Proposal Annotated Bibliography Final Research Paper

Proposal Annotated Bibliography Final Research Paperfuture Dates To

Proposal, Annotated Bibliography, Final Research Paper Future Dates to Remember November 7: Brainstorming discussion of possible research topics and format of proposal November 14: Humanities Librarian, Holly Jackson, will provide a classroom visit and help you identify sources to be consulted and to be basis of annotated bibliography. Find your sources today! November 28: Workshop Proposals and annotated bibliography December 5: Option submission for Proposals and Annotated Bibliography December 12: Due Proposal, Annotated Bibliography, Final Research Paper Proposal The proposal describes the research essay you plan to write. The document often resembles forecasting introductions and is meant to help shape your argument, organize the paper, and facilitate the completion of your research and writing. Your proposal must include these four components: · your research question · your answer to that question (your thesis) · a close reading of a passage you will be using in your paper to support your thesis · a course of action to pursue your thesis Here are questions/prompts to consider while writing your proposal. Read these carefully! Describe your research question. · Formulate a research question that encompasses your objective(s) for the paper. · Ask yourself: what problem(s), issue(s) or question(s) are to be investigated? Justify your thesis statement. · So what? Why is your research question worth pursuing? Execute your argument’s relevance to reading a specific part of the play or a specific text related to the play. · Identify a passage that embodies the concepts that drive your research interest . · Provide a close reading of the passage . Remember that your close reading should not be a plot summary or a modern English paraphrase of the text. Assume your audience is familiar with the literature and its overall plot and characters. Instead, pay close attention to literary details such as symbolism, metaphor, alliteration, and elements such as tone and voice. · Note: Even the most theoretically invested argument, if it is to work with a literary text, engages with the author’s employment of language. I am interested in how you function as a reader and observer of the language of the text prior to including secondary sources. Plan · Are you working from a specific theoretical position? What is it? · Are you using theorists who are specifically seminal figures in that school of thought? Who are they? · What key concepts are central to your argument? How do you plan to define them? · Begin your research by keeping in mind the key terms, concepts or theories useful to your project. · Which journals or books came up in your search? Which research search indexes have you visited? Annotated Bibliography Identify in MLA works cited format 3-5 articles or books you will consult while writing your paper. In 5 sentences, isolate the stated goal of the source and identify a few of its key findings. Connect the brief summary of your source to your topic. Final Research Paper Your final project takes the form of a 10-12 page (2,500-3,000 words not counting works cited) research essay that advances a new thesis that is well-supported by and in dialogue with approximately 10 recently-published secondary sources and at least one primary source relevant to the course. Components of the Rubric Argument · Clearly determines research interest, theoretical approach and/or materials to be investigated. · Answers the “So What†question innovatively and perceptively · Clearly displays understanding of social, theoretical, and/or philosophical contexts used to analyze a specific aspect of revenge literature or theme Evidence · Effectively draws from primary source read in the class · Responsibly engages with and uses secondary material to prove thesis Textual engagement · Displays skills of observation, description and analysis beyond paraphrasing summaries · Closely develops the evidence from primary and secondary texts to further clarify and/or prove argument Logic of organization · Organization is employed to enhance argument and provide useful connections between ideas. · There is a clear organizational plan, driven by the effective use of research and argumentation. Professionalism · Student clearly displays mastery of academic conventions in writing and in documenting research · Applies MLA formatting for in-text citation and works cited page English 4460 Revenge: Medea’s Heirs Fall 2017 Tuesdays 5pm-7:40pm P a g e 1 Professor Carol Mejia LaPerle Office: Millett 453 Email: [email protected] Office Hours: Tuesdays 1-3pm or by appt. Course Description The difference between justice and revenge is a quandary depicted through several literary forms, across time, and in various cultures. This course takes as its topic the social, political, emotional, ethical, and philosophical questions implicated in narratives of revenge from Greek tragedy to postmodern cinema. From its classical origins to its Hollywood manifestations, revenge is central to literary representations of social justice, individual autonomy, and culturally specific ideas about what makes a hero. Revengers not only respond to and attempt to supersede the offenses imposed on them, but also often seek to outdo the revenge heroes that precede them. The topic is therefore inherently intertextual, and awareness of revenge as a genre as much as an act generates further inquiry into the ways different representations tackle the dilemma of unmitigated social violence and the glorification of uninhibited sovereignty. Some questions we will consider include: What are the possibilities and the limits of revenge as represented from the protagonists’ point of view? What other points of view allow us to envisage and evaluate the role of the revenger in society? How do emotions (anger, jealousy, desire, empathy) influence acts of revenge? What are the physical, emotional, economic, social, and psychological effects of retribution on the agents of revenge and on others? How is the reader/viewer to judge acts of retaliation? In what ways do different literary forms influence audience evaluation? As a society, what are the ethical and social repercussions of such a long and varied catalog of narratives of violence? With so many revenge fictions from which to choose, the course takes as its blueprint for jealousy, anger, carnage, and retribution the narrative of Medea. As such, we will start with the Euripides and Seneca versions of Medea and trace their alignments and deviations from representations of revenge figures in 16 th -21 st century depictions. Alongside the diachronic survey of revenge stories in which gender and genre are crucial points of inquiry, we will discuss interpretations of revenge and justice from the lenses of classical antiquity, historical context, and critical theory. This course is also, inevitably, about violence and the often revolting, shocking, and at times seemingly gratuitous spectacles of destruction in the wake of revenge. We will investigate the motives and effects of such spectacles, consider the issues of inequality, autonomy, and forgiveness that underwrite them, and assess the toll they take on literary characters and audiences alike. Objectives ï‚· Understand and analyze aspects of revenge via literary, philosophical, and social inquiry ï‚· Evaluate the assigned material in their social and historical contexts while improving skills of observation, description, and analysis ï‚· Critique the various theoretical frameworks encountered in the literature and theory readings ï‚· Actively participate in class discussions critically, respectfully, and ethically English 4460 Revenge: Medea’s Heirs Fall 2017 Tuesdays 5pm-7:40pm P a g e 2 ï‚· Coherently convey understanding of justice and revenge through several literary forms, across different historical periods, and as represented in various cultures ï‚· Provide persuasive and effective analysis in the classroom and in written submissions Assignments: ï‚· Class Participation 10% ï‚· 6 Reading Assessments (quizzes, responses, active learning) 20% ï‚· Short Paper 1: Close Reading Analysis 10% ï‚· Discussion Panelist (choose 2 readings to lead) 15% ï‚· Proposal and Annotated Bibliography 15% ï‚· Research Paper 30% You are allowed to miss two classes in the course of the semester. On your third absence, you will receive a grade of F in the course.