Sunday, December 7, 2008
Saturday, November 15, 2008
Reflective Paper.
Reflective Paper
Due: Dec. 15
Length: 3 pages (~1,000 words)
For this assignment, you are writing an essay that synthesizes material we've read with experiences in your own life. Pick three of these items: characters, themes, issues, plots, or any combination of these that we read throughout the semester. Analyze the items and explain how they fit into the stories from which they were extracted. Then explain how they relate to some experience of your own (or a of a friend's).
For example, if you choose the character of Socrates, you would first explain his character (what qualities does he have? What is he known for?), and how he fits into the Apology. Then you might relate this to a time when you were falsely accused of something, or to a time when you refused to sell out and cash in on your scruples. Make sure you make clear the connection between your experience and that of the character, theme, issue, or plot. You should say why you acted similarly or dissimmilarly, and why.
This paper should be 3 typed pages. I will not accept handwritten papers. It should have an introduction, and conclusion, and body paragraphs. Spelling and grammar count, too, so I would advise you to take it to CCC's tutoring center before handing it in to me.
Please email me or call me if you have questions.
I will take the paper on December 8th, but if you need until the 15th, that is OK. On the 15th's class period, I am just giving make-up tests and collecting the papers, so if you hand your paper in on the 8th and don't need to take a make-up test on the 15th, then you don't need to come to class.
Due: Dec. 15
Length: 3 pages (~1,000 words)
For this assignment, you are writing an essay that synthesizes material we've read with experiences in your own life. Pick three of these items: characters, themes, issues, plots, or any combination of these that we read throughout the semester. Analyze the items and explain how they fit into the stories from which they were extracted. Then explain how they relate to some experience of your own (or a of a friend's).
For example, if you choose the character of Socrates, you would first explain his character (what qualities does he have? What is he known for?), and how he fits into the Apology. Then you might relate this to a time when you were falsely accused of something, or to a time when you refused to sell out and cash in on your scruples. Make sure you make clear the connection between your experience and that of the character, theme, issue, or plot. You should say why you acted similarly or dissimmilarly, and why.
This paper should be 3 typed pages. I will not accept handwritten papers. It should have an introduction, and conclusion, and body paragraphs. Spelling and grammar count, too, so I would advise you to take it to CCC's tutoring center before handing it in to me.
Please email me or call me if you have questions.
I will take the paper on December 8th, but if you need until the 15th, that is OK. On the 15th's class period, I am just giving make-up tests and collecting the papers, so if you hand your paper in on the 8th and don't need to take a make-up test on the 15th, then you don't need to come to class.
Sunday, November 2, 2008
Saturday, October 25, 2008
Sunday, October 19, 2008
Sunday, October 12, 2008
Lysistrata Resources
Click HERE for the map of ancient Greece.
Click HERE for the Akropolis
Youtube OATH scene
UMiss Kinesias and Myrrhine scene
UMiss Outside Acropolis scene
Click HERE for the Akropolis
Youtube OATH scene
UMiss Kinesias and Myrrhine scene
UMiss Outside Acropolis scene
Saturday, September 27, 2008
Saturday, September 20, 2008
Socratic Method.
Facilitator: You're offered a $500 bike for $100. You know it's hot. What do you do?
(One boy in the group takes the bait.)
Boy: I would buy it.
Facilitator: What would you do if you got caught?
Boy: I bought it. I would just refer them [the police] to the person who sold it to me.
Facilitator: All right, you're in court, and you say, "Well, it really wasn't me. I didn't know it was stolen."
Boy: I didn't.
Facilitator: But wouldn't that be a lie?
Boy: I did buy it. I paid for it. I paid $100 for it.
Facilitator: All right, but didn't you know that it was stolen? You're on the witness stand right now.
Boy: I’d have no choice but to say I knew it was stolen.
Facilitator: What if You weren't on the witness stand, and you were just talking to the cops, and they came over to the house, and they said "Hey, what about this bike you've got here. Did you know that it was stolen?"
Boy: Spur of the moment, I may just say, "No, I didn’t know."
Facilitator: Okay, what would make you say that?
Boy: Initial fear of being locked up. (laughter from the group.)
Facilitator: What would you think of yourself now that you’ve said that you would lie to the cops out of fear, that you would probably be the kind of person who would say, l’ll go for this. $500, $100. That’s not a bad deal at all. I need a bike." What vision would you have of yourself at this point?
Boy: Well, nowadays , from what I’ve been learning, I personally would feel low. In a yesterday sense, I wouldn’t have cared. I was younger. I was more immature. I didn’t care.
Facilitator: Do you have a different image of yourself now?
Boy: Yes. Prideful. I think more of myself today than I would have yesterday. Because I know that there’s better for me out there instead of just running around stealing. You know, that’s no good, that won’t get me to where I want to go. Okay, I’ve got big dreams, hopes. I feel like this: I can make it.
(One of the participants in the group discussion can’t contain herself. She speaks directly to the boy.)
Girl: But you still bought the bike! (All the kids laugh. The boy gets the point.)
We suspect that even Socrates would have smiled at seeing such a clear contradiction between the boy's stated beliefs and his behavioral choices. As the boy wends his way through the challenging process of making and then justifying choice after choice, he, as well as the rest of the group, is getting a natural lesson in character.
(source)
(One boy in the group takes the bait.)
Boy: I would buy it.
Facilitator: What would you do if you got caught?
Boy: I bought it. I would just refer them [the police] to the person who sold it to me.
Facilitator: All right, you're in court, and you say, "Well, it really wasn't me. I didn't know it was stolen."
Boy: I didn't.
Facilitator: But wouldn't that be a lie?
Boy: I did buy it. I paid for it. I paid $100 for it.
Facilitator: All right, but didn't you know that it was stolen? You're on the witness stand right now.
Boy: I’d have no choice but to say I knew it was stolen.
Facilitator: What if You weren't on the witness stand, and you were just talking to the cops, and they came over to the house, and they said "Hey, what about this bike you've got here. Did you know that it was stolen?"
Boy: Spur of the moment, I may just say, "No, I didn’t know."
Facilitator: Okay, what would make you say that?
Boy: Initial fear of being locked up. (laughter from the group.)
Facilitator: What would you think of yourself now that you’ve said that you would lie to the cops out of fear, that you would probably be the kind of person who would say, l’ll go for this. $500, $100. That’s not a bad deal at all. I need a bike." What vision would you have of yourself at this point?
Boy: Well, nowadays , from what I’ve been learning, I personally would feel low. In a yesterday sense, I wouldn’t have cared. I was younger. I was more immature. I didn’t care.
Facilitator: Do you have a different image of yourself now?
Boy: Yes. Prideful. I think more of myself today than I would have yesterday. Because I know that there’s better for me out there instead of just running around stealing. You know, that’s no good, that won’t get me to where I want to go. Okay, I’ve got big dreams, hopes. I feel like this: I can make it.
(One of the participants in the group discussion can’t contain herself. She speaks directly to the boy.)
Girl: But you still bought the bike! (All the kids laugh. The boy gets the point.)
We suspect that even Socrates would have smiled at seeing such a clear contradiction between the boy's stated beliefs and his behavioral choices. As the boy wends his way through the challenging process of making and then justifying choice after choice, he, as well as the rest of the group, is getting a natural lesson in character.
(source)
Tuesday, September 9, 2008
Thursday, August 28, 2008
Syllabus
Syllabus for World Literature
Camden County College
Fall, 2008
Professor Ryan Flanagan
Camden County College
Fall, 2008
Professor Ryan Flanagan
Contact Information:
Email Address: rflanagan@camdencc.edu
Cell Phone: 609.605.8656 (please use only for emergencies)
Office Hours: See me or email for appointment
Course Description:
This course introduces students to classic works of literature. Students will read, analyze, discuss, and write about literary masterpieces from 2500 BC to the Renaissance.
Course Objectives:
1. To understand and appreciate the literary masterpieces of the world
2. To comprehend the major aspects of literature; e.g., plot, character, conflict, setting, point of view, symbol, theme, irony
3. To gain insight into how literature illuminates the human condition so that you can understand yourself better as well those in your own world and other worlds.
Required Texts and Materials:
1. World Literature, Norton Anthology: Volumes A, B, and C
2. A notebook in which to take notes.
3. A folder to hold your handouts, quizzes, and essays.
Course Evaluation:
1. Reading quizzes (to be sure you've read the assignments) - 25%
2. Class participation (attendance, raising your hand, etc.) - 10%
3. Essay exams - 35%
4. Presentation - 10%
5. Final essay - 20%
Grading System for Essay Exams:
A = Excellent (A+ = 98; A = 95; A- = 92)
Essay stays on task, answers all aspects of the essay question thoroughly, is grammatically correct and well organized. The thesis is clear and well supported. Essay shows evidence of the student's familiarity with the literature at hand and is perhaps able to refer to secondary sources for support.
B = Good (B+ = 88; B = 85; B- = 82)
Essay is perhaps slightly unorganized or may lack support for thesis, but demonstrates sufficient knowledge of literature at hand. Essay answers the essay question in a clear, coherent voice with no major problems.
C = Satisfactory/Fair (C+ = 78; C =75; C- = 72)
Essay shows some organizational and/or support problems. Essay might answer the essay question, but not thoroughly. May hint at student's misunderstanding or unfamiliarity with the literature at hand, but student does an OK job of tackling the question.
F = Unsatisfactory/Needs improvement (F = 60)
Essay shows serious organizational or development problems. May be confusing or offensive to general readership. May not answer the essay question. May be plagiarized. Perhaps student did not read the literature at all.
Attendance:
Having one absence for a legitimate reason is understandable. However, this section only meets once per week, and missing two classes is equivalent to missing six classes in a section that meets thrice per week. Do not miss more than two classes. More than two absences will seriously jeopardize your grade.
Note: If you miss a class, it is your responsibility to see me about missed handouts and/or assignments.
Lateness:
Being a few minutes late once or twice is understandable; being late more than that is not, which is when each tardiness will equal half an absence. If you continue to arrive late, please withdraw from the course.
Missed Quizzes:
If you miss a quiz, you will have to wait until the “make-up” day at the end of the semester before you can take it.
Cheating:
If you cheat during a quiz or exam, you will get an automatic zero on the exam, which will hold enough weight to make you fail the entire course.
Plagiarism:
Plagiarism occurs when a person knowingly or unknowingly uses someone else’s words or ideas without giving credit to that person. Plagiarism is theft. If you use someone else’s words or copy someone else’s paper when you type essays for this class, you will earn a zero on the paper with no opportunity to redo it for credit. It is always immediately obvious when a student uses someone else’s words because English professors are trained to notice.
Use of Technology:
Cell Phones, Blackberry Devices, Etc: You may not use your cell phone or BlackBerry during class, and these devices may not be left on desk surfaces. If any student reads a textmessage, sends a textmessage, answers a phone call, makes a phone call, or flips open the phone to read menus, type, or surf the Internet, all students must take an immediate cell-phone quiz based on whatever topic I am covering. Moreover, all cell phones and BlackBerries must be set to SILENT or shut off completely.
Headphones and Bluetooths: Headphones and Bluetooths may NOT be left in any students’ ears, even if the student is not listening to music or talking on the phone. Headphones and Bluetooths left in ears will result in a loss of 10 class participation points for each occurrence as well as a headphone quiz.
Computers: You may not surf the Internet, type emails, or otherwise use the computer during class unless your teacher gives you permission. Each time a person clicks a mouse or otherwise uses the computer when not permitted, all students will have to take an immediate computer quiz on whatever topic the teacher is covering.
Tutoring:
You may go to the Tutoring Center at these locations:
Blackwood Library, 3rd Floor: (856) 227-7200, ext. 4276
Camden Campus, Room 514C: (856) 968-1359
Cherry Hill Rohrer Center E-Library: (856) 874-6001
These services are free, so please take advantage of them.
Computer Lab:
There are several computer labs on campus, available to all students.
Additional Assistance:
Students who have a physical or learning disability and are entitled to a classroom accommodation must inform me and provide documentation from the Program for Academically Challenged Students (PACS). That office is here to assist and support you.
Schedule
World Literature
Professor Ryan Flanagan
Fall 2008
Schedule: Sept. 8 - Dec. 22
Professor Ryan Flanagan
Fall 2008
Schedule: Sept. 8 - Dec. 22
Course Outline:
Note: Be sure to read the assignments before coming to class. For example, by 9/22 you should have finished reading Plato.
Another note: This schedule is subject to change.
Week One – 9/8
Introduction to each other, to the course, syllabus review.
Presentation schedule.
Discussion about why we read literature. Different functions of literature.
Handout: The Gyges Ring (Plato).
Stephen Dunn's Poem: Story
Michelangelo's Poem
Literature is essentially interpretive
Intro to Gilgamesh, background, etc.
Week Two - 9/15
Presentation
Gilgamesh
Week Three – 9/22
Presentation
Plato - Apology
Week Four – 9/29
Presentation
Aristotle - Poetics (and external selections)
Chekhov - Misery.
Week Five - 10/6
Presentation - Lysistrata, intro and background.
Test on Gilgamesh, Apology, and Poetics.
Week Six – 10/13
Presentation
Aristophanes - Lysistrata
Intro to Dante. Historical background. (if time)
Week Seven - 10/20
Presentation
Dante - Inferno, cantos 1-15
Week Eight - 10/27
Presentation
Dante - Inferno, cantos 16 - Conclusion
Week Nine - 11/3
Finish Inferno
Intro to Prince with Presentation(s)
Week Ten – 11/10
Finish Prince
Test on Lysistrata and Inferno
Week Eleven - 11/17
Presentation
Sophocles - Oedipus the King (Rex)
Week Twelve – 11/24
Presentation
Petronius - The Satyricon
Montaigne - Essays
Week Thirteen - 12/1
Presentation
Test on Oedipus Rex, Montaigne, Prince, and The Satyricon
Week Fourteen - 12/8
Presentations
Everyman
Test on Everyman
Week Fifteen - 12/15
Final papers due
Make-up tests and presentations
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