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ENGL 2130 Week Four

This week we have settled into our regular pattern. We are having our final two discussions about Morrison this week, and everyone should be finished with the novel by Wed, 1/31.

This week we have CRA3 over Morrison, Books II and III. Signup threads are posted in Discord. Please choose your task for this week.

I will end class today (Mon, 1/29) 15 mins early in order to meet with students from Morrison presentation groups. Please be sure that you’re present for that.

Coming up in Weeks 5 and 6:

Monday, 2/5:
Morrison group presentations

Wednesday, 2/7:
“On White Theology . . . and Other Lies: Redemptive Communal Narrative in Toni Morrison’s Beloved by John J. Allen in Literature and Theology, 2021. Read and prepare notes before class.

Monday (2/12) and Wednesday (2/14): First 100ish pages of Louise Erdrich’s Tracks


If I don’t have time to cover it in class, here are some final reflections on how to get the best score on a CRA activity:

  1. Be sure to read the CRA guidelines carefully and follow them precisely.
  2. Researchers: be rigorous and precise in building your MLA citations. If you need help, look at the Purdue OWL MLA Web Sources page.
  3. Researchers: consider the ethos of your source. If it does not have an author and/or a date publication date consider finding a different one.
  4. Researchers: remember that other people need to get easily to your source. Be sure that your link posts as a hyperlink. Make sure that you are linking to the full text of the source, not an advertisement for it or abstract page.
  5. Researchers: by delivering a source to us, you are making the claim that 1) you have read the entire source and 2) others doing academic work on this reading can and should read the source as well. Do not cite book length works (though a chapter in a book might be realistic) or reviews of books.
  6. Brainstormers: be sure that you are providing observation or analysis enough to be useful for the people writing analysis essays. Simply claiming that you enjoy how something occurs in the writing or that you’re confused by it isn’t enough. You need to push your contribution into being something that someone can use in making an argument of some kind.
  7. Analysts: focus your writing tightly on a concrete idea, not about a concept occurring throughout the reading. The best analysis essays are one where the author reflects on one paragraph or one scene in the reading and relates it somehow to larger ideas in the novel. (For example: Beloved watching the turtles.) Be sure that your title and thesis (first sentence) make it abundantly clear what you’re focusing on.
  8. Curators: do not just pick out two people’s participation and highlight them if they are not related. Two people is a minimum; using more is great. You should be identifying trends, arguments, or gaps in the work of the class.
  9. Everyone: attend to word counts.
  10. Everyone: attend to mechanics and sentence structure concerns. Read things over at least once before you submit them.

Published in engl2130

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