Monday, January 11: Classes Begin! Syllabus distribution, assignments overview, diagnostic. Making good observations. Stanley Kunitz, "Among the Gods"

Thursday, January 14: Discuss Hughes, “Introduction”; Hughes and Ovid, "The Rape of Proserpina"; Eavan Boland, "The Pomegranate"; Abrams, “Connotation and Denotation,” “Figurative Language,” “Poetic Diction". [look up Hughes, Ovid, and Boland in the Literature Resource Center, and browse the results. What did you learn? Write a one page response in MLA format describing in detail your experience, due 1/21.]

Monday, January 18: Martin Luther King, Jr. Holiday - university closed

[Tuesday, January 19 Last day to late register or add a class]

Thursday, January 21: Discuss Hughes and Ovid, “Tereus”; Abrams, “Character,” “Imagery," "Narrator," “Narrative” (omit narratology); discuss Literature Resource Center [response due]

Monday, January 25: Discuss Orpheus poems; Rilke, Sonnets to Orpheus; Atwood, "Orpheus (I)," Bonnell, from "Eurydice"; Auden, “Musée des Beaux Arts” (YouTube Video); Adams, “Motif and Theme,” “Setting,” “Symbol,” "Sonnet," “Concrete and Abstract,” “Free Verse,” "Allusion"; Use the LRC and the Oxford Reference Online tools to discover what myth these poems allude to, and consider how these poems are reshaping the story. Response: Write a one-page synopsis of the myth and choose one poem to discuss as an adaptation. Come prepared to share.

Thursday, January 28: Discuss Hughes and Ovid, "Arachne"; Yeats, “Leda and the Swan”*; Clifton, “leda 1," "leda 2," and "leda 3”*; Abrams, “Genre,” “Lyric,” “Sonnet,” "Free Verse," "Meter,” “Irony." Looking forward to research. Come prepared with your readings for today (especially Yeats and Clifton) physically marked up a la the explication markup assignment, so we can discuss it!

Monday, February 1: Walcott, “Europa”*; Sexton, “Where I Live in This Honorable House of the Laurel Tree.”* Use the LRC and the Oxford Reference Online tools to discover what myth these poems allude to. Response: Write a one-page synopsis of the myth, drawing on only these resources, and choose one poem to discuss as an adaptation. Come prepared to share. REMEMBER: NEW RESPONSE HAS BEEN CUT; INSTEAD, RESUBMIT  YOUR FIRST TWO RESPONSES WITH COMPLETE INTRODUCTION, CITATION, DOCUMENTATION OF SOURCES AND BRING TO CLASS NEXT MEETING! USE YOUR MLA HANDBOOK AND WEB SOURCES TO WORK YOUR WAY THROUGH IT, AND WE WILL LOOK AT EXAMPLES AND QUESTIONS NEXT CLASS.

Thursday, February 4: Explication Markup Page Due. Discuss Abrams, "Hypertext"; Walcott, “Europa”*; Sexton, “Where I Live in This Honorable House of the Laurel Tree.” Meet in Computer Lab--St. Joe's #6. Transforming the Explication Markup into Hypertext: Why? Discuss Warner or Rowe (Norton).

[Friday, February 5 Last day to drop a class or withdraw without academic record]

Monday, February 8: Continue to work on hypertext. Individual conferences: Bring laptop and working hypertext + questions!

Thursday, February 11: Hard copy of hypertext due, electronic copy of hypertext due (send to me as an attachment). Transforming the Hypertext into an Essay. Read sample explication. Begin drafting explication essay. Browse MLA Handbook in its entirety, and become familiar with its organization. Using the MLA Handbook.

BY SUNDAY AT 5:00PM, HAVE SENT YOUR EXPLICATION DRAFT TO THE CLASS. READ EVERYONE'S DRAFTS AND BE PREPARED FOR WORKSHOP.  

Monday, February 15: Workshop explication essay (bring two copies of your draft). Have read: MLA Handbook 3.1-3.5 (Punctuation, Mechanics) inclusive, sections 3.6-3.7 (Quotations), inclusive  

Thursday, February 18: Workshop Explication Essay. Meet in computer lab, with electronic version (in Microsoft Word!) of your explication draft.

Monday, February 22: Hard copy of explication essay due; email an electronic copy. Midterm review.

Thursday, February 25: Midterm Exam. Email submit your REVISED hypertext. 

[Friday, February 26 Midterm grades due through Marynet to the Registrar's Office]

[March 1-7: Spring Break, no classes] 

Monday, March 8:  [over spring break]

• Request access to our class wiki, and log in. Edit the sandbox page--add an image, edit or add some text, experiment with formatting, and create two different kinds of links (one to a URL and one to another wiki page).
• Over break, read for class discussion Tatar, “Introduction” to Classic Fairy Tales and “Introduction: Little Red Riding Hood”; Abrams, "Trope," "Symbol," "Plot"; read all LRR versions except Dahl.
• Response due: Write a one-two page synopsis of important similarities and differences between two versions of your choice. Be sure to be specific, to document all your sources (even if they're paraphrased!), and to attend closely to style and organization in your writing.

Thursday, March 11: Class Research Project Overview. Discuss Sexton, "Red Riding Hood." Response: Write a one-page analysis of an important motif in the poem. Come prepared to discuss your analysis. 

[Friday, March 12 Last day to drop with a W ]  

Monday, March 15:  In-class writing/revision (titles and topic sentences, introductions and thesis statements). Planning our research. Have completely examined the class research project pages online and come prepared to discuss. Have marked up your class poem with at 5 textual moments, from throughout the poem, that could be used for the explication portion of the project, and drafted one-paragraph long explications for each. Turn in these explications. [EC volunteer: email me a copy of your explications the day before this class] Also: Begin thinking about what kinds of research you might do to fully explicate this poem, and come prepared to discuss!

Thursday, March 18: Watch Freeway, and take notes on its adaptation choices. What central element has been changed, and why? What are the effects of this change? How does knowing the folktale help us read the film? How might the film be contributing to the continued growth of the folktale? Write a short, two-page thesis-driven essay on a single adaptation choice you think the film emphasizes, due on the 22nd. Revise your explications, and post  revisions to wiki, linked from the phrase/word you're working with, and read your peers' draft explications. Make suggestions for further analysis on at least one annotation from each other student in class by commenting on your peers' pages, and begin researching on your topic. I will be adding my own comments to the posted annotations, and I expect you to check the site regularly and comment as well--this is part of the participation grade for the class, which is substantial.

Monday, March 22:  Freeway response due. Research Spider: Using the Web Wisely. Researching for content, and for fun. Discuss Byatt, "Arachne"*. Workshop explications. Revise explications, adding internal and external links. Draft research annotation.

Thursday, March 25:  Workshop research annotations. Ensure your explications are finished; be sure your explications hyperlink to relevant peer explications, additional lines in poem, and reliable external pages. Revise your research annotation and post to the wiki, ensuring it is hyperlinked appropriately. Individual Research Essay overview. Discuss Margaret Atwood, "Happy Endings"

Monday, March 29: Class research project due. BRING LAPTOP TO TUTORIAL MEETING! Have watched research tutorials "Research 1," "Research 2," and "Research 3." and turn in brainstorming  for three potential topics related to primary sources you've not yet written on. 

[April 1-5: Easter Break, no classes]

Tuesday, April 6: Monday schedule observed on Tuesday: Discuss Perrault, "Bluebeard" and Atwood, "Bluebeard's Egg" (Norton). Over break, have begun browsing the MLA bibliography and the Aladin catalog. Bring in a bibliography of five sources--journal articles and books--about topics related to any of the readings assigned for the class (use your final essay topic, but also find a few sources on Carter and/or Atwood stories). I will ask you how you found them, what you learned about the research process, and how your topic is evolving. Come prepared to discuss your research and "Bluebeard's Egg."

Thursday, April 8:  Proposal due. Discuss Carter, "The Tiger's Bride" (Norton). Integrating sources, again.

Confernce 1 signup--April 9 [both conferences mandatory]

Monday, April 12: Annotated bibliography and outline due. Copies of outline for you, me, and your tutorial peer/s. Reread the poem/short story your tutorial partner/s are working with!

Conference 2 signup--April 13 [both conferences mandatory]

Circulate via email your essay draft to the whole class by Wednesday, noon. Reread the poem/short story your tutorial partner/s are working with.  Read everyone's drafts, and comment on the following areas: 1. Thesis. Do you think the thesis is as strong as it needs to be to function as a backbone for the whole paper? What could you do to strengthen the central ideas? By the time you get to the end of the draft, is the thesis the same? 2.) Close reading. Do you think the explications are accurate and complete, or has something been overlooked? Do the close readings clearly support the thesis? Give two or three concrete suggestions for strengthening the close readings. Email your comments to the authors by noon on Thursday, and bring your draft plus your peers' comments to our tutorial.

Thursday, April 15: Draft of individual essay. Bring copies for me, you, and your tutorial peer/s. Remember to bring your peers' comments (which you should have read, of course)!

Monday, April 19:  Presentation expectations, final exam review.

Thursday, April 22: Final Exam

 Monday, April 26 3:00-5:30pm [this should be 5:00pm!] Rowley 63: Final Exam Period/Presentations.  Individual essay due.