have them sent to the Lourdes library in a few days.
Lourdes OhioLINK databases: start here
to search databases for secondary articles. Remember to restrict searches to "peer reviewed" articles. Don't restrict for "full text only"
--sometimes articles are available in full text through the Electronic Journal Center even if they are not available in a particular database, and
even non-electronic texts can be ordered through our Inter Library Loan service. Databases that are particularly relevant to your work in this
course are listed below. Use the listing by database name to access. You will need to login if you are off campus--use your typical Lourdes login credentials.
Historical Abstracts: articles that provide historical context
ENG 212--Week 14: Unit 4--Final Essay ENG 300--Week 14: Unit 4--Final Essay
Monday, 11/22
Writing Day--No Class Meeting
*Note: I will be on campus in St. Agnes Hall during our
regular class time. Drop in if you have questions. Draft Review appointments for Week 15 are listed
below for your reference.
Draft Review Appointments: Monday 11/29
Meetings will take place in SAH 164
Time
Student
12:50-1:00pm
1:00-1:10pm
Nick S.
1:10-1:20pm
Olivia P.
1:20-1:30pm
Ulises B.
1:30-1:40pm
Logan K.
1:40-1:50pm
1:50-2:00pm
2:00-2:10pm
2:10-2:20pm
Makaleigh V.
2:20-2:30pm
Lauren P.
Draft Review Appointments: Wednesday 12/1
Meetings will take place in SAH 164
Time
Student
12:50-1:00pm
Brenden D.
1:00-1:10pm
Juliana D.
1:10-1:20pm
Joe D.
1:20-1:30pm
Sydney B.
1:30-1:40pm
Zach B.
1:40-1:50pm
Jacob G.
1:50-2:00pm
Chayce M.
2:00-2:10pm
Amber D.
2:10-2:20pm
Zach R.
2:20-2:30pm
Jimmy B.
ENG 212--Week 13: Unit 4--Final Essay ENG 300--Week 13: Unit 4--Final Essay
Submit in the Canvas Assignments tool by midnight, Wednesday 12/8
Instructions:
For the final paper, you will write a researched analysis of one or more primary literary texts we've studied
this term (Weeks 1-10). Your analysis should include appropriate historical/cultural context (supported
by at least 2 credible secondary sources) and a review of criticism related to your topic (at least 2 relevant
peer-reviewed, scholarly articles). You will develop your topic, locate sources, and develop your thesis
during in-class workshops during weeks 12-13.
Evaluation Criteria:
In your paper, you should:
Write a clear thesis
Contextualize your argument with relevant cultural/historical information, backed by credible sources
Explain how your claim is part of the critical conversation about your primary text(s)
Support your original claims with close reading of your primary text(s)
Organize your argument clearly
Write a conclusion that summarizes and points to a broader context or next steps
Use Edited American English appropriate for a formal academic essay
Use MLA format, including a complete Works Cited page
Submit in the Canvas Assignments tool by midnight, Wednesday 12/8
Instructions:
For the final paper, you will write a researched analysis of one or more primary literary texts we've studied
this term (Weeks 1-10). Your analysis should include appropriate historical/cultural context (supported
by at least 4 credible secondary sources) and a review of criticism related to your topic (at least 4 relevant
peer-reviewed, scholarly articles). Your topic should be related to literary tradition in some way, whether
using genre analysis as a method, considering some form of adaptation of a work, or putting multiple
primary texts into conversation. You will develop your topic, locate sources, and develop your thesis
during in-class workshops during weeks 12-13.
Evaluation Criteria:
In your paper, you should:
Write a clear thesis
Contextualize your argument with relevant cultural/historical information, backed by credible sources
Explain how your claim is part of the critical conversation about your primary text(s)
Support your original claims with close reading of your primary text(s)
Organize your argument clearly
Write a conclusion that summarizes and points to a broader context or next steps
Use Edited American English appropriate for a formal academic essay
Use MLA format, including a complete Works Cited page
GoogleBooks: this can be a great source for primary texts
(or reprints of primary texts) from earlier periods in particular.
OhioLINK catalog: use this to find primary and
secondary sources that are book length. You can order books from libraries all over Ohio and have them sent to the Lourdes library in a few days.
Lourdes OhioLINK databases: start here
to search databases for secondary articles. Remember to restrict searches to "peer reviewed" articles. Don't restrict for "full text only"
--sometimes articles are available in full text through the Electronic Journal Center even if they are not available in a particular database, and
even non-electronic texts can be ordered through our Inter Library Loan service. Databases that are particularly relevant to your work in this
course are listed below. Use the listing by database name to access. You will need to login if you are off campus--use your typical Lourdes login credentials.
Historical Abstracts: articles that provide historical context
ENG 212--Week 15: Unit 4--Final Essay ENG 300--Week 15: Unit 4--Final Essay
Monday, 11/29
Draft Review
Format:
Essay draft reviewed during an in-person meeting in in Week 15
Due:
Variable, based on appointment day and time
Description
Each student is required to meet with the instructor for individual draft review during week 15.
Meetings will take place in SAH 164.
Students will sign up for appointments during class in Week 13 (11/17). Although a complete
draft is not required, the more you submit for review, the more helpful the meeting will be.
Please bring/have access to:
Your draft
Your primary literary text(s)
Your researched secondary sources
*Note: this assignment is graded on an S/U basis where
S = full credit, U = half credit,
and a missed appointment = no credit. Although a complete draft is not required for an
"S" grade, students who bring very little for review will receive a "U" grade.
Meetings will take place in SAH 164
Time
Student
12:50-1:00pm
1:00-1:10pm
1:10-1:20pm
Olivia P.
1:20-1:30pm
Ulises B.
1:30-1:40pm
Logan K.
1:40-1:50pm
1:50-2:00pm
Nick S.
2:00-2:10pm
2:10-2:20pm
Makaleigh V.
2:20-2:30pm
Lauren P.
ENG 212--Week 15: Unit 4--Final Essay ENG 300--Week 15: Unit 4--Final Essay
Wednesday, 12/1
Draft Review
Format:
Essay draft reviewed during an in-person meeting in in Week 15
Due:
Variable, based on appointment day and time
Description
Each student is required to meet with the instructor for individual draft review during week 15.
Meetings will take place in SAH 164.
Students will sign up for appointments during class in Week 13 (11/17). Although a complete
draft is not required, the more you submit for review, the more helpful the meeting will be.
Please bring/have access to:
Your draft
Your primary literary text(s)
Your researched secondary sources
*Note: this assignment is graded on an S/U basis where
S = full credit, U = half credit,
and a missed appointment = no credit. Although a complete draft is not required for an
"S" grade, students who bring very little for review will receive a "U" grade.
Submit in the Canvas Assignments tool by midnight, Wednesday 12/8
Instructions:
For the final paper, you will write a researched analysis of one or more primary literary texts we've studied
this term (Weeks 1-10). Your analysis should include appropriate historical/cultural context (supported
by at least 2 credible secondary sources) and a review of criticism related to your topic (at least 2 relevant
peer-reviewed, scholarly articles). You will develop your topic, locate sources, and develop your thesis
during in-class workshops during weeks 12-13.
Evaluation Criteria:
In your paper, you should:
Write a clear thesis
Contextualize your argument with relevant cultural/historical information, backed by credible sources
Explain how your claim is part of the critical conversation about your primary text(s)
Support your original claims with close reading of your primary text(s)
Organize your argument clearly
Write a conclusion that summarizes and points to a broader context or next steps
Use Edited American English appropriate for a formal academic essay
Use MLA format, including a complete Works Cited page
Submit in the Canvas Assignments tool by midnight, Wednesday 12/8
Instructions:
For the final paper, you will write a researched analysis of one or more primary literary texts we've studied
this term (Weeks 1-10). Your analysis should include appropriate historical/cultural context (supported
by at least 4 credible secondary sources) and a review of criticism related to your topic (at least 4 relevant
peer-reviewed, scholarly articles). Your topic should be related to literary tradition in some way, whether
using genre analysis as a method, considering some form of adaptation of a work, or putting multiple
primary texts into conversation. You will develop your topic, locate sources, and develop your thesis
during in-class workshops during weeks 12-13.
Evaluation Criteria:
In your paper, you should:
Write a clear thesis
Contextualize your argument with relevant cultural/historical information, backed by credible sources
Explain how your claim is part of the critical conversation about your primary text(s)
Support your original claims with close reading of your primary text(s)
Organize your argument clearly
Write a conclusion that summarizes and points to a broader context or next steps
Use Edited American English appropriate for a formal academic essay
Use MLA format, including a complete Works Cited page
GoogleBooks: this can be a great source for primary texts
(or reprints of primary texts) from earlier periods in particular.
OhioLINK catalog: use this to find primary and
secondary sources that are book length. You can order books from libraries all over Ohio and have them sent to the Lourdes library in a few days.
Lourdes OhioLINK databases: start here
to search databases for secondary articles. Remember to restrict searches to "peer reviewed" articles. Don't restrict for "full text only"
--sometimes articles are available in full text through the Electronic Journal Center even if they are not available in a particular database, and
even non-electronic texts can be ordered through our Inter Library Loan service. Databases that are particularly relevant to your work in this
course are listed below. Use the listing by database name to access. You will need to login if you are off campus--use your typical Lourdes login credentials.
Historical Abstracts: articles that provide historical context
