ࡱ> y bjbj h${{B4 4 $P<Jp4< I<K<K<K<K<K<K<$><o<<%%%I<%I<%%7}9{y85<<0<8AW!A,}9}9Au:%o<o<##<A4 T: San Jos State University English and Comparative Literature English 117: Film, Literature and Cultures Spring 2012, Section 1, Wednesdays 4:30-7:15, BBC 107 Never judge a book by its movie. - J.W. Sayer Being shown a story is not the same thing as being told it. -Linda Hutcheon Instructor:Dr. Kate EvansOffice: FO 222Office Hours:Wednesdays 2:15-4:15 and by appointmentEmail:Kate.Evans@sjsu.eduTelephone:(408) 924-4491G.A.:Julie Kline, jkline616@gmail.comPrerequisites:Completion of core GE, satisfaction of Writing Skills Test and upper division standing.GE/ǶƵ Studies Category: GE Area V category: Culture, Civilization, and Global UnderstandingCourse Description Using films and literary works, students will appreciate and understand the narratives that create and define cultural identity, explore cultural interaction, and illustrate cultural preservation and cultural difference over time. We also examine adaptation theory and the approaches to story-telling used in the two media (books and films). We will look at films and read texts that are written in, set in, or depict multiple time periods and world cultures. Some of the common themes we will explore across these widely different texts and cultures will include (but not be limited to) colonialism, power dynamics, race, gender, class, sexuality, social norms, and narrative form. Course Goals and Student Learning Objectives 1. Students shall be able to compare systematically the ideas, values, images, cultural artifacts, economic structures, technological developments, or attitudes of people from more than one culture outside the U.S. through the media of film and literature. 2. Students shall be able to identify the historical context of ideas and cultural traditions outside the U.S. and how they have influenced American culture. 3. Students shall be able to explain how a culture outside the U.S. has changed in response to internal and external pressures. 4. Students shall hone their reading, writing, researching, and critical thinking skills through the practice of intellectually challenging analyses. Course objectives 1-3 will be accomplished through the readings, class discussions, presentations and student research, while the various written assignments and the presentation will allow us to accomplish objective 4 and to assess our level of accomplishment in objectives 1-3. Assignments and Grading Policy Annotated Bibliography & Thesis StatementCitations and annotations of two articles, and a working thesis for Paper #1.10%Paper #1 5-8 page analytical paper, with research.15%Paper #2 5-10 page analytical paper or creative project 15%Book or Film Presentation Group presentation on one of the books or films 15%Short assignments In-class activities, homework activities, responses to presentations and other short assignments. 45%Total100% For Descriptions of the Annotated Bibliography, and Papers #1 and #2: See attached sheets. Book Presentation or Film Presentation: With one or more classmates, you will present on one of the following: Book Presentation: For the given book, you will address how several (approximately 3-6) key themes, issues, obsessions, patterns, central conflicts, character development, etc. play out in the book. Focus on the significance of these themes (e.g., why they matter). Through the life experiences of the characters, we can often see how they negotiate their lives and the human experience in connection to colonialism, power dynamics, race, gender, sexuality, class, sexuality, social norms, technology, immigration, religion, coming of age, and more. Your presentation of about 20-30 minutes will discuss with the class how you see any of these themes (or others of your choosing) play out in the novel. You must include several examples of how each of your chosen categories can be seen in the book, and you must direct the class to a minimum of 3 key passages and read those central passages, explaining how they illuminate the category youve chosen. To prepare for this presentation, you will want to make sure you have read the book thoroughly, have prepped with your group, and have practiced it so that you are focused and dont ramble. Your goal is to help illuminate several aspects of the book for the class, and to stimulate class discussion. Presentations will be responded to and evaluated by both the professor and the class. (Groups may meet with Kate the week prior to discuss ideas.) Film Presentation: For the given film, you will address how 5 or more Cinematic Effects (as discussed in class; see handout) were used in the film to highlight or play out particular key themes, issues, obsessions, patterns, central conflicts etc. of the film. Be specific about what VISUALLY is happening and how that visual style/information expresses meaning. You may wish to focus on some of the themes discussed by the book group, which could provide a fruitful discussion of how and what was adapted from book to film. Your presentation of about 20-30 minutes will discuss with the class how you see any of these themes (or others of your choosing) play out visually and auditorially in the film. You will direct the class to excerpts of the film, explaining how they illuminate the category youve chosen. To prepare for this presentation, you will want to make sure you have prepped with your group, and have practiced it so that you are focused and dont rambleand so that the technology is seamless and effective. Your goal is to help illuminate several aspects of the film for the class, and to stimulate class discussion. Presentations will be responded to and evaluated by both the professor and the class. (Groups may meet with Kate the week prior to discuss ideas.) Regarding Presentations: These are large groups. Consider discussing your strengths (e.g., public speaking, technology, PowerPoint person, literary/film analysis, etc.) and designating smaller groups to certain tasks. You could also divide the group into teams by theme. Then have the teams meet once or twice prior to presenting so that everyone is involved in content development. Also, I highly recommend that the book presentation groups read the book in advance of the due date and get together to talk about it in order to begin to processing their ideas. Finally, if your groups have ideas about things to address that dont seem to be included in the above guidelines, please talk to Kate. Extra Credit Opportunity: Attend the Yiyun Li literary event on campus, Wednesday March 7, at 7 p.m. in the Engineering Auditorium Room 189. Write short paper (approximately 2-3 pages) that describes your response to the event: What was intriguing, surprising and note-worthy, and why? What questions did the event raise for you? In what ways did the event illuminate anything about the author, the book and/or film? Extra Credit papers can be turned in on the day of the final. They are worth up to the equivalent of two percent added to your overall grade, depending on their thoughtfulness and thoroughness. The following statement has been adopted by the Department of English for inclusion in all syllabi: In English Department Courses, instructors will comment on and grade the quality of student writing as well as the quality of ideas being conveyed. All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs. The Department of English reaffirms its commitment to the differential grading scale as defined in the ǶƵ Catalog ("The Grading System"). Grades issued must represent a full range of student performance: A = excellent; B = above average; C = average; D = below average; F = failure. In written assignments for English 117, this scale is based on the following criteria: A [90-92=A-, 93-96=A, 97-100=A+] = Excellent: The "A" essay is articulate and well developed with fluid transitions and a clear and persuasive use of evidence, which is drawn from the literary text itself, lecture materials (when appropriate), and research materials. An "A" essay contains a fresh insight which teaches the reader something new about the subject matter. B [80-82=B-, 83-86=B, 87-89=B+] Above average: The "B" essay demonstrates a good understanding of its subject, a clear and persuasive use of evidence, a certain level of ease of expression, and solid organization. However, it usually lacks the level of originality and creativity that characterizes the insight found in an "A" essay. C [70-72=C-, 73-76=C, 77-79=C+] = Average: The "C" essay makes a good attempt at all the assignment's requirements. It has a reasonable understanding of its subject matter but its ideas are frequently simplistic or over-generalized. The writing style is also more bland and repetitive than the style shown by "A" and "B" essays and it often contains flaws in grammar, punctuation, spelling and/or word choice. It may also use textual evidence out of context. D [60-62=D-, 63-66=D, 67-69=D+] = Below average: The "D" essay is poorly organized and generally unclear. It has inappropriate or inadequate examples, is noticeably superficial or simplistic, and/or contains some serious mechanical and grammatical problems. A "D" essay may also reveal some misunderstanding of the assignment requirements. F = Failure: An "F" essay has not addressed the requirements of the assignment and is unacceptable work in terms of both form and content. Classroom Protocol Being on time, participating in class discussions and listening to and taking notes on class lectures are necessary for the successful completion of this course. Cell phones are shut off and put away. Unless you periodically need to take notes with your laptop, please keep those put away as well; the keyboard noise can be disruptive. In-class work and quizzes cannot be made up. Homework and small in-class and out-of-class assignments are not accepted late. Late papers (Papers 1 and 2, and the Final Project) will receive a grade deduction for each class session they are late, and will only be accepted if they are turned in with LATE [X #] OF CLASS SESSIONS written at the top. Papers are turned in only in class (not by email attachment, in Kates office or mailbox, etc.). Please use the restroom prior to movie showings; it is distracting when people leave and return to class during the film. Protocol for written work requires that all quotations must be enclosed in quotation marks or, when more than three lines, put in an indented block. Full citation of the original author and source must also be included. For all papers, review a writing handbook for help with quote integration, formatting and proper citation (most of you will have purchased one for your Freshman composition classes). Also see the University policy on Academic Integrity below for help defining and avoiding plagiarism of all kinds. University Policy on Academic Integrity Students should know that the Universitys  HYPERLINK "http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf" Academic Integrity Policy is availabe at http://www.sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf. Your own commitment to learning, as evidenced by your enrollment at San Jose State University and the Universitys integrity policy, require you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The website for  HYPERLINK "http://www.sa.sjsu.edu/judicial_affairs/index.html" Student Conduct and Ethical Development is available at http://www.sa.sjsu.edu/judicial_affairs/index.html. Instances of academic dishonesty will not be tolerated. Cheating on exams or plagiarism (presenting the work of another as your own, or the use of another persons ideas without giving proper credit) will result in a failing grade and sanctions by the University. For this class, all assignments are to be completed by the individual student unless otherwise specified. If you would like to include in your assignment any material you have submitted, or plan to submit for another class, please note that ǶƵs Academic Policy F06-1 requires approval of instructors. Dropping and Adding Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information on add/drops is available at http://info.sjsu.edu/web-dbgen/narr/soc-fall/rec-324.html . Information about late drop is available at http://www.sjsu.edu/sac/advising/latedrops/policy/. Students should be aware of the current deadlines and penalties for adding and dropping classes. Note that September 5th is the last drop without a W. The instructor of this course will not automatically drop you if you do not show up. Dropping is your responsibility. Campus Policy in Compliance with the American Disabilities Act If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities requesting accommodations must register with the DRC (Disability Resource Center) to establish a record of their disability. Library Liaison for English & Comparative Literature: Contact Toby Matoush via email: Toby.Matoush@sjsu.edu, or phone: (408) 808-2096 if you have library research questions that have not been answered in class. Student Technology Resources Computer labs for student use are available in the Academic Success Center located on the 1st floor of Clark Hall and on the 2nd floor of the Student Union. Additional computer labs may be available in your department/college. Computers are also available in the Martin Luther King Library. ǶƵ Writing Center The ǶƵWriting Center is located in Room 126 in Clark Hall. It is staffed by professional instructors and upper-division or graduate-level writing specialists from each of the seven ǶƵ colleges. Thewriting specialistshave met a rigorous GPA requirement, and they are well trained to assist all students at all levels within all disciplines to become better writers. HYPERLINK "http://www.sjsu.edu/writingcenter/about/staff/"The Writing Center website is located at http://www.sjsu.edu/writingcenter/about/staff//. Required Texts: The English 117 Reader, available at Maple Press on San Carlos and 11th Street (to be delivered on the second class session; if you wish to purchase it then, bring cash). Patricia Highsmith, The Talented Mr. Ripley Khaled Hosseini, The Kite Runner Khaled Hosseini, The Kite Runner Graphic Novel Yiyun Li, A Thousand Years of Good Prayers Manuel Puig, Kiss of the Spider Woman You also need to make sure that your MyǶƵ account has your most accessible and current email address. Since we only meet once a week, expect to occasionally get questions or information emailed to you. English 117: Film, Literature and Cultures, Sprin 2012 Course Schedule Schedule may change with notice given in class or by email. WeekReadings & Assignments1: January 25Introduction to course; purpose of films and books; create groups discuss adaptation (purpose, proliferation, ones youve seen). 2: February 1Bring money for Reader. Bring name card with attached photo. Film Terminology and Cinematic Effects. Adaptation Theory. Introduction to Patricia Highsmith and The Talented Mr. Ripley.3: February 8Have read The Talented Mr. Ripley. Book Presentation: The Talented Mr. Ripley. Film Editing film and discussion.4: February 15Film viewing: The Talented Mr. Ripley. [No break tonight; class dismissed at 6:45.]5: February 22Have read Chapter 1 of Hutcheon (Reader) Film Presentation: The Talented Mr. Ripley Introduction to Yiyun Li and A Thousand Years of Good Prayers6: February 29Have read Part 2 of Hutcheon (Reader) Have read A Thousand Years of Good Prayers and any two other Book Presentation: A Thousand Years of Good Prayers stories of your choice in Yiyun Li. Annotated Bibliography and Thesis Statement discussed.7: March 7Film viewing of A Thousand Years of Good Prayers Annotated Bibliography and Thesis Statement due. TONIGHT: Yiyun Li, 7 p.m., Engineering Auditorium Room 189 [No break tonight; class dismissed at 6:45 to see Yiyun Li.]8: March 14Film Presentation: A Thousand Years of Good Prayers Introduction to Manuel Puig and Kiss of the Spider Woman (bring book) 9: March 21Have read Chapters 1-6 of Kiss of the Spider Woman [No break; class lets out at 6:45.] [SPRING BREAK March 26-30]10: April 4Paper #1 due. Have finished Kiss of the Spider Woman. Book Presentation: Kiss of the Spider Woman. Introduction to Khaled Hosseini and The Kite Runner. (bring book) [No break; class lets out at 6:45.]11 April 11Film showing: Kiss of the Spider Woman.12 April 18Film Presentation: Kiss of the Spider Woman. Have finished half of The Kite Runner. Discuss Paper #2.13: April 25Have finished The Kite Runner. Book Presentation: The Kite Runner. Introduction to The Kite Runner Graphic Novel (bring book) Bring your start of Paper #214: May 2Have completed The Kite Runner Graphic Novel Book Presentation: The Kite Runner Graphic Novel15: May 9Film viewing: The Kite RunnerFINAL: Wed. May 23 5:15-7:30 p.m. Film Presentation: The Kite Runner Paper #2 Due (sharing in class) Optional Extra Credit Due Annotated Bibliography and Thesis Statement English 117, Evans A bibliography (or Works Cited) is a list of sources (books, journals, websites, periodicals, etc.) one has used for researching a topic. A Works Cited page usually just includes the bibliographic information (i.e., the author, title, publisher, etc.). An annotation is a summary and/or evaluation. Therefore, an annotated bibliography includes a summary and/or evaluation of each of the sources. An annotated bibliography is a list of citations of books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited. In order to prepare to write Paper #1, you will find two articles (reviews or scholarly articles) youd like to use for your paper: one that treats the film, and one that treats the book. Your annotations need to take into account the following: Summarize: This is very brief and gets to the heart of the article quickly. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? Assess: After summarizing a source, include some evaluation. Is it a useful source? What makes it beneficial and/or questionable? What is the goal of this source? Reflect: Once you've summarized and assessed a source, you need to ask how it fits into your research. Was this source helpful to you? How does it help you shape your paper? Has it changed how you think about your topic? What you turn in must include the following: Citations in MLA style. (See example on the next page.) Annotations for the two articles. (See example on the next page.) A working thesis for your paper; what is the claim you are developing? (See next two pages, as well as Guidelines for Paper #1.) Sample MLA Annotation Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life. New York: Anchor Books, 1995. Print. Lamott's book offers honest advice on the nature of a writing life, complete with its insecurities and failures. Taking a humorous approach to the realities of being a writer, the chapters in Lamott's book are wry and anecdotal and offer advice on everything from plot development to jealousy, from perfectionism to struggling with one's own internal critic. In the process, Lamott includes writing exercises designed to be both productive and fun. Lamott offers sane advice for those struggling with the anxieties of writing, but her main project seems to be offering the reader a reality check regarding writing, publishing, and struggling with one's own imperfect humanity in the process. Rather than a practical handbook to producing and/or publishing, this text is indispensable because of its honest perspective, its down-to-earth humor, and its encouraging approach. Chapters in this text could easily be included in the curriculum for a writing class. Several of the chapters in Part 1 address the writing process and would serve to generate discussion on students' own drafting and revising processes. Some of the writing exercises would also be appropriate for generating classroom writing exercises. Students should find Lamott's style both engaging and enjoyable. In the sample annotation above, the writer includes three parts: a summary, an evaluation of the text, and a reflection on its applicability to his/her own research, respectively. Notice it is double-spaced and that the citation is in correct MLA format. WRITING A LITERARY THESIS STATEMENT From: http://owl.english.purdue.edu/owl/resource/618/01/ When you write an extended literary essay, often one requiring research, you are essentially making an argument. You are arguing that your perspective-an interpretation, an evaluative judgment, or a critical evaluation-is a valid one. A debatable thesis statement Like any argument paper you have ever written for a first-year composition course, you must have a specific, detailed thesis statement that reveals your perspective, and, like any good argument, your perspective must be one which is debatable. Examples You would not want to make an argument of this sort: Shakespeare's Hamlet is a play about a young man who seeks revenge. That doesn't say anything-it's basically just a summary and is hardly debatable. A better thesis would be this: Hamlet experiences internal conflict because he is in love with his mother. That is debatable, controversial even. The rest of a paper with this argument as its thesis will be an attempt to show, using specific examples from the text and evidence from scholars, (1) how Hamlet is in love with his mother, (2) why he's in love with her, and (3) what implications there are for reading the play in this manner. You also want to avoid a thesis statement like this: Spirituality means different things to different people. King Lear, The Book of Romans, and Zen and the Art of Motorcycle Maintenance each view the spirit differently. Again, that says nothing that's not already self-evident. Why bother writing a paper about that? You're not writing an essay to list works that have nothing in common other than a general topic like "spirituality." You want to find certain works or authors that, while they may have several differences, do have some specific, unifying point. That point is your thesis. A better thesis would be this: Lear, Romans, and Zen each view the soul as the center of human personality. Then you prove it, using examples from the texts that show that the soul is the center of personality. English 117, Film, Literature & Cultures Guidelines for Paper #1 Analysis of a Book/Film Pairing with Two Reviews or Scholarly Articles Write a paper analyzing some aspect of the book and film pairing The Talented Mr. Ripley OR A Thousand Years of Good Prayers, in which you discuss both your response to and analysis of the book and film. You will support, contrast, and develop your ideas with those of two other critics. You will refer to specific examples from the book and film to support your claims. Your thesis or claim in your paper can be focused upon such: the treatment of specific themes and their significance the effectiveness of the adaptation (make your criteria for effectiveness clear) the effectiveness (again, think: criteria) of the book and film as separate entities Make sure your thesis is broad enough to develop in five or more pages, but narrow enough so that your paper is focused and clear. Make the critics positions clear, using a combination of summation and quotes. However, your paper should weigh more heavily on analysis, comparison and response than on summary. In order to complete this project, you must choose a film review/scholarly article and a book review/scholarly article. Always feel free to ask a librarian to help you. Good King Library databases for this research include JSTOR, Book Review Digest Plus, Book Review Digest Retrospective, and Film & Television Literature Index. Other online databases that may be helpful: Google Scholar (not just regular Google), Movie Review Query Engine ( HYPERLINK "http://www.mrqe.com" http://www.mrqe.com), MetaCritic.com, WebCrawler (search for book reviews or movie reviews), IMDB. Other good online sources for book and movie reviews: The New York Times Book Review (http://www.nytimes.com/pages/books/review/), the Washington Post, the Christian Science Monitor, the San Francisco Chronicle, the Telegraph, NPR ( HYPERLINK "http://www.npr.org/books/" http://www.npr.org/books/), The Guardian ( HYPERLINK "http://www.guardian.co.uk/books" http://www.guardian.co.uk/books), Salon.com, http://rogerebert.suntimes.com. Choose reviews or scholarly articles that: are composed of more analysis than summary and are of sufficient length for content to chew on. Incorporate analysis and opinion (e.g., are not just a making of the film or an interview with the authoralthough if you read such articles, you may find them helpful or enriching, and you can include information from them above and beyond the required critical reviews). are written by an author whose first and last name are included in a by-line. have been published by a reputable publication or site and written by a professional reviewer (not just Joe Blows blog or a user review). are well-written and thoughtfuland that are interesting to you! What to take note of in Film Reviews (and what to consider addressing in your own): Reviewers tend to focus on the quality, meaning and significance of the film. They may discuss an array of aspects of the film including: casting, acting, screenplay, set design, directors style and history, cinematography, historical or current social issues, entertainment value, emotional veracity, etc. Take note of whether or not the reviewer addresses the film as an adaptation. If so, does the reviewer remark on the films fidelity to the original text? Or does the reviewer deal with the film as its own creation? What to take note of in Book Reviews (and what to consider addressing in your own): Reviewers focus on the quality, meaning and significance of the book and may highlight plot, theme, conflict, setting, character development, historical or current social issues, entertainment value, emotional veracity, authors style, authors biography. Requirements: Papers are a 5-8 pages (typed, double-spaced, a regular font like Times New Roman) and cite a minimum of 2 reviews or scholarly articles (1 book, 1 film). Carefully quote and cite your sources so as to avoid plagiarism. Include a bibliography/works cited page the outlines your sources. Your bibliography includes ONLY the article, book and film citations (not the annotations included in the Annotated Bibliography). Include some specific examples from the book and film to support your own position/ideas. Use MLA style. (See:http://owl.english.purdue.edu/owl/resource/747/01/ ) Dont be boring or confusing! Keep your language lively and clear. You may use the first person (I) if you choose. Papers must be turned in as hard copy in class on time. No papers by email or in faculty mailbox. Late papers are handed to Kate in class during any subsequent session and will receive one grade deduction per session late. If you are unable to attend class the day the paper is due, have a classmate submit it to avoid lateness. Grading will be based on: thoroughness (you unpack your claims by digging into them and offering examples; you explain and analyze the significance of your examples) thoughtfulness (you offer your own personal insights as related to and contrasted with those of the critics) organization (you can organize this paper by review or by theme/issue/idea/insight; you smoothly blend quotes into your paper; you choose quotes that arent too long and that are incisive and purposeful; you paraphrase longer ideas and make very clear which ideas come from the critics and which are your own) fulfillment of requirements correctness (format, bibliography, editing and citations) HIGHLY RECOMMENDED: Use the Writing Center to help you with your ideas or draft. Julie can help people, based on her availability; please email her to set up an appointment with enough advance notice. Kate is willing to help people during her office hours or by setting an appointment well in advance. English 117, Film, Literature & Cultures Guidelines for Paper #2 Three Options CHOOSE ONE of these three options: Adapt a scene from any one of the course books that is not portrayed in the film version. Write it in screenplay form, using the pages of the screenplay of Kiss of the Spider Woman (in the Reader) as a model. Include a typed reflection as your cover sheet that responds to these questions: Why did you choose the scene you did? What do you think is successful about your adaptation? What did you struggle with as you wrote your adaptation? What would you change or add if you had more time? What did you learn doing this project? What is your overall reaction to this course: What did you learn? What do you think youll apply from this course is future academic and life experiences? What do you think should be kept the same in the course and why? What do you think should be changed and why? Write a creative piece influenced by one of the books we read. For example, influenced by The Kite Runner Graphic Novel, you might decide to create several pages of a graphic novel that depict some aspect of your own lifeor a story of your creation. Or you might like to write a story about cultural divisions and/or family relationships, as in Yiyun Lis A Thousand Years of Good Prayers. Or a story that incorporates some aspects of the magical or fantastical, as in Kiss of the Spider Woman. There are many possibilities. Include a typed reflection as your cover sheet that responds to these questions: How did the original work influence your piece? What new insights did you receive about the original work by creating your own version? What do you think is successful about your piece? What did you struggle with, and what would you change or add if you had more time? What is your overall reaction to this course: What did you learn? What do you think youll apply from this course is future academic and life experiences? What do you think should be kept the same in the course and why? What do you think should be changed and why? 3. Write an analytical paper about the book and film versions of one of the books and films that you did not cover in Paper #1. Follow the same directions as in Paper #1. Include a typed reflection as a cover sheet that addresses the following: Why did you choose the book/film pairing that you did? What do you think is successful about your analysis? What did you struggle with as you wrote your paper? What would you change or add if you had more time? What did you learn doing this project? What is your overall reaction to this course: What did you learn? What do you think youll apply from this course is future academic and life experiences? What do you think should be kept the same in the course and why? What do you think should be changed and why? Papers should be approximately 5-10 pages (double-spaced in 12-point Times New Roman font), not including the cover sheet. Grading will be based on thoughtfulness, thoroughness, fulfillment of requirements and correctness. (For more detail, see Grading at the end of the Paper #1 assignment sheet.) HIGHLY RECOMMENDED: Use the Writing Center to help you with your ideas or draft. Julie is also available to help people, based on her availability; please email her to set up an appointment well in advance. Kate is willing to help people during her office hours or by appointment, with advanced notice. GROUPS Group A (The Talented Mr. Ripley Book Presentation, 2/8) A1: A2: __________________ __________________ __________________ __________________ __________________ __________________ __________________ Group B (The Talented Mr. Ripley Film Presentation, 2/22) B1: B2: __________________ __________________ __________________ __________________ __________________ __________________ __________________ Group C (A Thousand Years of Good Prayers Book Presentation, 2/29) C1: C2: __________________ __________________ __________________ __________________ __________________ __________________ __________________ Group D (A Thousand Years of Good Prayers Film Presentation, 3/14) D1: D2: __________________ __________________ __________________ __________________ __________________ __________________ __________________ Group E (Kiss of the Spider Woman Book Presentation, 4/4) E1: E2: __________________ __________________ __________________ __________________ __________________ __________________ __________________ Group F (Kiss of the Spider Woman Film Presentation, 4/18) F1: F2: __________________ __________________ __________________ __________________ __________________ __________________ __________________ Group G (The Kite Runner Book Presentation, 4/25) G1: G2: __________________ __________________ __________________ __________________ __________________ __________________ Group H (The Kite Runner Graphic Novel Book Presentation, 5/2) H1: H2: __________________ __________________ __________________ __________________ __________________ __________________ Group I (The Kite Runner Film Presentation, 5/23) I1: I2: __________________ __________________ __________________ __________________ __________________ __________________ Name: ___________________________ Book / Movie Title (circle one): __________________ Presentation Evaluations CIRCLE ONE: 1. Presentation was insightful and I learned Yes Somewhat No something new. Give one example of something you learned, or of something you would have liked illuminated: 2. Specific examples were offered, and their significance Yes Somewhat No was explored. 3. The group worked together well (seamless transitions, Yes Somewhat No no repetition, clear voices, etc.) 4. Overall response to the presentation: EXCELLENT GOOD FAIR POOR 5. Additional comments or questions: Presentation Self-Evaluation Name:_________________________________ 1. My group worked together well. Yes Somewhat No Comments: 2. My contribution to the group and the presentation was: Excellent Good Fair Poor 3. What I learned most preparing and doing this presentation is: 4. The students who offered this most to this group (and why) are: 5. Overall, I believe my groups presentation was: EXCELLENT GOOD FAIR POOR Anything else?     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