First Year Honors Seminar / 20th-century Civilization I / Revolutionary Modernism(s)


Assignments

This page is always in progress . . .


Presentations

1. T 9/21—Political Revolutions: Lenin, Trotsky, Gandhi, Mao Zedong: Tim



2. T 10/5—Psychology: Carl Jung: Breton and Michal



3. R 10/21—Literature: Kafka: Sara



4. T 11/2—Theater: Brecht: Narpat and Thomas



5. T 11/16—WWI/Poetry: Sassoon and Rosenberg: Angela

Instructions

The objective of the presentation assignment is to 1) increase students' confidence and skill in communicating orally; 2) facilitate seminar participation and collegiality; and 3) to become familiar with research resources. These three objectives are thus linked to the instructions for this assignment:

I-II. You will sign up in advance to lead a class discussion on assigned readings.  Remember that you need not prepare an oral report, but need instead to elicit responses from your classmates and facilitate the discussion. Emphasis should be on identifying arguments, evaluating reasoning, synthesizing ideas expressed with those already under consideration, and gauging the importance of the theory or issue under discussion.

You may use any medium you wish to present and discuss your topic. It might be helpful to give the class handouts or to provide other visual materials (overheads, PowerPoint presentations, graphs, etc.) in your summary of the reading(s). In order to do PowerPoint, please notify the instructor a week in advance.  Use of video material also needs a week's advance notice. But most importantly, your group should meet outside of class and agree on key questions that might be posed to class participants.

III. In addition to the discussion preparation described above, the group should prepare an annotated bibliography of two key research sources. The objective here (besides preparing students for their own research projects) is to provide seminar participants with a useful guideline; in other words, if someone else in the course would like to research this topic, where should he or she start? Only one of these sources may come from the internet, and in this case, should be carefully evaluated according to university guidelines. Enough annotated bibliographies should be provided for the whole class and of course the instructor. 

Research should, of course, begin at Sprague Library. Please consult the Reference Librarian and/or the instructor for help getting started. Given the limited resources at our campus library, the group should perhaps get an early start in order to request items via Interlibrary Loan.

Evaluation

This presentation and annotated bibliography count for 15% of the final grade. Presentations will be evaluated on thoroughness of preparation and quality of research. In addition I'll be evaluating the quality of the prompts and questions, the breadth of discussion that's generated, and how well you facilitate that discussion. Your creativity and overall manner of presentation will also be considered. The quality and summation of research sources in the annotated bibliography will also be closely evaluated.


Annotated Bibliographies

An annotated bibliography considers the following five questions:

1. THESIS: What is the author's thesis?

2. EVIDENCE: How does the author develop the thesis? What evidence does the author provide? Does he or she use statistics, definitions, first-hand experiences, research references, or case studies?

3. PURPOSE: What is the author's purpose or goal (i.e. why did the author bother to write this piece?), and the author's intended goal (i.e., what does the author hope to accomplish by writing this piece?

4. AUDIENCE: Who is the author's audience (i.e., what kind of people does the author hope will read this piece? Who is he or she trying to convince?).

5. PERSONAL: How might this secondary source be relevant for your own research question?

EXCELLENT annotated bibliographies also begin to critique an article’s argument, evidence, and purpose by evaluating and comparing it to original (i.e., your own) research.

Example of an Annotated Bibliography

Annotated Bibliography

1. Alpers, Paul. What is Pastoral? Chicago: The University of Chicago Press, 1996: 93-112. Although not entirely confined to the topic of Milton’s “Lycidas,” Alpers’ book is relevant given that it is the most recent (as far as my research could discern) publication concerning “Lycidas.” Alpers addresses Sacks’ and Fish’s question of the poem’s lack of poetic voice and concludes that the pastoral elements of Milton’s work commemorate Lycidas and further the process of consolation. Alpers includes a close reading of “Lycidas” within the elegiac tradition; it is a lucid work and definitely worth reading.

2. Leonard, John. “’Trembling Ears:’ The Historic Moment of ‘Lycidas’.” Journal of Medieval and Renaissance Studies. 21 (1991): 59-81. Leonard’s essay details the historical relevance of Milton’s work, both within the framework of Milton’s Puritan contemporaries (the branded Bastwicke, Burton and Prynne) and criticism of the clergy. While useful for a detailed description of the poem’s historical and political implications, this criticism reveals little about “Lycidas’” merit as an elegy.

3. Ronnick, Michele V.. “Blind Mouths in Milton and Eustathius: a Note on ‘Lycidas 119.” Notes and Queries. 237 (1992): 452-453. Ronnick’s essay explicates Milton’s reference to “blind mouths,” which the author connects to Milton’s knowledge of the twelfth century Byzantine bishop Eustathius’ commentaries on the Iliad and the Odyssey. This is perhaps useful for reference of Milton’s use of classic authors and literary criticism of the period. In the same volume is another essay concerning Milton’s use of Virgil, which is not as convincing but provides other resources for this topic (“Milton’s Affair with a Bar Maid: Virgilian echoes in ‘Lycidas’ 64-84”).

4. Silver, Victoria. “’Lycidas’ and the Grammar of Revelation.” ELH. 58 (1991): 779-808. Silver departs from Ransom’s and Fish’s criticisms of the poem’s inartistic nature (I have not cited these articles here as the main thrust of these are included in both Sacks’ and Abrams’ works). In order to counter these arguments, Silver utilizes a Miltonian discussion of theology; she argues that the tension and discrepancies between a theological order and poetic subjectivity reveal the traumatic loss encountered in death. Moreover, Silver addresses Sack’s question of language; the “labyrinth” of Milton’s language, Silver argues, shows where “the hidden God” lies (807). Silver’s essay is an enlightening counter to Ransom’s and Fish’s deconstruction of “Lycidas.”



Essay 1: Critique Modern Revolutions

Prospectus due T 10/5: The purpose of the prospectus is to lay the foundation for the essay. While committing a writer to a topic, it gets him or her to begin thinking about the writing assignment, and, most importantly, allows the instructor to guide students in their writing projects. In addition, a prospectus protects students against allegations of plagiarism. A prospectus outlines your essay’s topic. It may pose or reformulate questions the writer will consider in the essay, outline a methodology, and point towards an argument. It usually constitutes 5-6 sentences.

Rough draft due R 10/7
Final draft due T 10/12

The paper must be 2 to 3 pages (600-750 words [excluding fillers like ‘a’, ‘the’, ‘to be’ verbs, ‘of’ or other prepositions, and cited textual material]), cite the primary text according to the MLA parenthetical citation method, and have all the qualities of an analytical academic essay (including, but not limited to, objectivity, thoughtfulness, and originality; a provocative and inquisitive nature accompanied by a clearly articulated argument and position; and a secure command of English literacy as practiced in a university context).

A critique asks the questions 'how' and 'how well'? Start with any primary text we have read thus far (Marx and Engels, Mao Zedong, Gandhi, Lenin, Trotsky, or Freud) and find passages that presents a controversial opinion. In critiquing an author, you still need to address/acknowledge (and hopefully begin to deconstruct) the revolutionary writer's point of view, theories, and philosophies before presenting your own. In other words, personal anecdotes or subjective opinion are not appropriate. For further guidelines and tips, please view http://chss.montclair.edu/~nielsenw/hon102a.html#eval

Choose one of the following:

1.    Design your own topic (highly recommended!) based on one of the texts we have read thus far.  

2. Write a Marxist or Freudian critique of a movie, book, cultural obsession, etc.. Include a reflection on how and why Marxist or Freudian critiques might play an important role in (revolutionizing) the modern world.

3.  Does revolutionary writing include blueprint(s) for violence? What constructive roles might revolutionary texts play in shaping social, political, and economic relations?

4.    What does the modern family look like according to Marx or Engels? In what ways is the reconstruction of family life (including gender roles) integral to revolutionizing society?

HON 102 / Nielsen        Essay #2: Literary Revolutionaries


The following dates are designed to help you write an excellent essay. Since no revisions of this paper will be possible, planning your editing phases will be a crucial learning experience that will benefit the end product. Prompt submission means the instructor will respond in a prompt manner:


- Prospectus / Essay abstract: Monday 11/1

- Rough draft (appx. 2 pages, 2 copies if possible): In class Thursday 11/4

- Final draft: At 2:30 pm on Tuesday 11/9 (late submissions accepted but 2 points are deducted for each day over deadline)


Write a 2.5 to 5 page essay on Kafka’s Metamorphosis or Brecht’s Mother Courage and Her Children. The goal of this essay is to show sophisticated understanding of the ways in which literature can express revolutionary ideas or incite readers and audiences to produce revolutionary change. Your paper should cite the text according to the MLA citation method and cite all other outside sources, which you may, but are not required to, consult. Key here is not an authoritative view of the texts (i.e., regurgitation of the plot is NOT advised, nor is gathering philological background). Rather, you should aim to write a paper that shows that you are able to state and defend an argumentative position about a literary text and reflect these concerns in polished prose.


Please consult http://chss.montclair.edu/~nielsenw/hon102a.html#eval for evaluation guidelines.


1. Design your own topic for this 2.5 to 5 page essay on one of those “literary revolutionaries,” Kafka or Brecht. (Students write better essays when they address issues of keen interest to them.)


2. Write a Marxist critique of Kafka’s Metamorphosis.


3. Write Freudian critique of Kafka’s Metamorphosis.


4. Dissect and critique the Marxist politics of Brecht’s Mother Courage and her Children. Does his play offer a way out of capitalist oppression, and is this solution in any way viable? What and how well can spectators learn from Brecht’s play?



Evaluative Criteria for Essays:

Remembering that an ‘A’ means that a student ‘goes above and beyond’ the basic requirements of an assignment, spend significant time brainstorming, drafting, and editing your paper. Papers will also be evaluated according to the following basic criteria:

CONTENT TOTAL ( /50):
   
ORIGINALITY:   
   
ARGUMENTATVE THESIS / CONTROLLING IDEA:   
   
INTRODUCTION PREPARES READER FOR FOLLOWING PARAGRAPHS:   
   
LOGICAL STRUCTURE / LOGICAL PROGRESSION OF IDEAS:   
   
VALID SUPPORT FOR THESIS CLEARLY RELATES TO THESIS:    
   
EACH SUPPORTING PARAGRAPH IS UNITED AROUND A MAIN IDEA:   
   
CLARITY AND SOPHISTICATION OF THOUGHT / COHERENCE:   
   
CONCLUSION:
FORM TOTAL ( /50):
   
PRECISION OF WORDS:   
   
APPROPRIATE LEVEL OF SPECIFICITY:   
   
SENTENCE STYLE (CLEARLY STRUCTURED AND FOCUSED):   
   
MECHANICAL ERRORS:    

Dr. Wendy Nielsen     Correction Key for Essays     SAVE for future reference
agr        lack of agreement (1) verbs (2) pronouns     
apos        Apostrophe needed or misused
awk        awkward phraseology           
ف        deletion suggested                        
C        Content (thesis, argument, supporting paragraphs, conclusion); comments on right
cliché        overused or colloquial phrase           
cit        incomplete or awkward citation       
ev        evidence missing or questionable
ex        example or support needed
F        Form (grammar, diction, writing style); comments on left side
frag        incomplete idea; sentence fragment       
^        omission / missing word
// ism        lack of parallel structure (between nouns and pronouns generally)   
mod        unclear or dangling modifier                           
p        punctuation                   
pass         use of passive voice obstructs clarity           
rel        relevance of idea is questionable
ref        problem with pronoun reference       
rep        unnecessary repetition               
R-O        run-on sentence, comma splice, etc.       
sp        spelling error                   
specify        specify your meaning
T        wrong tense or mixing of tenses       
trans        transition needed or unclear connection   
vag        vague point; development of ideas lacking
wd ch        ineffective word choice           
wdy        wordy; cut down               
wo        rearrange word order for clarity or emphasis   
~        reverse word order               
ww        wrong word (i.e., affect/effect)
X        obvious mechanical error (its/it’s)
?        unclear or inaccurate               
√    good point worth developing further; please elaborate and expand
√+        very good analysis
   

  

Tips: