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For "responses" (1-2 typed pages), choose a scene, a passage of extended dialogue, monologue, or description, a philosophical reflection (whatever) from the Woolf readings for the day and write something similar in form or technique, but with your own focus or choice of subject. Then briefly comment on how your piece compares with Woolf's -- not in terms of quality, but in terms of your intent versus the effects her work produces.
For commentaries (1-2 typed pages), choose a passage (no more than one page) from the Woolf readings for the day which you would like us to discuss; explain briefly (in writing) why the passage especially warrants discussion. What is so intriguing, baffling, brilliant, or disturbing about it? Be prepared to read it aloud (and fluently), if asked.
The main purpose of these brief writing assignments (besides pleasure) is to encourage your own growth as a writer, reader, and critical thinker. An additional purpose is to stimulate class discussion; therefore, late responses/commentaries will not be accepted unless you qualify for an extension (based on a documented personal, family, or medical emergency). At the end of the term, you will be asked to collect your responses and commentaries and submit them as a portfolio. Only the portfolio as a whole will be graded, not individual efforts.
Your 5-page paper may be a more elaborate and formal version of one of your responses or commentaries. For possible topics, click here.
PROPOSAL GUIDELINES:
Proposals are required for the 10-12 page paper. They must be typed. Minimum length is one page. Proposals should address the following questions:
1. What research question or questions are you going to explore? (In other words, briefly describe your project.)
2. What interests you about this question? Why do you think it is a valuable question to explore? (In other words, provide a rationale for your project.)
3. How do you propose to explore it? What critical approaches and other resources do you think you will be drawing upon?
4. What problems, if any, do you anticipate at this point?
GUIDELINES FOR FINAL PAPER:•This paper may be an extensively revised and extensively expanded version of your 5-page paper, if your proposal to that effect is approved. If you are building upon a response piece (rather than a commentary), you will probably need to see some examples of so-called "experimental critical writing." I would be glad to provide these and to talk about them with you, if you think you might want to take that approach.
•Completed papers must be at least 10-12 typed pages in length (not including cover page or "Works Cited" pages).
•You should draw upon multiple sources, primary AND secondary.
•Use the MLA style of documentation (in-text citation + "Works Cited" page).
•Introduce all quoted material with clear signal phrases.
Format: Prepare a 15-20 minute presentation in which you address the items described below (and others, if you wish). If possible, please address these items in the order that follows. This should help you to organize your remarks; it will definitely help us to follow them.
(1) State what you were trying to explore and why, how you went about it, and what problems you encountered, if any.
(2) Summarize your overall 'argument' and state clearly whatever discoveries or insights you gained through your work on your special project.
(3) Discuss what you would do differently, if anything, if you were to do this project again, what else you had hoped to do and did not have time for, and what new ideas for further possible research or experimentation occurred to you while working on this project.
Outlines for Presentations: E-mail an outline of your presentation (not of your project) to everyone else in the class (including the instructor) by 5 p.m. the day before the presentations are scheduled to take place. The point of this part of the assignment is to encourage you to give a well-organized presentation and to provide the rest of us with a sneak preview of sorts, so that we might be thinking of questions to ask you during the discussion session after your presentation.
Discussion sessions: Presentations will be followed by a brief discussion session. You will all be expected to have read one another's outlines beforehand and to have given some thought to possible questions you might raise during the discussion sessions.
Criteria for Evaluation: Presentations will be evaluated on the basis of organization; coherence; coverage of the items mentioned in (1), (2), and (3) above; your ability to observe time limits; and your ability to field questions raised in class about your work.
Some Pointers: PRACTICE your presentation. Time it carefully beforehand so that you know you can meet the time limits without rushing. If you're soft-spoken, you will need to make a conscious effort to speak up. Since most of us tend to talk very fast, it's a good idea to keep reminding yourself to slow down as you give your presentation. Feel free to refer to your notes occasionally, but don't stay glued to them. When you are talking about the problems or limitations that you see in your work at present, don't put yourself down. Evaluating one's own work is often difficult and requires skills that are well worth cultivating. It shouldn't be confused with self-deprecation, which is usually a defensive tactic, an unconscious habit, or both.
In the discussion period after your presentation, listen carefully to people's questions and responses and see if you can learn something from them. If the group has no substantive questions, bring up one of the questions that occurred to you when you were preparing your presentation, one that you thought your peers might ask and that you would like to talk about with them. Then, if they still fail to respond, that's their problem, not yours. You will have done your part and will have tried to help them to do theirs.
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English Department, Sweet
Briar College.
Last update: 11 March 2004
