Questions On Revised Syllabus Of English 214: Introduction To Fiction

Revised Syllabus
Assignments and Due Dates
April 9, 2011
English 214: Introduction to Fiction
Professor PearsonEmail: [e-mail] 301 [phone]Office Hours: A-Day (10:50-1:00) B-Day (7:30-9:10) After School: 2:30-3:30 or by appointment | | | |
Tentative Schedule of Assignments/Cognitive Reflections/Essays: April 4-April 8 | April 6: Reading Poetry pp. 743-750 a. Read Robert Frances, “Catch” pp. 750-751 b. A Sample Student Analysis pp. 751-754. c. Read Elizabeth Bishop, “The Fish” pp. 755-756.BCR: Which lines in this poem provide especially vivid details of the fish? What makes these descriptions effective?Homework: Poetry in Popular Forms pp. 774-777. a. Read S. Pearl Sharp, “It’s the
916-922 a. A Sample Student Response pp. 922-923. b. Rhyme pp. 924-930 c. Read Haki R. Madhubuti, “The B Network” pp. 937-938.BCR: Why has the poet included all those words beginning with b? How do you explain the title?April 27: Patterns of Rhythm pp. 946-952. a. A Sample Student Response p. 953 b. Read William Butler Yates, “That the Night Come” p. 954. c. Read Theodore Roethke, “My Papa’s Waltz” p. 967.BCR: Characterize the rhythm of the poem. Does it move “like death” (line 3), or is it more like a waltz? Is the rhythm regular throughout the poem? What is its effect?Complete cognitive reflection on (http://quizstar.4teachers.org/indexs.jsp). Access to cognitive reflection will close April 29, 2011, 12:00 midnight.April 29: Poetic Forms, pp. 970-975 a. Read Edna St. Vincent Millay, “I will put Chaos into fourteen lines” p. 977. b. A Sample Student Response pp. 978-979. c. Read Dylan Thomas, “Do Not Go Gentle into That Good Night” pp. 981-982.BCR: How does Dylan Thomas vary the meanings of the poem’s two refrains: “Do not go gentle into that good night” and “Rage, rage against the dying of the light”?Homework: Read “Sestina” p. 983; “Epigram” p. 986; “Limerick” p. 987; “Haiku” p. 988; “Elegy” p. 989; “Ode” p. 992; “Parody” p. 996; and “Picture Poem” p. 997.Find an example of each of the aforementioned poems. Examples CAN NOT come from the textbook. Write a brief explanation of how the poem meets the
1144.Respond to the following: a. What allusion is made in the first line of each stanza? How is that allusion ironic? b. What is “the use of prayer” (line 8) in this poem? Is the question answered? What, is particular, leads you to your conclusions? c. Discuss the relationship between love and hatred in the poem.Homework: Write a 100 word response to the following: Compare the speakers’ sensibilities in this poem and in Emily Dickinson’s “If I can stop one Heart from breaking” (p. 1048). What kind of cultural assumptions are implicit in each speaker’s voice? (Assignment must be submitted via email to [e-mail] by May 11, 2011, 12:00 midnight). May 11: Read “Red Silk Stockings” p. 1145. Respond to the following: a. Who do you think is speaking? Describe his or her tone. b. Discuss the racial dimensions of this poem. c. Write a response from the girl—does she put on the red silk stockings? Explain why you imagine her reacting in a certain way. Homework: Write a 100 word response to the following: Compare relations between whites and blacks in this poem “Red Silk Stockings” and in “Song of a Dark Girl” (p. 1144). (Assignment must be submitted via email to [e-mail] by May 13, 2011, 12:00 midnight).May 13: Combining the Elements of Poetry: A Writing Process pp. 1028-1038.Essay 3: Poetry A. Defend, refute, or qualify the following statement in a well-organized essay using