Final Group Project: Due December 8th

Final Group Project: Due December 8th.

This project is comprised of three parts: (1) the New Media production, (2) the group presentation, and (3) the individual written reflections.

1. In your 4-person groups, you will design and create a New Media production that pays tribute to a literary text, author, character(s), or genre. Please consider the various online options you have for this project and which one(s) will provide you with innovative ways to engage the text or author or character you choose. The following are only possibilities. You are free to use one, to modify one, or to produce something else not listed here.

A. Create a Twitter account and compose entries for a fictional character or an author while he/she was working on a text.
Example: http://twitter.com/darthvader

B. Create a music video that tells or retells the literary text and post it on Youtube. You could act in this or use action figures or any objects you choose, or make an animation—lots of possibilities. Example of “Flight of the Conchords’ Frodo, Don’t Wear the Ring’”:
http://www.youtube.com/watch?v=SWf3iJjqYCM&feature=related
You could also consider the rapping squirrel already posted on the blog.

C. Character blogs. You could create a single character’s blog with other characters’ comments on it, or perhaps create a blog for the protagonist and one for the antagonist and have them post rival postings. Don’t overlook the prospects of minor characters: maybe GingerNut’s blog…The example here is of a project that is putting George Orwell’s actual diaries online in blog form: http://orwelldiaries.wordpress.com/

D. Author blog or personal website. Currently lots of authors have their own websites to keep fans and followers informed. You could make this serious, ironic, etc. Examples:
Serious: http://www.nealstephenson.com/
http://www.stephenking.com/the_author.html
Humorous: http://ronaldchevalier.com/

E. Make a series of graphs and charts that engage and/or represent the text in various visual ways. You could create a blog just for posting these items. You could use graphs and charts to map out and/or represent plot transitions, pov alterations, characters, etc. For inspiration, check out:
http://graphjam.com/
It can give you the tools to make graphs and then save them to your computer and blog.

F. Create captioned photos to narrate a text. For inspiration: http://icanhascheezburger.com/

G. Make a hyperlinked text to provide online information that enriches the text. Example based on William Gibson’s novel Spook Country, counterintuitively, you need to click on the links at the bottom of each page to the Previous page: http://node.tumblr.com/page/24

2. Each group will give a 10-15 minute presentation on the project. Each participant needs to contribute to this. You should present to us what you have done, how you did it, and especially why you made the choices you did. Tell us how this project has illuminated the text for you and how you hope it can illuminate the text for others.

3. Each participant will write a 2-page double-spaced reflection paper on the project. The focus should be the same as the presentation: what choices did you make and why. I suggest writing these and then bringing them when you meet to plan your presentation.

Final Essay Project Portfolio Assignment

English 3, Fall 2008, Andrew Hageman


FINAL ESSAY PROJECT PORTFOLIO


Length: Approximately 2000 words (6-8 pages) (not including the portfolio reflection)
Abstract due: November 20th
Draft Workshop: November 25th
Final Project due: Friday, December 5th before 12Noon in my office.


This quarter we have read and discussed a wide range of literary texts through an equally wide range of formal and contextual approaches. In this essay you will draw on your knowledge of interpretive skills, including close attention to content, form, and context in literature, to write a thesis-driven, argumentative essay. The objectives of this project align with those of the course stated on page 1 of the syllabus: primarily, to develop a thoughtful, informed, and sophisticated perspective on literary texts; to be able to examine the reasons for your responses to these texts; to situate your argument in the context of university academic-style writing; and, to communicate your perspectives clearly through refined, crafted writing. Furthermore, this project is an opportunity to build on the work you’ve already done in your Lit-blogs, taking your insights and expanding them.

More specifically, now, the final essay will be a sustained analysis, but one which is informed by all of the work we have done this quarter. In other words, your thesis and the arguments or claims/evidence throughout the essay should evolve from our discussions and your blog writings. It must also, however, incorporate new and more rigorously worked-out ideas. You may consider approaching the essay through character analysis; a discussion of imagery; the interplays of literal and figurative interpretations; a discussion of the politics of literary texts guided by close reading; juxtaposition of narrative styles and/or styles of expression in different genres. Whatever your approach, your essay must transcend mere description of the texts. It must describe and explain the effects of the elements of the text you analyze, and it must make an argument for why these are significant. I am happy to work with you in forming your thesis and developing this essay from its earliest stages. We’ll work on this in class, but office hours can also be very productive.


Guidelines:
o Your essay must analyze two literary texts. These texts may represent two different genres (poetry, fiction, drama) or be of the same genre. Any divergence from this guideline requires my approval.
o You must utilize at least two of your own blog writings in your paper. You can quote them and cite them as sources, or you can simply take ideas you touched upon and develop them more fully by employing them in the essay. If you do the latter, please include a footnote to indicate where an idea has emerged from your blog writings. Regardless which approaches you use, you should print the blog entries you use and hand them in with the final portfolio.
o Research is acceptable but not required.
o The essay must have a clear, argumentative, original, sophisticated thesis that focuses on the literary texts.
o The essay must demonstrate close reading skills.
o Make sure you choose appropriate, convincing evidence. It should relate to your thesis and to the other pieces of evidence used in the essay. Remember that sometimes “less is more” when it comes to how much you quote. It’s better to analyze fully a selection of key moments in a text rather than include a large catalog that are incompletely addressed.
o Use appropriate academic language and style. Proofread and edit for grammar and style.
o Proper MLA citation.

Abstract:
You should submit a one-page abstract to me on Thursday, November 20th. This is a proposal for your essay, and it should detail your position and plan for the argument. I will hand out an abstract form for you to complete this task with.

Portfolio reflection:
You will write a two-page (1.5 spaced) reflection on the process of writing this essay: from the conception of it to its completion. In this reflection, you will articulate how you drew on ideas in the blog entries that informed your essay. In addition, you will be expected to analyze the various aspects of your writing process—the challenges, difficulties, successes, etc. This does not have to be a thesis-based essay, but it should be thoughtfully organized and analytical in tone. The portfolio reflection does factor into the final essay project grade, so take some care with it. If you do not submit this with your portfolio, the project will be considered incomplete.






Checklist for when you submit the final essay project/portfolio:
 2000-word thesis-driven essay.
 Print-outs of minimum 2 blog entries utilized in the essay.
 Abstract.
 2-page Portfolio reflection.
 Rough draft and draft workshop forms.

Blog assignment: due Nov. 13

We're reading Antigone in installments, though some of you may have read the play before or may decide to go straight through it in one reading if you're inspired.

Whether you've read it all or not, your assignment in this blog is to formulate a judgment of Antigone's actions within the first installment we're reading for Thursday: 300-400 words. She is a complex character in a complex set of relationships and codes, so do your best to engage these complexities as you formulate your provisional judgment.

Remember, remember...

The link below takes you to a press release: today, the 5th of November, the UK Libertarian Party sent a copy of George Orwell's 1984 to every Member of Parliament.


http://thejournal.parker-joseph.co.uk/blog/_archives/2008/11/4/3962135.html

Technotale: reading for Nov. 6th

Here's the link to Charles Cumming's online story "The 21 Steps." If it doesn't work for any reason, just google his name and the story title and you'll get there.

http://wetellstories.co.uk/stories/week1/

Here's a link to online pdfs of Naiyer Masud's fantastic short stories, translated from Urdu. A good place to start is "Obscure Domains of Fear and Desire" or "Essence of Camphor"--the title story of his published collection. Let me know if you read them and want to discuss in office hours;)

http://www.urdustudies.com/Issue12/index.html

Literature meets Facebook

Follow the link to a re-telling of Hamlet through facebook. You could use this as inspiration for your latest blog writing if you like.

http://www.mcsweeneys.net/2008/7/30schmelling.html

"I would prefer not to" blog assignment due Oct. 31

What could be more appropriate at this historical moment--perhaps long set of moments--than to read and discuss Herman Melville's "Bartleby, the Scrivener: A Story of Wall Street?"

Part of the story's mystique is the opacity of Bartleby as a character. Melville forces us to imagine the details he does not provide via the narration. For this writing assignment, I'd like you to imagine that this story is set in the present: 2008. Imagine that one of the main reasons Bartleby is so distant and aloof is that he lives his entire life online--as a virtual "second life." Specifically what you must do is explain in detail what Bartleby's facebook page looks like and why. What are his favorites? Does he have friends, and, if so, who are they? If you could look at a backlist of his status when logging in, what would they say? You're invited to have fun and be creative with this, but try to link the rationale for his page elements to moments in the text itself if you can--moments that divulge or lead us into his character.

250-300 words.

Dr. Horrible's Sing-a-Long Blog

Maybe we'll look at this when we get to the drama unit, but for now it might provide some comic relief to midterm stress. Each of the 3 episodes is only 15 minutes long.

http://www.drhorrible.com/

http://www.hulu.com/videos/search?query=Dr.+Horrible's+Sing-Along+Blog

Some Fiction Literary Terms

Point of View Categories:
First Person
Second Person
Third Person Subjective (or Limited)--can be singular or plural
Third Person Objective
Third Person Omniscient

Unreliable Narrator

Characterization
Telling
Showing
Dialogue
Interiority
Names

Film Version: "An Occurrence at Owl Creek Bridge"

Faulkner Nobel Prize link for Oct. 23

Here's the link to William Faulkner's Nobel Prize Banquet Speech, 1949.
Please read this in addition to "A Rose for Emily" for Thursday's class.

http://nobelprize.org/nobel_prizes/literature/laureates/1949/faulkner-speech.html

Not an assignment, just a resource

Here's an interesting new short story written by Jay Lake for a new collection called Metatropolis and read by Michael Hogan (Saul Tigh in Battlestar Galactica) that is free to download in audio format. It's called "In the Forests of the Night" and is just for your information, NOT an assignment.


http://www.audible.com/adbl/entry/offers/productPromo2.jsp?BV_UseBVCookie=Yes&productID=FR_ADBL_000570

Poetry Analysis Key Terms, so far

Scansion
Rhythm
Meter
Foot
Rhyme
Alliteration
Assonance
Consonance
End Rhyme
Stanza/Strophe
Couplet (Heroic, Closed)
Sonnet
Villanelle
Enjambment
Free Verse
Blank Verse
Haiku

Assignment Updates for the Immediate Future

1. Please post your draft on your blog today--Tuesday, Oct. 14. This will be the "before picture."

2. For Thursday, please read the Gary Snyder poems and short essay in the packet distributed in class. If you were absent today, a packet is thumbtacked outside my office door.

3. Also, for Thursday, we'll take a little time at the start of class to discuss the drafts you read and wrote comments for. So, read the comments your classmates gave you and come ready to ask for clarifications and/or suggestions.

4. Your revised essay is due Tuesday the 21st. Please post it on your blog before that date. This will be the "after picture."
If your draft is on your blog today, I'll get you some feedback before Sunday this week.

5. Remember who was in your review group. Next week you will be asked to read their revised version and post some comments--I'll explain this assignment more later.

This is just one of many Reduced Shakespeare Company videos posted at Youtube, mentioned in class by Vania--thanks for emailing the link.

Perhaps we'll return to these when we get to drama later this quarter...

Web Resource for Richard Brautigan

Trout Fishing in America is a good place to wade into the work of Brautigan for those interested.

http://www.brautigan.net/

Upcoming Assignments

For Thursday, Oct. 9th:
Read the 3 poems on the syllabus.
No blog due.

For Tuesday, Oct. 14th:
Come to class having written a 900-1100 word small essay. Pick one of the poems we've already read--But NOT "This is Just to Say" or "Casabianca". Start assembling some claims about the poem you choose, trying to select claims and evidence that relate to each other. Also, this writing should include an introductory paragraph that develops a thesis to which these claims and evidence are working.

Bring 2 hard copy print-outs of your writing to class!!!!

In class, we'll do a writing workshop, in which you'll give responses to peers' papers. And then we'll do some work on new poems to see what you can do without any Internet support.

I'll have you revise your writing after the workshop for a blog post, and you'll get details about this in class.

William Blake archive, including images

I encourage you to spend some time noodling through the William Blake Archive Online to see what his poems looked like as he published them. You can use the Search function to look up specific images or specific poems, and there are often several versions of a single poem.

http://www.blakearchive.org/blake/search.html

Richard Brautigan's "Love Poem"

Of the poems assigned for Thursday, Brautigan's is not in our text book.
So, here it is:

"Love Poem"

It's so nice
to wake up in the morning
all alone
and not have to tell somebody
you love them
when you don't love them
any more.

Oct. 7 Writing Assignment: On Pound's poem

One response to Ezra Pound’s “In a Station of the Metro” is to ask whether this miniscule thing is really a poem. After all, it’s so short that it seems like we may not be able to do much with it: what’s to discuss? Your task is to write a 300-400 argument that this is definitely a poem and that there are several aspects of it to discuss. You can draw upon the concepts we’ve covered so far: line, stanza, rhythm, rhyme, meter, imagery, and symbolism. You might even give scansion a try and see if you can develop some ideas about the poem based on its syllable stress patterns and/or metrical feet. And, since this is a very image-rich poem, why not post 2 pics with it, to mimic the 2-lines couplet form Pound uses.

Imagery, of a rapping squirrel

I didn't want to just dangle before you the promise of a rapping squirrel and then take it away. Below you can find Wordsworth's poem "I Wandered Lonely as a Cloud"--an outstanding poem for imagery analysis--and a video that the Cumbria Tourism Board commissioned to make the Lake District of England appealing to the younger generation.

Feel free to leave comments here on the poem, the video, or how they work together...

"I WANDERED LONELY AS A CLOUD"

By William Wordsworth, 1804.

I WANDERED lonely as a cloud
That floats on high o'er vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.

Continuous as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly dance.

The waves beside them danced; but they
Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazed--and gazed--but little thought
What wealth the show to me had brought:

For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And dances with the daffodils.

Images: Diving into the Wreck, Casabianca, Design

Here's my contribution of one image for each poem.

Blog Etiquette

As I mentioned in class, some future assignments will involve you writing comments to classmates' blog posts. I also encourage you to leave comments on your own if you find people's entries thought-provoking.

For any and all comments, though, let's follow good blog etiquette: primarily keeping a respectful and appropriate approach to our writing. Profanity is considered inappropriate, as is criticizing a person--posting your differences is absolutely encouraged, but articulate your different readings/interpretations/ideas in relation to others' ideas rather than in opposition to them as people.

Here's a link with good etiquette to follow: http://lifehacker.com/software/top/special-lifehackers-guide-to-weblog-comments-126654.php

Assignment due Oct.2 - Poetic Imagery

There are 3 parts to this writing/blog assignment. 300-400 words.

1. This part can be relatively brief. Take note of the images in one of the poems assigned for class on October 2: Frost's "Design", Hemans's "Casabianca", or Rich's "Diving into the Wreck". Are some images more prominent and/or dominant than others? Are some images subtle? Do some images recur within the poem--and if so do they change or stay the same?

2. This part should comprise the bulk of your entry: 2 or more substantial paragraphs. Take part of what you noticed from your image notes in part 1 and use it to formulate an interpretation of the poem. For this assignment, less is more, so try to focus on just one image that recurs, for example, or a very small group of images that relate to each other. As an illustration, if I had assigned this for last class, you could have written about the 3 different images in the separate quatrains of Shakespeare's sonnet.

3. Post 1-3 pictures with your writing. Be creative and have fun with this.

Course Syllabus

English 3-014: Introduction to Literature

Fall 2008

Schedule: T/R 8-9.50am, Hart Hall 1116

Office: Voorhies 320, Office Hours: T/R 10-11am

"Literature is a luxury; fiction is a necessity" --G.K. Chesterton

Required Text: The Norton Introduction to Literature, 9^th edition, media version

Prerequisite: You must have already completed the Subject A requirement to take English 3.

Course Description and Objectives:

The G.K. Chesterton quote above comes from a piece called “The Defense of Penny Dreadfuls” in which he discusses notions of high and low literature and the important social functions that narratives serve at a time when different types of printed text were causing social controversies. This quote tells us that there are strong, tangible connections between what happens inside works of literature and what happens in the world outside their covers. From this point of view, literature isn’t just a means of escape or enjoyment, though they certainly can and do provide these for us. The point to emphasize is that literature is complicated—related both to luxury and necessity, and if we read literature closely and rigorously, it can reveal things about how we think and talk about life and all the issues that comprise it. Furthermore, Chesterton’s essay argues that it isn’t only content that causes our responses to literature, but that form—the structures and strategies of literary language—does too.

This class embraces these ideas and takes as its main objective teaching a core set of skills required to analyze, appreciate, and enjoy works of literature with an interest in content, form, and context. You will develop these skills through close reading a wide range of literary works in a variety of genres, and by writing responses as well as more formal pieces about those works that pique your interest.

Throughout this quarter, you should strive to obtain and cultivate the following abilities:

• Develop a thoughtful, informed, and sophisticated perspective on any given literary text.
• Examine the reasons for your responses to texts.
• Situate your perspective in the context of the university, the field, and/or the conversation at hand.
• Communicate your perspective clearly through writing to the appropriate audience.

Cultivating these habits of mind is our aim this quarter, so let’s peel open our first text!

Course Assignments:

Blog Writings and Projects

You will create and maintain a blog for this course. There will be weekly writing assignments and/or projects to be completed and posted on your blog by the deadlines indicated. These writings contribute to the 6000-word writing requirement for this course and will range from informal to formal style and will be evaluated based on the requirements established for each assignment.

Reading Quizzes, Attendance, and Participation

There will be regular short reading quizzes at the beginning of class meetings. These quizzes will be given at the start of class meetings, so be prompt in order to give yourself the full time to complete them. In addition, you are expected to attend class regularly and to arrive having completed the reading. Significant absences or late arrivals will lower this portion of your grade.

Formal Paper and Draft Workshop:

You will write a substantial evidence-based, thesis-driven essay at the end of the quarter. This essay will include a portfolio that demonstrates how the essay develops ideas and issues you have raised in your blog. Your essay will also go through a draft workshop in which you will evaluate others’ drafts in order to revise your final version. Attendance is required at the workshop—failure to attend or failure to bring a substantial draft will result in an automatic 1/3 reduction of your grade for that paper (i.e. a B becomes a B-). Please also note that I never accept drafts or final papers via email, so plan ahead and ask early for assistance in drafting.

Midterm and Final Exams:

The midterm exam will be on Tuesday, October 28^th in class, and the final will be Monday, December 8^th, 10.30am-12Noon.

Grading/Evaluation Policies:

Blog 30%

Reading Quizzes/Part./Att.: 10%

Formal Final Essay 30%

Midterm Exam: 15%

Final Exam: 15%

Submitting Your Final Essay:

Your essay portfolio must be handed in at my Voorhies 320 office on December 5^th before noon. DO NOT submit any papers to the English or University Writing Program department offices. They do no accept student papers. In case of medical or other emergency, contact me before the due date to discuss an extension; extensions are not otherwise granted. Late papers will receive a 1/3 grade reduction for each day past the due date, and no papers will be accepted after the final examination.

Office Hours:

You are greatly encouraged to visit me in my office hours early and often! I have found office hour meetings significantly beneficial to students, whether in the brainstorming phases of writing, working through a challenging literary work or idea, or in the midst of final essay revisions. If your schedule precludes you from coming to my scheduled office hours, I am willing to make an appointment. I do not accept drafts over email, so do stop by to see me.

Course Requirements and Policies:

¦ ENL3 has a 6000-word requirement. You must complete every graded written assignment, including the final exam, in order to fulfill the requirement and pass the course. If you are missing any formal assignment at the end of the quarter, I cannot pass you.

¦ You must earn a C- or better in order to pass, even if you have turned in all the work.

Academic Honesty:

With regard to plagiarism, don’t do it! Whether the work of others is submitted through purposeful mendacity or for lack of familiarity with what constitutes plagiarism, it is a serious academic offense that you will do well to avoid. Suspect papers will be submitted to the UC Davis Student Judicial Affairs to follow university procedures regarding academic honesty. I am happy to help you avoid this issue, so bring any question to class or office hours before the assignment is due. A complete outline of university policies and guidelines for avoiding plagiarism can be found at http://sja.ucdavis.edu.

Disclosures:

If you require any accommodation in the course due to a disability, please acquire formal documentation of the disability from the UC Davis Disability Resources Center. You may then notify me by providing the documentation so I can make arrangements to meet your needs.

Modifications:

Course schedule subject to change with notification from instructor. Course policies will be modified only if absolutely necessary.

ENL 3: Introduction to Literature: Fall 2008

Schedule of Reading and Writing Assignments

You are expected to complete assignments for the day on which they are listed. You will be notified of any changes to this schedule well in advance both in class and electronically.

Thu., Sep. 25 Course Introduction

First reading and writing. Establishing our blogs.

Key Concepts: Defining “Literature” and How & Why to Write About it

Tue., Sep. 30 “What is Poetry?”

Read Shakespeare “That time of year thou mayst in me behold”, Wordsworth “Nuns Fret Not”, Brooks "First Fight. Then Fiddle"

Key Concepts: Line, Stanza, Rhyme, Rhythm, Metre, The Sonnet form

Writing: Evidence and Claims 1

Thu., Oct. 2 “A dimpled spider, fat and white”

Read Frost “Design”, Hemans “Casabianca”, Rich “Diving into the Wreck”

Key Concepts: Imagery and Symbolism

Writing: Evidence and Claims 2

Tue., Oct. 7 “Form and Content, Form versus Content, Form as Content”

Read Williams “This is just to say”, Pound “In a Station on the Metro”

Blake “The Tyger”

Key Concepts: Couplet, Ambiguity

Writing: Introductions—making a first impression

Thu., Oct. 9 “Rage, rage against the dying of the light”

Read Hopkins “God’s Grandeur”, Thomas “Do Not Go Gentle into That Good Night”, Brautigan “Love Poem”

Key Concepts: Pace, Texture, Punctuation, Repetition

Writing: Formulating your thesis

Tue., Oct. 14 Student Poetry Presentations

Thu., Oct. 16 “Poet on the Peaks: Gary Snyder in Context”

Read Poetry Handout of Snyder’s poems

Key Concepts: Reading poems in the context of the author and his/her historical/social/cultural contexts. Conclude poetry segment.

Tue., Oct. 21 “What is Narrative?”

Read Bierce “An Occurrence at Owl Creek Bridge”, Poe “The Cask of Amontillado”

Key Concepts: Basic Structures of Story & Plot—Fabula & Syuzhet

Thu., Oct. 23 “There are no longer problems of the spirit.”

Read Faulkner “A Rose for Emily” and Nobel Prize Banquet Speech (online)

Key Concepts: Narrative persona, characterization, revelation-suggestion-suppression

Writing: Conclusions

Tue., Oct. 28 Midterm Exam

Thu., Oct. 30 “Won’t you please empathize? I prefer not to.”

Melville “Bartleby, the Scrivener”, Carter “A Souvenir of Japan”

Key concepts: Focalization, POV

Writing: Organization—at the local and global levels of your writing

Tue., Nov. 4 “Opacity, Transparency, and The Human Condition”

Read Alexie “Flight Patterns”, Naiyer Masud “Obscure Domains of Fear and Desire” (handout)

Key Concepts: Characterization, Interiority/Exteriority, (In)Direct Speech

Writing: Development—extending your ideas into longer writings

Thu., Nov. 6 “Technotale”

Read Cumming “The 21 Steps” (online), Handout on tech & lit.

Key Concepts: Setting & imagery, technology and narrative. Conclude Narrative Segment

Thu., Nov. 13 “What is Drama?”

Read Sophocles Antigone lines 1-402 (pp. 2074-83)

Key Concepts: Acts, Scenes, Lines, Stage Directions

Writing: Revisions: strategies and priorities

Tue., Nov. 18 “There are a lot of dreadful things in the world…”

Read Antigone lines 403-End (pp. 2083-2105)

Key Concepts: Drama & Genre

Writing: Process and Product—thinking through the portfolio

Thu., Nov. 20 “Pulling out of the Station”

Read A Streetcar Named Desire, scenes 1-2 (pp. 1539-55)

Key Concepts: Plot elements, mise en scène, diegetic levels

Writing: One-pager due

Tue., Nov. 25 “Strange Humanities”

Read A Streetcar Named Desire, scenes 3-8 (pp. 1556-87)

Key Concepts: Dialogue and/vs Action, Dialogue and Gender

Writing: In-Class Draft Workshop

Tue., Dec. 2 “How We Go On”

Read A Streetcar Named Desire, scene 9-End (pp. 1588-1602)

Key Concepts: Dramatic Conclusions and/or Closures

Thu., Dec. 4 “Of Last Things”

Review for Final Exam

Writing: Final Paper Due: Friday December 5^th by Noon in my office.

Monday, Dec. 8^th Final Exam: 10:30am-12Noon