Welcome: How to Use This Website!


Welcome to English 101H! Throughout the quarter you will be required to use this website. Important handouts and course information will be posted here. If you have questions about how to use this website please contact me at my e-mail address.

To your right you will see a series of links. Each class session has its own link. Once you click on a link, you will study questions for each session and additional reading. Many of them also contain introductions that will guide our discussion in class. You must consult these links before coming to class.

Below the course session links, I have posted other information that you will useful. I have created pages on major course concepts which will be updated when we cover this information in class. The syllabus, schedule, and course polices can be found directly under the major course concept links. Finally, you will also find links that will serve as general research, writing, and reading guides.

How to Write a Strong Thesis


1st story: Describes a topic; gives the facts; makes an observation. This level of thesis makes observations that are non-controversial (i. e. no reasonable person would disagree with them). A person reading such a thesis immediately thinks: “Yes, this is true.”

2nd story: Interprets, gives a point of view on, and/or adds controversy to the facts of the first story. By adding controversy, I mean it takes a position on the facts that is not obvious, a position that a reasonable person could disagree with. A person reading a 2-story thesis thinks: “That's an interesting point of view; now prove it to me.” By controversial, I do not mean this thesis has to be absurd or idiosyncratic; you'll never be able to convince your reader of that kind of argument. Rather, I mean it takes one position out of a number of positions.

3rd story: Relates the 2-story thesis to the bigger picture, explains its significance, sets it a new context. This is the most difficult type of thesis to describe (and write) because it can take so many forms. I find it helpful to think of this story “opening out” - as if though a skylight - to a wider view. It is the answer you get when you ask of a 2-story thesis, “so what?” The reader should say: “I see why this argument matters.” The pitfall in this type of thesis, that you want to be careful to avoid, is that it can get too ambitious, and try to make a bigger claim that you're able to substantiate (e.g. “My analysis of Sonnet 18 shows that all Western poetry is morally bankrupt and self-serving.”)

Examples

1st story: The U by Kotex “Apology” advertisement employs a sarcastic spokesperson, parodies of other advertisements, and the slogan “break the cycle.”

2nd story: The U by Kotex “Apology” advertisement employs a sarcastic spokesperson, parodies of other advertisements, and the slogan “break the cycle” in order to persuade young, female audiences that if they purchase their tampon they can also buy an edgy, anti-commercial personality as well.

3rd story: The U by Kotex “Apology” advertisement employs a sarcastic spokesperson, parodies of other advertisements, and the slogan “break the cycle” in order to persuade young, female audiences that if they purchase their tampon they can also buy an edgy, anti-commercial personality as well. By implementing a “counter television” style, “Apology” critiques other advertisements but in doing so illustrates that even an anti-commercial stance can be used for marketing purposes.

4th Story!: There's no need for your essay to read like a list. Revise your thesis so that it flows more naturally.

The U by Kotex “Apology” advertisement attempts to persuade its young female audience through parodying and criticizing other tampon commercials, suggesting that even an anti-commercial stance can be repurposed for the sake of marketing.

In this example, you would still discuss those aspects listed above in the body of your essay, but there's no need for you to give a run down at the beginning of your paper. As you can see, each story depends on the one below it. It is difficult, to say the least, to build a three-story house without a first story. The same holds true with a thesis: a two-story thesis needs a first story, and a three-story thesis needs a first and second story.

How to Write a Successful Paper

Guidelines for a Successful Paper:
A helpful metaphor for paper writing is that your argument is like a building, so make sure that every piece of evidence (quotations from the text and the analysis of those quotations) that you use as a brick in your building fits well and is strong. Make sure that you cement your evidence into your argument through the use of strong topic sentences that reflect the main point of the paragraph and concluding sentences that tie each paragraph back to your thesis.

Textual Evidence: Any good literary analysis must use many specific details to support the conclusions that it reaches. Make sure your own claims about the text are supported with specific quotations from the text. In addition, remember to explain as completely as possible the significance of the quotations you choose to cite. How does a particular quotation relate to your larger argument about the text? Quotations should always be accompanied by detailed analysis. Close reading is a crucial part of this essay; you must explain how specific elements within the material you quote help to establish that which you claim the quotation establishes. Remember to connect the steps in your thinking for your readers – the connections obvious in your mind usually aren’t obvious to us, and we want to understand the point you’re making. Quote selectively; cite only those passages that support your argument most effectively. Try to avoid using too many long quotations (over three lines); try to say more about less. One recipe for a good paragraph is something called the Paraburger:
State the argument of the paragraph (TOP BREAD)
Quote the text that you will use to make your point (SPECIAL SAUCE)
Analyze the significance of the quoted text to make your case, requoting where necessary (MEAT/VEGGIE PATTY)
Tie the point of your paragraph back to the main thesis of your paper (BOTTOM BREAD).
Arguable Thesis and Organization: Be sure to include a thesis stating your main claims about the text(s) near the beginning of your paper. Think of your thesis as a promise to the reader concerning the points you will make in the rest of the paper. Your thesis should focus and organize your essay; every paragraph you write should develop your thesis in some way. Tie every paragraph back to your thesis, thereby reinforcing the role the paragraph plays in your larger argument. Make an outline before you write to help you connect your thesis to the supporting paragraphs. Also, try making a paragraph from your thesis statement and all your topic sentences – if that paragraph is coherent, then you’re topic sentences (and hopefully also your paragraphs!) are on track. Try to conclude your argument with comments that do not simply repeat what you’ve already said, but point the reader to other connected ideas or issues.

Avoid Generalizations: Take the time to define key terms in your analysis in your own language. Always “earn your terms”—don’t just repeat expressions or phrases from lecture, but make sure that you define what you mean by key images or ideas. For example, if you cite a term from Hirschberg, you still need to explain how exactly this term fits into the context of your particular argument (what do you mean by "consciousness"?). Try to build a convincing case for your interpretation of the text using specific logic and evidence. Focus on specific word choices and phrases in your analysis.

Week 16.2: Final!


Today's final exam will ask you to reflect on your development as a writer in this class. Beyond  reviewing the material that we've read and that you've wrote, you can't really study for this exam. You can mediate on the material. Please bring a blue book to the examination, a blue or black pen, and a pencil or red pen.

Week 16.1: Course Review

Due: Final Draft of Super Sad True Love Story

Study Question: 
1. Today we will review the material that we learned in this class. In order to prepare, I want you to think about what you learned in the 16 weeks that we spent together. You do not have to turn your answer in for credit.

Week 15.2: Revision Day


In class today, you will be afforded the time to revise your papers in light of that feedback and conference with me on how to improve your work. Coming prepared to class is not only the best way to maximize your use of this time, it is also the best way to do thoroughly better on your final paper.

In order to come prepared for class, please bring a completed version of your essay that meets all the demands of the assignment, especially page length. It is always much harder to revise a paper when you haven't finished writing it.

FINAL TLC ASSIGNMENT DUE THIS WEEK

Week 15.1: Peer Review


In class today, you will be afforded the time to give and receive feedback from your peers, revise your papers in light of that feedback, and conference with me on how to improve your work. Coming prepared to class is not only the best way to maximize your use of this time, it is also the best way to do thoroughly better on your final paper.

In order to come prepared for class, please bring a completed version of your essay that meets all the demands of the assignment, especially page length. It is always much harder to revise a paper when you haven't finished writing it.

Preparation: 
Bring x3 copies of your paper. Your draft should meet all the demands of the assignment.

Week 14: Gary Shteyngart, Super Sad True Love Story

Reading:
For Monday: Super Sad True Love Story, 204-269
For Wednesday: Super Sad True Love Story, complete novel

Quiz:
On Wednesday, on the last 100 pages of the novel. 

Assignments: 
For Monday: Final Poem Annotation Posted Online (be sure you know the proper accessible link)
By Tuesday, 11:59 PM: Make sure that you have commented on at least three of your peers' websites/online projects.
For Wednesday: Final Reflection Essay Due for Paper 4
For Always: Continue to Research for Paper 5.

Week 13.2: Poem Annotation


In class today, you will be afforded the time to give and receive feedback from your peers, revise your papers and annotations in light of that feedback, and conference with me on how to improve your work. Coming prepared to class is not only the best way to maximize your use of this time, it is also the best way to do thoroughly better on your final project.

In order to come prepared for class, please bring a completed version of your project that meets all the demands of the assignment, especially page length. It is always much harder to revise a project/paper when you haven't finished writing it.

Week 13.1: Gary Shteyngart, Super Sad True Love Story

 
 Reading: 
Super Sad True Love Story, 143-203

Study Questions:
Please bring in a passage from today's reading. Be prepared to discuss the passage at length (I will call on you at random), but you need not turn in a passage for today.

Week 11.1: James Bamford, Zadie Smith, Gary Shteyngart & Ethan Kuperberg


Reading:
James Bamford, "They Know Much More than You Think"
Zadie Smith, "Generation Why?"
Gary Shteyngart, "OK Glass" 
Ethan Kuperberg, "What Happens When You Deactivate Your Facebook Account" (optional)

Study Questions:
1. What are the issues about security raised about security in Bamford's article? Do you worry about such issues? Should you? 2 pts E/C: Answer the above questions for Kuperberg.


2. What is Zadie Smith's critique of Facebook? Does this insight seem accurate? Regardless, if you agree with her insights, how might you apply her insights to your own circle of friends?

3. What are Shteyngart's feelings about technology in "OK Glass"?

Week 12.2: Gary Shteyngart, Super Sad True Love Story

Reading:
Super Sad True Love Story, 72-142
POEM ANNOTATION PRE-WRITING CHECK (RESEARCH & PRESENTATION IDEAS)

Study Question:

1. Perform a close reading of pages 78-94. Construct a paragraph that makes an argument (e.g., not a summary) about this scene. 

Week 12.1: Veterans' Day


World War II veteran and postmodern novelist, Kurt Vonnegut writes the following about Veterans' Day in the preface to his novel Breakfast of Champions, or Goodbye Blue Monday (1973):

I will come to a time in my backwards trip when November eleventh, accidentally my birthday, was a sacred day called Armistice Day. When I was a boy, and when Dwayne Hoover was a boy, all the people of all the nations which had fought in the First World War were silent during the eleventh minute of the eleventh hour of Armistice Day, which was the eleventh day of the eleventh month.

It was during that minute in nineteen hundred and eighteen, that millions upon millions of human beings stopped butchering one another. I have talked to old men who were on battlefields during that minute. They have told me in one way or another that the sudden silence was the Voice of God. So we still have among us some men who can remember when God spoke clearly to mankind.

Armistice Day has become Veterans' Day. Armistice Day was sacred. Veterans' Day is not.

So I will throw Veterans' Day over my shoulder. Armistice Day I will keep. I don't want to throw away any sacred things.

What else is sacred? Oh, Romeo and Juliet, for instance.

And all music is.
Whatever your inclination about Vonnegut's statements about Veterans' Day have a happy holiday. Keep on reading Super Sad True Love Story and I will see you next session.

Week 11.2: Gary Shteyngart, Super Sad True Love Story


Reading: 
Gary Shteyngart, Super Sad True Love Story, 3-71

Study Questions:
1. How would you characterize the form of the novel?

2. What is the äppärät? What does it remind you of? What does this word--minus umlauts--mean? Why might Shteyngart use this word?

3. How do you see the topics we discussed last session playing a role in the novel thus far?

Week 10.2: Frank O'Hara & Michael Robbins


Reading:
Understanding Rhetoric, 181-215; 245-275
Frank O'Hara, "The Day Lady Died" & "Having a Coke with You"
Michael Robins, "Be Myself, "Big Country" & "I Did This to My Vocabulary"
INTRODUCTION & OUTLINE FOR PAPER 4

Study Questions:
1. What are the three things that Losh and Alexander what you to remember about doing research and going public?

2. Go to the COC Library webpage. What resources, both print and electronic, does the library have to offer you? How can you find them? 

Week 10.1: Jennifer Egan, A Visit from the Goon Squad

Reading:
Egan, A Visit from the Goon Squad, 234-309

Study Question: 
1. You are free to respond to the ending of the novel in any way you choose, however in honor of the penultimate chapter you must do so either in PowerPoint slides. Print these out and bring them into the course to share. 10 pts. E/C for anyone who wants to give a presentation, four people only. You must e-mail me ahead of time. 

Week 9.2: Jennifer Egan, A Visit from the Goon Squad

Reading: 
A Visit from the Goon Squad, 186-233

Study Questions:
1. What is the significance of the chapter "Out of Body"?

2. What is Ted's relationship to fine art? Is this different than how the other characters feel about rock music? If so, how? If not, why not?

Week 9.1: Jennifer Egan, A Visit from the Goon Squad

Reading:
Jennifer Egan, A Visit from the Goon Squad, 137-185

Study Questions: 
1. What do the chapters that we will be reading for today have to say about publicity? How might we tie that into our early conversations about advertising?  

2. Bring in a passage that you would like to discuss in class. Type the beginning of this passage out and what you think is interesting about it.

Week 8.2: Jennifer Egan, A Visit from the Goon Squad

Reading: 
A Visit from the Goon Squad, 84-136
SUNDAY, 12:00 PM (Noon): TEXTUAL RHETORICAL ANALYSIS FINAL DRAFT DUE VIA TURNITIN.COM
MONDAY: HARD COPY DUE

Study Questions: 
1. What role does technology and popular culture play in X's and O's? How does this shape Scotty's experience of the world?

2. What role does age play in "You (Plural)" and "From A to B"? How might this relate to the novel as a whole?

Week 8.1: Jennifer Egan, A Visit from the Goon Squad

Reading:
A Visit from the Goon Squad 39-83


Study Questions:
1. In the chapter "Ask Me if I Care," how do the character determine what is punk? What is authentic?

2. Why does chapter four follow chapter three? Why is the novel structured in the way that it is? Why does the novel leave the present to tell of future events in this section?