LITR100 Literature Oral Presentation and Connecting to Culture Assignment

LITR100 Literature Oral Presentation and Connecting to Culture Assignment

Instructions/Descriptions

LITR100 Literature Oral Presentation and Connecting to Culture Assignment

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Present a short original video in Collaborate or upload to YouTube

Grading: Outline and Working Bibliography-submitted BEFORE presentation- 35 points

Oral Presentation- 65 points

Introduction

Open with an overview of the topic of censorship and banned books and move readers to your thesis, your central Focus/Conclusion About This Topic That Will Be Supported Throughout the Essay.

Body-

The first section should give some historical background about the fight over what is appropriate in literature, and the banning of books. When did book banning become prominent? By whom? What are some of the most famous incidents of book banning? How prevalent is book banning in our culture today?

Next, you should discuss what arguments people make for or against book banning. What are the prevailing and enduring arguments? Do they make sense? Is there ever a valid reason for banning a book from a publicly-funded institution (library, school, etc.)? If so, describe it. What motivates people to call for the banning of a book? How are these challenges met?

Finally, focus on readings from the course. Give examples of how and why some of the works we have read could be harmful or inappropriate. Discuss what you would say to them, and how you might defend the author’s intentions.

Remember that this is not asking you to discuss what you liked or didn’t like about the work, but why free speech is so important, why just because something might be offensive to one person does not mean it doesn’t have a valuable message for another reader.

Conclusion

The closing should look to the future and sum up what you believe can be learned from studying works of literature. Why do we continue to study American literature and what meaning can it have in our communities and our lives?

Requirements:

Working Outline and Working Bibliography-see Lesson 15 instructions

Students will submit a preliminary Outline of their speech as well as list of sources that will be sued and referenced within the discussion. See Lesson 15 for more details on these preliminary assignments.

Presentation should be no shorter than 10-12 minutes in length.

A minimum of three reliable sources, properly introduced and paraphrased or quoted, and no fewer than three specific examples from our readings used to illustrate and support your points within the presentation.

For grading I will follow the rubric in Lesson 15. What I am looking for here is a paper that has something to say, is well-researched and well-written, and demonstrates a clear understanding of formatting and documentation.

Poetry Response Journal Assignment-Parts I and II 100 points over two lessons (you are encouraged to print this document if you can).

For chapters 14-19 reading assignment in the Poetry unit of this course, you will be assigned one required poem to read and respond to and two of your own choosing. For the required poem, I will also give you the “Reflecting on What You’ve Read” question that I would like you to respond to.

For the other poems you choose to read, you may also choose which of the “Reflecting on What You’ve Read” question you would like to respond to.

The format for how each response should be sent up with be discussed later in this assignment, as well as the grading considerations.

Poetry Journal 1 contents:

Introduction paragraph -5 points

On page 460, your authors discuss why poetry is still relevant. Name some ways you find poetry in your life (from reading sacred texts, to listening to music, or even reading children’s literature. And if you write it, that is valid too!).

Chapter 14- Words and Language- 15 points

• Required Poem. Anita Endrezze’s “The Girl Who Loved the Sky “on page 474. Read and read it and then respond to “Reflecting” question number 1.
• Your Choice. Choose two more poems from Chapter 14 and a “Reflecting” question to respond to for each.

Chapter 15-Voice- 15 points

• Required Poem. Yusef Komunyakaa’s “Facing It” on page 495. Read and read it and then respond to “Reflecting” question number 5.
• Your Choice. Choose two more poems from Chapter 15 and a “Reflecting” question to respond to for each.

Chapter 16- Sound- 15 points

• Required Poem. W.B. Yeats’ “When You Are Old” on page 507. Read and reread it and then respond to “Reflecting” question number 2.
• Your Choice. Choose two more poems from Chapter 16 and a “Reflecting” question to respond to for each.

Poetry Journal 2 contents:

Chapter 17 –Figurative Language- 15 points

• Required Poem. Langston Hughes’ “Harlem” on page 525. Read and read it and then respond to “Reflecting” question number 2.
• Your Choice. Choose two more poems from Chapter 17 and a “Reflecting” question to respond to for each.

Chapter 18- Rhythm and Meter- 15 points

• Required Poem. Gary Miranda’s “Love Poem” on page 557. Read and read it and then respond to “Reflecting” question number 3.
• Your Choice. Choose two more poems from Chapter 18 and a “Reflecting” question to respond to for each.

Chapter 19-Form and Type- 15 points

• Required Poem. L. M. Silko’s “Prayer to the Pacific” on page 575. Read and read it and then respond to “Reflecting” question number 1.
• Your Choice. Choose two more poems from Chapter 19 and a “Reflecting” question to respond to for each.

Conclusion Paragraph – 5 points

Name and define 3 types of poetry. Give an example of each from your reading for this assignment. Be sure to tell me how you know it is that type of poem.

FORMAT Use a heading for each poem that consists of the “title of the poem” and the poet’s name and then type up in boldface the “Reflecting Upon What You’ve Read” question. Then respond to the question in no fewer than 5 sentences. Be sure to provide specific examples from the poem in your response.

Example Formatting (see also another “Acceptable” response below)

“The Sound of Night” by Maxine Kumin- page 470

#2. Notice examples of active, energetic verbs. Consider why they are effective in creating mental images.

Kumin uses verb phrases like, “huggermugger crowd the trees,” “skitter across the lake,” and “while night nickers around us.” These vibrant verbs have sound and alliterative qualities in the repetition and assonance, which helps to bring the night to life for readers.

She uses vivid verbs effectively to help us see, feel, and hear the sounds of the night, from its onset to late into the darkest hour, when “every voice” —all of them— “sing, thrum, impinge and rearrange endlessly:” This poem works by giving us a sense of being on the inside of night as mere “day creatures” who are not usually privy to such voices.

Technical Considerations

Keep your Poetry Journal up-to-date as you read each chapter assigned. Each explicated poem should begin with the poem’s “title” and author and page number, and then the typed up “Reflecting” question in bold, followed by your response.

You should use 12 pt. font size, Times New Roman with one and a half spacing. Please use complete sentences and be sure to put quotations around direct quotations. Line breaks are shown by using backward/slashes.

Submission

Be sure to put the First Set of Poetry Response Journal I (Introduction, and Ch. 14-16) into one file to upload in SafeAssign as a Word (.doc or .docx file) in the Lesson 13 folder.

Once you have received the first set back from me, please upload the Poetry Response Journal II(17-19, Conclusion) in SafeAssign in the Lesson 14 folder.

Grading/Rubric

Each “Reflecting What You’ve Read” response will be worth 5 points (15 total for each chapter), awarded for properly using the correct poetic language in your response and for providing specific examples from the poem to support your response. Please be sure to proofread your writing carefully for punctuation, grammar and errors of omission or unclear phrasing. Points will be deducted for excessive errors in basic standards of English.

5 points

Fully addresses all the questions in complete sentences and uses properly-formatted quotations and specific examples from the poem, including references to the poet’s intentions and themes, when appropriate. Uses specific language associated with the genre’s various elements, and supports and defends assertions. Few if any errors in writing.

4 points

Fully addresses all the questions in complete sentences and uses properly-formatted quotations and specific examples from the poem, including references to the poet’s intentions and themes, when appropriate. May lacks insight or use of proper terminology in key places. Few errors in basic skills. May include errors in grammar and punctuation.

3 Points

May not fully answer the question. May omit a key point and shows some misunderstanding of poetic elements as applied to the specific poem. Uses too few specific examples to help support assertions. Some confusing errors in basic writing skills as well improper formatting of quotations.

2 Points

May not fully answer the question. Omits key elements and shows a lack of careful reading as well as misunderstanding of poetic elements as applied to the specific poem. Uses only 1 specific example to support assertions, but lacks proper terminology. Some confusing errors in basic writing skills as well improper formatting of quotations.

1 Point

Does not address the question. Provides no examples or quotations from poem. Does not meet length requirement and shows lack of careful reading of poem as well as chapter content. Uses no poetic terminology. Poorly proofread with numerous errors in basic writing skills.

Unacceptable: There were some great rhymes in this poem. I liked the way the poet used diction.

These phrases are meaningless and do not suggest any kind of understanding of the unit’s concepts and points will be deducted for vague answers to the questions.

Acceptable: Shakespeare uses alliterative phrases like ‘summer skin soaked in sunshine’ and “bubbly baths of blue inky waves” to help readers feel the warmth of a day at the seashore. This sonnet has an iambic rhyme scheme that we see in line five with the words, “let me not to the marriage of true minds, admit impediments. Love is not love/Which alters when it alteration finds.”

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Shakespeare is known as a lover of word play in his poetry, especially his sonnets, and he often uses metaphorical language to make a comparison stronger, as he does in the phrase, “the marriage of true minds.”

This comparison connects the closeness of two married individuals to a harmony of thinking between lovers, even friends. The syntax of the lines can sometimes be hard to follow, but a more careful reading always reveals how much fun Shakespeare had with language.

Some technical considerations please:

1. Put all quotations from the poems into quotation marks and use a back slash to show line breaks. (See above)
2. Please also boldface the poetry element words you use.

Total Points: 100

LITR100 Literature Oral Presentation and Connecting to Culture Assignment

LITR100 Literature Oral Presentation and Connecting to Culture Assignment

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LITR100 Literature Oral Presentation and Connecting to Culture Assignment

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