Presentation (20%)

                        

In pairs, you will choose one theory, and then teach a scene from one of our texts using this theory. You are not teaching the theory, but applying it. For example, you might give a Feminist reading of Lady Macbeth trying to wash the blood from her hands. The purpose is not to teach the class the theory, but to show the class a specific way of reading the text. Indeed, you could do a Feminist or Ecocritical reading without even mentioning theory in question. Each presentation will be 10-15 minutes, followed by 5 minutes of class discussion in which your peers provide feedback about whether they “caught” what you taught.   

If you wish, you may choose another text, but it must be brief, and the students must be provided with a copy beforehand. For example, a very brief poem would work better than a short story or novel. 

 

Each presentation must provide a 1-2 page handout for the class. In point form you could outline the theory’s key premises that relate to your scene, and then highlight the images, metaphors etc, that you see as points of entry for your presentation. Each presenter must also submit a 450-500 word reflection/assessment about what he or she intended with the presentation, and whether the presentation fulfilled these objectives based upon your peers' feedback.  You could include what you would do the same and/or differently if you were to teach the lesson again. The assessment is due one week after the presentation. 

 

Please forward me as soon as possible the names of the people in your group, and the date/theory on which you plan to present.  

 

Journal (20%)

 

You are required to keep a journal over the course of the semester, writing at least 4 entries worth 5% each. 

 

Each entry should be approximately 400 words in length and examine one of the literary theories in the course.  You can approach this assignment in a number of ways: you may discuss the theory in relation to a text you may have studied (with me, or elsewhere);  you may write about how you might employ this theory in a classroom; you may read a secondary source about the theory (you can use the suggested readings from Beginning Theory, for example) and engage in a theoretical assessment/summary/discussion with the theorist. 

 

If you need help getting started, or finding a source, please contact me.

 

Two entries will be due October 14, and the other two November 18.