Essay 1

215 Honors Essay 1

DUE OCT TUESDAY OCT 17

3 PAGES, USE TWO RELIABLE OUTSIDE SOURCES AND FOLLOW MLA.

1. Gender roles. There are many stands you can take on the perceived in gender roles in 1984. Even examining the symbolism of certain woman or the relationships between people of different genders could bring you to some startling conclusions. In this dark, dystopian society, how have gender roles been defined? What is the meaning behind these gender definitions, and what does it mean to the story as a whole?
2. Sex. Always a popular topic, 1984 directly communicates this intimate aspect as well. What role does sexual intimacy play in 1984? What does it symbolize? Explore the concept of sex in light of 1984 and you’ll have an interesting (and perhaps a little edgy) essay on your hands.
3. Technology. An often-overlooked topic, technology runs rampant through 1984. Its importance cannot go under appreciated. How does technology function in the course of the book? How does it affect the society? Is it beneficial, or detrimental?
4. Freedom vs Security. The book 1984 directly attacks the idea of freedom. What is freedom, and do people in this society still have it? Exploring the world of Orwell’s dystopian society in relation to the concept of freedom vs. security has always been a major component in discussing the text.
5. Power. Everyone seeks it, but it’s the one uniform government that possesses it in 1984. What role does power play? Who has power, and how do they keep it? Exploring the strategies that both the Party, and perhaps other characters, employ in this book to keep power might bring you to some frightening conclusions about the human psychological condition.
6. Certain characters. Some essays work to understand certain symbolic meanings behind characters, or even their role in another character’s life. What is the purpose behind certain characters; what concepts do they represent, or how do they affect the course of the story – and why? Exploring characters can be a great essay topic when done correctly.
7. Social standards. Who is respected in Orwell’s dystopia? Who is rejected? How does this contribute to the novel? What does it tell us about mankind, the human condition, or the society in which we find ourselves? Explore the social disparities and dysfunctions of 1984.

8.      We have discussed in class how the Trump administration has mirrored some of this issues we see in the novel, using examples from the text and outside sources (there are a few related to Trump on the blog) explain some similarities you can see.

“The TV”

9.      For this essay, try to explain what the author was attempting to do with this story. What are we to make of what the man goes through? Use example from the text to illuminate your points.

10.  Compare some of the issues and themes that show up in both the film and the novel. Try to limit it to no more than three issues of themes. Use outside sources and quotes from the text to prove your points.

1)       Title and authors of primary (stories we have read in class) texts

2)       Your thesis (Which depends on the question you write about from above)

• Never end a paragraph with a quote.
• Cite outside sources within in your text; if it appears on your works cited page it has to be used in the paper (direct quotes or paraphrasing).
• Always keep in mind: is this quote proving and supporting my thesis? If not, do not use it!
• WITHOUT A WORKS CITED PAGE OR OUTSIDE SOURCES THE PAPER WILL FAIL

NEVER INTRODUCE NEW IDEAS IN YOUR CONCLUSION.

AVOID USING DIRECT QUOTES IN YOUR INTRODUCTION OR CONCLUSION. Sometimes a quote from an outside source is okay if it captures the point of your thesis but avoid quoting primary texts.

You need to include in text quotations and citations from whatever primary texts you are discussing and TWO OUTSIDE SOURCES!

Make a connection between the outside source you are using and your thesis and primary text.

Do not retell the story! Analyze and explain your thesis (which is your main point). Do not simply tell me Gatsby is obsessed with Daisy—and explain the situation with examples!

ONLY USE RELEIABLE OUTSIDE SOURCES! Do not copy and paste or simply change a few words around from an unreliable source. If it was easy for you to find information to copy and paste from the internet, it’s just as easy for me also to find it.

Make sure you get the character’s names right, as well as the author. It comes off as sloppy if you mix up characters or what author wrote what.

Read over your work. Have someone else read over your work. If I wrote on your paper to get help from The Learning Center, do it! Take your paper with you and they can help you out.

“Short Stories” (Quotation Marks)

Novels, Plays and Films (Italics)

Trump and 1984

http://www.salon.com/2016/11/21/the-normalization-of-donald-trump-began-in-1984-how-george-orwells-newspeak-has-infected-the-news-media/

https://www.dailykos.com/stories/2017/1/22/1623583/-The-New-Newspeak-When-Trump-and-Co-Lie-It-is-Alternative-Facts

http://www.telegraph.co.uk/news/2017/01/25/1984-sales-soar-alternative-facts-trump-claims-echo-orwells/

https://www.theguardian.com/commentisfree/2017/jan/25/george-orwell-donald-trump-kellyanne-conway-1984

1984

http://www.bbc.com/culture/story/20180507-why-orwells-1984-could-be-about-now


Here is a link with outside sources connected to 1984:

http://www.literaryhistory.com/20thC/Orwell.htm

NY Times article from 1984:

http://www.nytimes.com/1984/01/01/nyregion/the-message-for-today-in-orwell-s-1984.html

Some more literary criticism:

http://theliteraryindex.com/george-orwell-literary-criticism.html

Letter written by Orwell:

http://www.openculture.com/2014/01/george-orwell-explains-in-a-revealing-1944-letter-why-hed-write-1984.html

http://www.openculture.com/2015/10/what-orwellian-really-means-an-animated-lesson-about-the-use-abuse-of-the-term.html

http://www.nydailynews.com/news/national/ways-george-orwell-1984-true-article-1.2662813

Pafko At the Wall

I was informed that Pafko At the Wall is out of print so the bookstore does not have the text.


Here is a link to the PDF of the story or you can buy the book online:

http://www.dumpendebat.net/static-content/delillo/DeLillo-Pafko_At_The_Wall-Oct1992.pdf

Syllabus

Honors Modern Literary Masterpieces

ENG215 Essex County College

Prof. Sean O’Connell                                                  Tues, Thurs 11:30                                                        12:50

Email:soconnel@essex.edu     

Phone: 973-877-1926                                                   Office: 1141

Office Hours: T//R 9-10                                              Room:

                                   

                        By Appointment

                                   

Texts: YOU NEED TO BUY THE TEXTS!!!

·         1984 George Orwell

·         Pafko At the Wall Don DeLillo (On the Blog)

http://dumpendebat.net/static-content/delillo/DeLillo-Pafko_At_The_Wall-Oct1992.pdf

·         We Have Always Lived in the Castle Shirley Jackson

·         Their Eyes Were Watching God Zora Neale Hurston

·         The Road Cormac McCarthy

*In class assignments will be handwritten; all homework assignments should be typed and double spaced using 12-point Times New Roman font.

I will use the class blog weekly to post assignments, links and back up information. Visit it a few times a week!!!

CLASS BLOG: eng215honorsfall2017.blogspot.com

THERE ARE NO LATE PAPERS. IF YOU DO NOT HAND IN A PAPER ON THE DAY THE FINAL DRAFT IS DUE, YOU WILL RECEIVE AN F FOR THAT PAPER.

YOU MUST HAND ME EACH PAPER. EMAIL IS NOT GOING TO WORK FOR FORMAL ESSAYS.

Course Description: The Development of modern literary thought is examined from the post-Renaissance era to the present day.  Students will do an intensive study of selected masterpieces of world literature.

General Education Goals: ENG 215 is affirmed in the following General Education Foundation Categories: Humanistic Perspective and Global and Cultural Awareness of Diversity.  The corresponding General Education Goals are respectively as follows: Students will analyze works in the field of art, music, or theater; literature; and philosophy and/or religious studies; and will gain competence in the use of a foreign language; and Students will understand the importance of global perspective and culturally diverse peoples.

Course Goals: Upon successful completion of this course, students should be able to do the following:

1.    discuss the universality and diversity of literary thought;

2.    apply critical and analytical approaches to the study of literature; and

3.    write critical and analytical essays about literary works.

Measurable Course Performance Objectives (MPOs): Upon successful completion of this course, students should specifically be able to do the following:

1.    Discuss the universality and diversity of cultural values of the western world as expressed in its literature:

1.1    identify and describe specific themes that identify the universality and the diversity of literary thought; and

1.2    explain these universal and diverse themes as reflected in the specific literary work

Measurable Course Performance Objectives (MPOs) (continued):

2.    Apply critical and analytical approaches to the study of literature:

2.1    define basic terms and concepts used in literary discussion;

2.2    analyze and describe how these terms and concepts operate in each work studied; and

2.3    use these terms and concepts as the basis for literary analysis

3.    Write critical and analytical essays about literary works:

3.1    write several short critical and analytical essays about selected works studied;

3.2    use appropriate citations from the source work to support the development of the thesis idea in the critical essay;

3.3    write a longer documented literary research paper about a work relevant to the course;

3.4    use appropriate citations from the source work to support the development of the thesis in the documented literary research paper;

3.5    use the library and other resources to find relevant, scholarly secondary source material in support of the thesis in the documented literary research paper;

3.6    write in one’s own voice in the essay while properly incorporating primary and secondary material; and

3.7    prepare the documented literary research paper in standard MLA format

Methods of Instruction:  Instruction will consist of lecture, discussion, and the development of a series of extended compositions analyzing pieces of literature, including a documented literary research paper.

Outcomes Assessment: Checklist rubrics are used to evaluate sampled student critical essays analyzing literature for the presence of the measurable objectives.  A survey to be administered following essays evaluates student preparation for writing analysis of literature.  Checklist rubrics are used to evaluate the various elements of the documented literary research paper.  And a survey that is blueprinted to learning objectives is administered during the twelfth week.

Course Requirements: All students are required to:

1.    Complete the intensive reading of six literary masterpieces (at least one from each category).  The selection should include a balance of literary genres.

2.    Write critical essays and a documented literary research paper to total at least three thousand words.  The documented literary research paper should be written according to current MLA format.    

3.    Read shorter works, such as poetry, as assigned by the instructor.

4.    Read all other assigned material.

5.    Participate in class discussions.

Methods of Evaluation:                Final course grades will be computed as follows:                             

                                                                                                                                                                        % of

Grading Components                                                                                              final course grade

 

·         3 or more Critical Essays Analyzing Pieces of Literature                                   80%

·         Attendance, participation and in class work                                                         10%

·         Presentation                                                                                                                      10%                                                       

Note: The instructor will provide specific weights, which lie in the above-given ranges, for each of the grading components at the beginning of the semester. 

Academic Integrity: Dishonesty disrupts the search for truth that is inherent in the learning process and so devalues the purpose and the mission of the College.  Academic dishonesty includes, but is not limited to, the following:

·         plagiarism – the failure to acknowledge another writer’s words or ideas or to give proper credit to sources of information;

·         cheating – knowingly obtaining or giving unauthorized information on any test/exam or any other academic assignment;

·         interference – any interruption of the academic process that prevents others from the proper engagement in learning or teaching; and

·         fraud – any act or instance of willful deceit or trickery.

Violations of academic integrity will be dealt with by imposing appropriate sanctions.  Sanctions for acts of academic dishonesty could include the resubmission of an assignment, failure of the test/exam, failure in the course, probation, suspension from the College, and even expulsion from the College.

Student Code of Conduct: All students are expected to conduct themselves as responsible and considerate adults who respect the rights of others.  Disruptive behavior will not be tolerated.  All students are also expected to attend and be on time all class meetings.  No cell phones or similar electronic devices are permitted in class.  Please refer to the Essex County College student handbook, Lifeline, for more specific information about the College’s Code of Conduct and attendance requirements.

9/5 T Introduction to course, plagiarism, syllabus, presentation discussion and Read “The TV” handout

9/7R “The TV” Handout

9/12 T 1984

9/14 R 1984

9/19 T 1984

9/21 R 1984

9/26 T Film: V For Vendetta

9/28 R Film: V For Vendetta, ASSIGN FIRST PAPER

10/3 T In Class Discussion on “Human Ecology” in Pafko at the Wall

10/10 R NO CLASS

10/12  T NO CLASS

10/17 R PAPER DUE, Pafko at the Wall

10/19  T  Pafko at the Wall

10/20 R, We Have Always Lived in the Castle

10/24 T We Have Always Lived in the Castle

10/26 R We Have Always Lived in the Castle,  ASSIGN SECOND PAPER

10/31 T Their Eyes Were Watching God (Up to Ch 5)

11/2 R Their Eyes Were Watching God (Up to Ch 10)

11/7 T Their Eyes Were Watching God (Up to Ch 15),

11/9 R Their Eyes Were Watching God (Finish Novel), PAPER DUE

11/14 T Outside Sources for Their Eyes Were Watching God

11/16 R The Road

11/21  T The Road, ASSIGN FINAL PAPER

11/23 R ***NO CLASS*** 

11/28 T The Road

11/30 R The Road, Sign up for Presentations

12/5 T Presentations

12/7 R Presentations

12/12 T Final Research Paper due