"A Good Man is Hard to Find," by Flannery O'Connor

HOMEWORK ASSIGNMENT

DUE WEDNESDAY, JANUARY 24, 2010,

@ 8:00 A.M.

Post a Comment: Granny: http://english101wcc02.blogspot.com/2010/02/granny.html


Read "A Good Man is Hard to Find," by Flannery O'Connor (pages 1185-1196 of our text) (NOTE: this is a change to our existing syllabus)

You may also enjoy an online audio of the story, read by the author herself: A Good Man is Hard to Find (audio) (read by the author, Flannery O'Connor)


Write a First Response to A Good Man is Hard to Find.

You may use the "apple layers" handout to help you with your response, free-write a response, or use some or all of the following prompts:

*Consider the narrator's point of view -- how did it affect your response  to the literature?

*Discuss the grandmother -- What kind of person was she? How did her behavior affect you?

Provide specific textual details and quotations from the story to justify and/or explain your response to A Good Man is Hard to Find.

Remember, a first response is not a summary -- use 3-5 quotations from the story and tell me how the story affected you.

First Response Guidelines:

*8.5x11-inch paper

*1-inch margins

*typed, double-spaced, Cambria 12 font

*minimum one (1) page; maximum two (2) pages

Upper left-hand corner of the paper, single spaced:

FIRST AND LAST NAME

February 24, 2010

Professor Melinda Roberts

Comp & Lit I: Spring 2010

Centered Title (all caps and bolded):

RESPONSE PAPER: "A GOOD MAN IS HARD TO FIND"

"MEET THE AUTHOR" PRESENTATION SCHEDULE

February 24, 2010

Andre Dubus: Nick and Renato

March 3, 2010

Flannery O'Connor: Cesar and Tania

March 10, 2010

Eudora Welty: Kristina and Ali

March 24, 2010

Kate Chopin: Ana P. and Diana M.

March 31, 2010

Langston Hughes: Mike and Ashish

April 7, 2010

Tim O'Brien: Farrah and Kwaku

April 14, 2010

Ambrose Bierce: Anna and Jessica

April 21, 2010

D. H. Lawrence: Emanuel and Jan

May 5, 2010

John Updike: Lenin and Kristian

SNOW DAY RESPONSBILITIES: DUE ASAP

 

SNOW DAY RESPONSIBILITIES

DUE ASAP

Hope everyone stayed safe and warm yesterday! Now that all the shoveling and ice scraping is done, it's time to focus once again on academia.

We have, unfortunately, missed two consecutive weeks of class because of snow days on February 3rd and February 10th.  I'm sure you are aware that a snow day does not negate responsibility to the syllabus. The work must still be completed and turned in.

First a reminder that the syllabus instructs you to regularly check the "class website for reading homework, first response homework, and 'post a comment' homework assignments." 

Here's what we missed:

February 3rd: In-class evaluation of writing using Birmingham Bombing evaluative essay: see link posted January 27, 2010: http://english101wcc02.blogspot.com/2010/01/week-two_27.html

I sent an e-mail to everyone asking that essays be sent to me for review and that a phone number be provided so I could call you and go over your strengths and weaknesses with you.  Only about 4 or 5 people responded to my e-mail.

February 3rd homework (due February 10th): "A Rose for Emily," by William Faulkner -- reading of story and preparation of first response paper: see link posted February 3, 2010: http://english101wcc02.blogspot.com/2010/02/rose-for-emily-by-william-faulkner.html

February 10th: In-class discussion of pages 60-73 of text; in-class discussion of "A Rose for Emily," and collection of "A Rose for Emily" first response papers

February 10th homework (due February 17th): see link posted February 11, 2010: http://english101wcc02.blogspot.com/2010/02/killings-by-andre-dubus.html

Here's what we need to complete ASAP:

If you haven't already sent me your Birmingham Bombing essay, please send it ASAP for review and comments. The essay should be submitted to me via e-mail at english101wcc@gmail.com.  The essay should be cut and pasted into the e-mail, not sent as an attachment.  Essays sent as an attachment will not be accepted.  Be sure your essay is a minimum of 750 words in length.  I will review/edit your essay and respond to you via e-mail with my comments. If you wish to discuss my comments, send a second e-mail with your telephone number and the best time to call, and we will set up a phone conference. I am available every afternoon, after 1:00 p.m., and every evening (except Thursday) until 8:00 p.m.

Please send your first response paper for "A Rose for Emily." The first response should be submitted to me via e-mail at english101wcc@gmail.com.  The essay should be cut and pasted into the e-mail, not sent as an attachment.  First response papers sent as an attachment will not be accepted. I will review your first response paper and respond to you via e-mail with my comments. If you have any questions about my comments, send me an e-mail, or we can discuss in class on February 17th.

Homework due February 17th: http://english101wcc02.blogspot.com/2010/02/killings-by-andre-dubus.html 

"Killings," by Andre Dubus

HOMEWORK ASSIGNMENT

DUE WEDNESDAY, FEBRUARY 17, 2010

@ 8:00 AM

Respond to "Post a Comment" (due by 10:00 PM on Tuesday, February 16th):
http://english101wcc02.blogspot.com/2010/01/killings-by-andre-dubus.html

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Read "In the Bedroom, by Andre Dubus (see syllabus and right-side bar of class blog/website for information on where to purchase the text) (you may also find this book at your local Westchester County Library System library).

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Write a First Response to Killings. Use the "apple layers" handout to help you with your response. What surprised you most about the story? Which aspect of the work affected you most? Why? Provide specific textual details and quotations from the story to justify and/or explain your response to Killings. Remember: a first response is not a summary of the story, but a discussion of how the literature affected you.

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First Response Guidelines:

*8.5x11-inch paper

*1-inch margins

*typed, double-spaced, Cambria 12 font

*minimum one (1) page; maximum two (2) pages

*minimum three (3) quotes from the story; maximum (5) quotes

Left-hand corner of the paper, single spaced:

FIRST AND LAST NAME

February 17, 2010

Professor Melinda Roberts

Comp & Lit I: Spring 2010

Centered Title (all caps and bolded):

RESPONSE PAPER: "KILLINGS"

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Watch the trailer for "In the Bedroom":
http://www.matttrailer.com/in_the_bedroom_2001

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Watch the movie "In the Bedroom" (we will not have time to watch the movie in class in order to "recover" from the snow days on February 3rd and February 10th). Options for watching the movie:

* Watch online (or rent DVD) at Netflix:
http://www.netflix.com/Search?v1=in+the+bedroom
* Purchase through iTunes and download for $9.99
* Rent the DVD at Blockbuster online:
https://www.blockbuster.com/signup/m/plan/p.26722/r.blockbuster_locations/?src=google&gclid=COb07c3H6p8CFdx05Qod8R-ydg
* Rent the DVD at local Blockbuster location

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You are responsible for securing and watching the movie before our next class on Wednesday, February 17th.

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Take notes while you watch In the Bedroom. What differences do you notice between the movie and the short story?  Prepare a brief summary comparing the movie (In the Bedroom) with the short story (Killings).  Did the movie have a different affect on you than the story?  Which version affected you most?

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First Response Guidelines:
*8.5x11-inch paper
*1-inch margins
*typed, double-spaced, Cambria 12 font
*minimum one (1) page; maximum two (2) pages
Left-hand corner of the paper, single spaced:
FIRST AND LAST NAME
February 17, 2010
Professor Melinda Roberts
Comp & Lit I: Spring 2010
Centered Title (all caps and bolded):

RESPONSE PAPER: "KILLINGS VS. IN THE BEDROOM"

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You may also enjoy the New York Times review of In the Bedroom:
http://movies.nytimes.com/movie/review?_r=1&res=9401EED8143AF930A15752C1A9679C8B63

WEEK THREE

"A Rose for Emily," by William Faulkner

HOMEWORK DUE

WEDNESDAY, FEBRUARY 10, 2010,

AT 8:00 A.M.

Respond to the "post a comment" activity: http://english101wcc02.blogspot.com/2010/01/rose-for-emily-by-william-faulkner.html

Read A Rose for Emily on pages 951-958 of the text.

Write a First Response to A Rose for Emily. Use the "apple layers" handout to help you with your response. What surprised you most about the story? Which aspect of the work affected you most? Why? Provide specific textual details and quotations from the story to justify and/or explain your response to A Rose for Emily. Remember: a first response is not a summary of the story, but a discussion of how the literature affected you.

First Response Guidelines:

*8.5x11-inch paper

*1-inch margins

*typed, double-spaced, Cambria 12 font

*minimum one (1) page; maximum two (2) pages

*minimum three (3) quotes from the story; maximum (5) quotes

Left-hand corner of the paper, single spaced:

FIRST AND LAST NAME

February 10, 2010

Professor Melinda Roberts

Comp & Lit I: Spring 2010

Centered Title (all caps and bolded):

RESPONSE PAPER: "A ROSE FOR EMILY"

If you have any questions about the assignment, e-mail me at english101wcc@gmail.com.

Enjoy your time with William Faulkner and Miss Emily Grierson! 

ASC WRITING WORKSHOP: BRAINSTORMING/ORGANIZING

ACADEMIC SUPPORT CENTER WORKSHOP

EXPLORING THE PROCESS OF WRITING:

BRAINSTORMING / ORGANIZING

Wednesday, February 3, 2010

Noon-1:00 PM

LIB-16B

The Academic Support Center is offering its first in a series of workshops on "Exploring the Process of Writing." These workshops are free to WCC students, and are a valuable resource for both the neophyte and seasoned writer.

The brainstorming/organizing workshop focuses on the brain's natural thinking processes and demonstrates how to gather your brain's energies into a "storm" that produces a manageable roadmap from which to direct your writing.

Brainstorming/organizing strategies are effective when starting a project with too much information, or when starting with not enough. Brainstorming can help spring a project into motion, or to focus an overwhelming amount of information into manageable components.

If you're staring at a blank page with no idea where to start, brainstorming helps to get the winds of inspiration moving through the recesses of the seemingly exhausted resources of the brain. On the other hand, if you've got so much information swirling about your noggin that you can't quell the chaos, brainstorming helps to squelch the torrent so you can glean out what's important and purge the superfluous.