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Teaching literary criticism: a curriculum with an emphasis on religion
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Teaching literary criticism: a curriculum with an emphasis on religion
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Running head: TEACHING LITERARY CRITICISM ON RELIGION TEACHING LITERARY CRITICISM: A CURRICULUM WITH AN EMPHASIS ON RELIGION by Brian T. Morton A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2018 Copyright 2018 Brian T. Morton TEACHING LITERARY CRITICISM ON RELIGION 2 Acknowledgements This year-long dissertation process has been the most demanding, yet rewarding time of my academic career. The numerous critiques, edits, and rewrites have given me my experience to publish my first academic article. I kept my faith and persevered far more than the considerable amounts of coursework that I endured at the beginning of my scholarly journey. At times I may have felt like I wanted to quit, but keeping my faith in the Lord as I recalled a scripture my mother had written on her chalkboard, "I can do all things through Christ who strengthens me" (Philippians 4: 13, The New King James Version). I dedicate my dissertation to my family. My mother, Floria, who compelled me to do things that unknowingly prepared me academically. From family dinners wearing her USC attire to her encouraging words, she has been the undergird to my doctoral studies. My wife, Patricia, who has supported me linguistically and academically with my endeavor to learn, thank you! I am greatly appreciative for my very supportive dissertation committee, Dr. Kenneth Yates (chair), Dr. Kimberly Hirabayashi, and Dr. Rebecca Lundeen for helping me to conform my ideas to andragogy and cognitive load theory; the supportive Rossier faculty who supported me academically; my mentor, Dr. Nathan Goodly; to my encouraging and supportive colleagues at Magnolia Science Academy, Ms. Figueroa, Mr. Garner, Mr. Wheeler, and Mr. Suat Acar - for scheduling the appropriate time for me to study; to my USC cohort of doctors - Christian Kemp, Fanisha Muepo, Katherina Bell, Malcohm Heron, Mercis Ramirez, Miguel Solis, and Monica Moran, my fellow Magnolia Science Academy colleague; and finally, to the faculty who were supporters and made all of this possible - Dr. Danny Brassell, Dr. Jeff Sapp, and Dr. Velina Hasu Houston. Thank you all for believing in me and making this dream a possibility! TEACHING LITERARY CRITICISM ON RELIGION 3 Table of Contents Acknowledgments 2 List of Tables 6 Abstract 7 Chapter One: Introduction 8 Statement of the Problem 8 Environmental Problem of Practice 8 The goal 9 Evidence for the Problem of Practice 9 Importance of the Problem 10 Instructional Needs Assessment 11 Curriculum Description and Purpose 11 Curriculum Goal, Outcomes, and Capstone Assessment 12 Definitions 12 Potential Designer Biases 13 Organization of the Design Blueprint 14 Chapter Two: Review of the Literature 15 The Curriculum 15 General Theoretical Approaches to the Curriculum 15 Critical theory of religious thought 15 Deconstruction 17 Literary criticism 18 Content 19 Critical thinking 19 Literary theory 20 Reader-response criticism 21 Persuasive writing 22 Prior Attempts 23 Cerritos College 23 Chaffey College 24 Crafton Hills College 25 Fullerton College 25 Orange Coast College 26 Santa Rosa Community College 27 Analysis of prior attempts 27 Approaches to the Curriculum Design 28 Theoretical Foundations to the Curriculum Design 28 Constructivism 29 Empiricism 29 Cognitive learning theories 30 Information-processing theory 30 Sensory register and selective perception 31 Working memory 31 Encoding and long-term memory 31 TEACHING LITERARY CRITICISM ON RELIGION 4 Chapter Three: The Learners and Learning Context 33 Learner Profile 33 Ability 33 Cognitive characteristics 33 Physiological characteristics 33 Self-Efficacy 33 Affective characteristics 34 Social characteristics 35 Prior Knowledge 35 General world knowledge 36 Specific prior knowledge 36 Description of the learning environment 36 Facilitator Characteristics 37 Existing Curricula/Programs 37 Available Equipment and Technology 38 Classroom Facilities and Learning Climate 38 Chapter Four: The Curriculum 39 Overall Curriculum Goal, Outcomes, and Summative Assessment 39 Curriculum Goal 39 Curriculum Outcomes 39 Summative Assessment 40 Cognitive Task Analysis (Information Processing Analysis) 40 General Instructional Methods Approach 42 Description of Specific Learning Activities 44 Overview of the Course and Units 45 Delivery Media Selection 54 Key Considerations in Choosing Media 55 General Instructional Platform Selection 55 Specific Media Choices 57 Chapter Five: Implementation and Evaluation Plan 58 Implementation of the Course 58 Implementation of the Evaluation Plan 61 Curriculum Purpose, Need, and Expectations 61 Evaluation Framework 61 Level 4: Results and Leading Indicators 62 Level 3: Behavior 63 Critical behaviors 64 Required drivers 65 Organizational support 66 Level 2: Learning 66 Learning goals 67 Components of Learning Evaluation 67 Level 1: Reaction 68 Evaluation Tools 69 Immediately following the program implementation 69 Delayed for a period after the program implementation 69 Conclusion to the Curriculum Design 70 TEACHING LITERARY CRITICISM ON RELIGION 5 References 71 Appendix A: Literature 78 Appendix B: Final Class Pulse Check 80 Appendix C: Course Survey 81 Appendix D: Course Effectiveness Survey 82 Appendix E: Lesson Plans 84 Appendix F: Argument Map 191 Appendix G: Course Syllabus 192 Appendix H: The Intellectual Student Reflection 198 Appendix I: Reading Religious Texts and Writing Interpretive Essays (Transcript) 199 Appendix J: Handout Links 202 Appendix K: Presentation & Video Links 204 Appendix L: Textbook Questionnaire 207 Appendix M: Argument Map Rubric 208 Appendix N: Literary Analysis on Religion: Assessment Plan 209 Appendix O: Procedural Questions 210 Appendix P: Writing Strategies 211 Appendix Q: Writing Literary Arguments 274 Appendix R: MLA Citation Guide 283 Appendix S: Sinners in the Hands of an Angry God 291 Appendix T: Source Evaluation Checklist 300 Appendix U: Source Evaluation Rubric 302 Appendix V: Writing the Persuasive Essay 304 Appendix W: Criminal injustice: The percentage of African-Americans in prison 312 Appendix X: Literary Analysis Rubric 314 Appendix Y: Description Based Questions 317 Appendix Z: Ralph Ellison’s “Invisible Man” 318 Appendix AA: John Gardner’s “Grendel” 320 Appendix BB: Oedipus Rex 323 Appendix CC: William Shakespeare’s “Sonnet 116” 373 Appendix DD: Procedural Learning Strategies 374 Appendix EE: John Donne’s “Air and Angels” 375 Appendix FF: Kate Chopin “The Story of an Hour” 376 Appendix GG: Argumentative Essay Rubric 378 Appendix HH: Argumentative Essay Example 381 Appendix II: Developing your Thesis Statement 384 Appendix JJ: Thesis Statement Rubric 392 Appendix KK: Academic Writing 394 TEACHING LITERARY CRITICISM ON RELIGION 6 List of Tables Table 1: Scope and Sequence …….………………………………………………………….. 53 Table 2: Key Media Considerations for Teaching Literary Criticism on Religion ………….. 55 Table 3: Specific Media Choices ……………………………………………………………...57 Table 4: Indicators, Metrics, and Methods for External and Internal Outcomes ……………..63 Table 5: Critical Behaviors, Metrics, Methods, and Timing for Evaluation ……….………....64 Table 6: Required Drivers to Support Critical Behaviors …………………………………….65 Table 7: Evaluation of the Components of Learning for the Program ………………………..68 Table 8: Components to Measure Reactions to the Program …………………………………68 TEACHING LITERARY CRITICISM ON RELIGION 7 Abstract In 2011, a study conducted by Arum and Roksa found that college students were not effectively learning critical thinking skills according to the Collegiate Learning Assessment (CLA). They suggest that students are distracted by socializing and working. However, community college students are not learning how to apply their critical thinking skills to other courses. The purpose of the Teaching Literary Criticism on Religion course is to improve college age students’ critical thinking skills as they use them to evaluate literature content. The curriculum contains six units that scaffold a portion of an argument map that learners will utilize to create their critique in an argumentative essay. Learners will produce critical interpretations of religious literature by utilizing a reader-response criticism to provide a comprehensible critique. After the successful completion of this course, students will be able to critique literary texts, apply literary theories to literary texts, and provide reasoning to support the argument in oral discussions and writing. Students will analyze literature critically with the appropriate support, develop the ability to read works of literature and religious literature. Additionally, they will deploy ideas from these texts in their own reading and writing. The summative evaluation includes a literary analysis of a piece of religious literature utilizing the reader-response criticism and a literary text of their choice. The New World Kirkpatrick’s model of evaluation was used as an approach to evaluate the curriculum. Hence, students will apply their critical thinking skills to a literary text as a literary criticism. TEACHING LITERARY CRITICISM ON RELIGION 8 CHAPTER ONE: INTRODUCTION Statement of the Problem Teaching Literary Criticism on Religion course examines the introduction of a god in literature. Hanna (1965) defined religious literature as literature that includes the presence of a god. This is contrasted with sacred texts which include the The Bible, The Quran, The Sutras, or The Vedas. In addition, both sacred and religious text can be differentiated from secular text which is used to describe written works with the absence of religion (Fessenden, 2011), such as Everyman or Flowers for Algernon. Under Hanna’s definition, examples of religious text that contain references to a god, in Western culture, would be The Grapes of Wrath and One Flew Over the Cuckoo’s Nest. Thus, the purpose of the Teaching Literary Criticism on Religion course is to improve students’ critical thinking skills to evaluate literature content as it may relate to themselves. Environmental Problem of Practice Southern California’s community colleges, Rio Hondo College, for example, offer a wide range of classes that are committed to the success of its diverse students and communities by providing dynamic educational opportunities and resources that lead to degrees, certificates, transfer, career and technical pathways, basic skills proficiency, and lifelong learning (Rio Hondo College, 2017). The mission statement that is the standard for all community colleges in southern California is to foster a diverse learning community dedicated to student success. However, of 113 community colleges located in southern California, none of them offer a course in religious studies that emphasizes teaching critical thinking skills by conducting a literary criticism of religious literature. Thus, the performance problem that is being focused on is the lack of community college courses that teach students how to become critical thinkers. TEACHING LITERARY CRITICISM ON RELIGION 9 The purpose of this course is to improve students’ understanding of literary texts, to improve students’ critical thinking skills as they use them to evaluate literature content, and the discernment of how religion relates to a literary text. The goal. The goal is to implement a religious studies course that teaches critical thinking skills and literary criticism on religion by June 1, 2019. According to the California Community Chancellor’s Office (2017), there are 113 community colleges located in California and only seven of them offer a course in religious studies. The justification in offering this course is that "the Partnership for 21st Century Skills has identified critical thinking as one of several learning and innovation skills necessary to prepare students for post-secondary education and the workforce" (Lai, 2011, p. 4). Evidence for the Problem of Practice The empirical evidence presented in this study indicated that community colleges must address the problem of having a lack of critical thinking courses across subjects offered at community colleges throughout California. Increasing the number of critical thinking courses offered is essential to community colleges because, otherwise, it would lead to "a democracy composed of citizens who would think based on emotion, prejudice, or dogma" (Abramiet al., 2008, p. 1103). Butler (2012) stated "many educators, employers, and organizations have questioned whether today’s graduates in the USA will be prepared to meet the demands of the 21st century workforce" (p. 721). Failure to increase the number of critical thinking skills courses offered will ultimately lead to what Halpern (1998) described as "people are in danger of having all of the answers but still not knowing what the answers mean" (p. 450); moreover, "Halpern (1998) cites the prevalence of pseudoscientific thinking in American society (widespread belief in astrology, untested health remedies, etc.), and mentions argumentation as TEACHING LITERARY CRITICISM ON RELIGION 10 one major component of the type of thinking skills that students need to be taught" (as cited in Nussbaum, 2008, p. 346). In addition, Bonney and Sternberg (2017) defined critical thinking as "making the use of cognitive skills and strategies in order to engage in thinking that is ‘purposeful, reasoned, and goal-directed’" (p. 175). Without having community college courses that teach students how to become critical thinkers, students would lack the skills needed for employment. According to Butler (2012), "a survey of 300 US employers reported that 33% of new employees lacked the skills needed for entry level positions, and 31% lacked the critical thinking skills necessary for employment" (p. 721). Importance of the Problem It is important to solve this problem because Nash (2001) argued that "fearless, open-ended, intellectually stimulating, cross campus dialogue about religio-spirituality is what liberal education ought to be about" (as cited in Farrell II, 2003, p. 2). Further, Astin, Astin, and Lindholm (2011) stated that "although a number of different higher education scholars and practitioners have recently been advocating that colleges and universities pay more attention to students’ spiritual development, little research on spiritual development has appeared so far in the higher education literature" (p. 40). Additionally, Akbarzadeh and Mansouri (2010) stated "individualization is a process that involves individuals taking responsibility for collecting information and acting appropriately, that is, people becoming the agents of their own destiny" (p. 94). Learners will need to complete the instruction on religion in order to gain a nondiscriminatory mindset about a religion other than their own (Astin et al., 2011; Mahmood, 2011). The consequences of not solving this problem may lead to a population of incompetent learners who will be unable to think critically and evaluate the relationship between religion and literature that they read (Astin et al., 2011; Coutinho, 2007). Additionally, this will then lead to a TEACHING LITERARY CRITICISM ON RELIGION 11 population that not only ineffectively evaluates literature based on its content, but it may also lead to a population of learners who judge content solely based on emotion (Graesser, Rus, & Hu, 2017). Instructional Needs Assessment According to Smith and Ragan (1999), "the innovation model examines changes or innovations in the educational system or organization and determines whether new learning goals should be added to the curriculum to accommodate these changes or innovations" (p. 36). An environmental scan of the California community college mission statements revealed they foster a diverse learning community dedicated to student success; however, the mission statements fall short of fostering an awareness of the various world religions. Thus, the learning gap that community colleges must address is how will they implement a course that fosters diversity amongst their diverse religious community (Gurin, Dey, Hurtado, & Gurin, 2002). Thus, there is something new that community college students need to learn. According to Willingham (2007), "today we still lament students’ lack of critical thinking" (p. 8). In addition, you can teach students maxims about how they ought to think, but without background knowledge and practice, they probably will not be able to implement the advice they memorize" (Willingham, 2007, p. 10). Curriculum Description and Purpose The purpose of the Teaching Literary Criticism on Religion course is to improve students’ critical thinking skills as they use them to evaluate literature content. The course will be organized in a "learning-related structure" where new learning will build on relevant prior knowledge (Smith & Ragan, 1999, p. 303). Thus, the curriculum will place a primary focus on teaching literature to students before analyzing unfamiliar literature. For example, the course TEACHING LITERARY CRITICISM ON RELIGION 12 curriculum will begin with a video on how to argue because "learning about arguments and strong reasoning will not only make you a better philosopher, it’ll also set you up to be a more persuasive person" (CrashCourse, 2016). Curriculum Goal, Outcomes, and Capstone Assessment The goal of the Teaching Literary Criticism on Religion course is to help students become critical thinkers and writers by investigating how a literary theory and literature relate to a passage of text. This will be achieved when learners are capable of explaining why and how a literary theory can be applied to a text. The curriculum outcomes will include the following: Develop the ability to read works of literary, literature theory, and religious literature, and deploy ideas from these texts in their own reading and writing. Analyze literature content and evaluate its effectiveness with the appropriate support. Apply literary theories to literary texts and provide reasoning to support the argument in oral discussions and writing. Critique literary texts and explore the connections made across literary theories. Reflect on your personal identity and apply it to a literary text. The capstone assessment will be an extensive portfolio containing the work products for students to demonstrate their acquired learning throughout the duration of the course. It will also include a research study that will require students to utilize their critical thinking skills. Students will choose a research topic, conduct research on the topic, and maintain a portfolio dedicated to their findings. Additionally, the portfolio will contain opportunities to help students develop their oral communication, public speaking, and research skills. Definitions Many terms and acronyms were relevant to and referenced throughout this dissertation. TEACHING LITERARY CRITICISM ON RELIGION 13 For the purpose of this project, these terms are defined as follows: Critique - a term used for a well-thought-out research study that takes an academic stance on a work (Abrams & Harpham, 2011). Literary text - a term used for narratives that utilize a large amount of symbols that can be interpreted on the surface level by its theme or underlying meaning (Schraw, 1997, p. 1). Literary theory - the process of using deductive reasoning to derive a conclusion about a literary text (Castle, 2013). Literature - a term used to label fictional and nonfictional writing (Abrams & Harpham, 2011). Religious literature - a term used for a literature that includes the presence of a god (Hanna, 1965). Sacred texts - a term used "for texts known to have had various special functions or roles within a religious context" (Sawyer, 1999, p. 4). Secular literature - a term used to describe written works with the absence of religion (Fessenden, 2011). Potential Designer Biases The curriculum’s designer read some of the literature chosen for the curriculum as an undergraduate English major in college; additionally, he is an eighth grade and twelfth grade English teacher who also incorporated some of the literature he has read with his students into the curriculum. The curriculum’s designer was raised in a Christian household where it was customary to live a life according to Christian values. Although the curriculum encompasses the teachings of other faiths, the designer may have a bias towards other religions that may not include the Christian faith. Further, the designer encountered the Taoism religion on his recent TEACHING LITERARY CRITICISM ON RELIGION 14 study tour to China and favored its teachings. Nevertheless, the curriculum’s designer is receptive to understanding the teachings from alternative religious perspectives as the objective of this curriculum seeks to accomplish. Organization of the Design Blueprint This dissertation is divided into five chapters. Chapter One introduced the topic in the statement of the problem, the importance of the problem, and the instructional needs assessment along with the introduction to the curriculum and the goal and the capstone. In Chapter Two, there will be a review of the literature in interest of the content to the curriculum, the overall approaches to the curriculum, prior attempts to the curriculum, and the theoretical approaches to the curriculum. Chapter Three is divided into two sections which includes the learners and the learning context. Chapter Four provides an examination of the curriculum by analyzing the curriculum goals and outcomes, which include: its major tasks, cognitive task analysis, and its units descriptions, objectives, and assessments. Chapter Five includes an analysis of the curriculum implementation and evaluation. TEACHING LITERARY CRITICISM ON RELIGION 15 CHAPTER TWO: REVIEW OF THE LITERATURE The Curriculum The curriculum explores teaching literary criticism on religion by approaching literary criticism with an emphasis on the reader’s response from reading the literature. The review of the literature presented in this chapter provides a foundation to assist with the comprehension of the literary theory used in the curriculum. The curriculum is informed by four broad theoretical approaches: critical theory of religious thought, deconstruction, literary criticism, and literary theory. First, the broad theoretical approach that is being used to inform the curriculum is critical theory of religious thought, which is described by Lalonde (2007) as being mostly western, monotheistic, and "Judeo-Christian." Second, the curriculum will examine literary criticism to analyze a text for learners to discern the meaning from a literary text. Finally, the curriculum will integrate deconstruction and literary theory to promote an analysis of literature with life, cultural history, and the artistic judgement of a literary text. General Theoretical Approaches to the Curriculum The Teaching Literary Criticism on Religion curriculum provides a critique to study and change society by providing a critical theory of religious insight that promotes change from a Judeo-Christian perspective. Although this religious perspective may not apply to all learners, the curriculum provides a reader-response criticism to learners to provide their viewpoint on the literature that has an affect on their life. Deconstruction and literary criticism provide an analysis of the literature as described. Critical theory of religious thought. There are many contributing factors to a critical theory of religious insight. Critical theory of religious insight stems from western culture. According to Lalonde (2007), even though much of the critical theory of religious insight stems TEACHING LITERARY CRITICISM ON RELIGION 16 from the modern western culture, its influence stems from Hegel, Feuerbach, and Marx (2002). Lalonde (2007) described "critical religious thought, as critical, looks to constructively expand upon extant forms of critical theory (via the creative meditation of religious and non-religious sources of knowledge) so as to produce a distinct – though never completely independent – form of critical theory" (p. 6). Furthermore, the purpose of a critical theory of religious thought "seeks not just to study and understand society but rather to critique and change society" (Merriam, 2009, p. 34). In particular, the critical theory of religious insight does not seek to conform to society’s religious standards, but, instead, enlighten the religious scraps that come from such a refusal. The critical theory of religious thought has to demonstrate its one purpose. "A critical theory of religious insight must demonstrate real explanatory power in relation to the range of problems and difficulties facing the contemporary world" (Lalonde, 2007, p. 103). The critical theory of religious insight has to demonstrate its strength to the various problems facing the world. Also, Lalonde (2007) stated that "a critical theory of religious insight could very well embrace the influx of non-western religious contents" (p. 102). Further, Lalonde is stating that a critical theory of religious insight has the ability to support a large amount of religious content that is non-western. However, "if critical theory constitutes a refusal to compromise with existing misery in this world, then a critical theory of religious insight endeavours to illumine the religious fragments adrift within that refusal" (Lalonde, 2005, p. 94). Thus, as a theory that refuses to conform to the world’s misery, it must enlighten the religious passages that are provided without a purpose within that refusal. Certainly, a critical theory of religious insight is a western theory and it is composed of two western religions. Two western religions provide themes and support to the critical theory of religious TEACHING LITERARY CRITICISM ON RELIGION 17 insight. Judaism and Christianity are the dominant benefactors to provide religious ideas, themes, terms, and languages to the critical theory of religious thought (Lalonde, 2007). A critical theory of religious insight consists of two things: a western and monotheistic religion. Thus, "a critical theory of religious insight is mostly western, monotheistic, and ‘Judeo- Christian’" (Lalonde, 2007, p. 101). The theory itself provides a deep understanding from a monotheistic religion perspective that combines both Judaism and Christianity together. For this reason, the critical theory of religious insight is influenced by Judaism and Christianity. Deconstruction, on the other hand, looks at language as signs and the various ways a word can be defined. Deconstruction. Derrida’s (2016) deconstruction theory has a twofold definition. Deconstruction is the name of a method of critique developed by Jacques Derrida, a philosopher whose writing is central to the emergence of Poststructuralism (Derrida, 2016). According to Benjamin (2010), "Deconstruction, Derrida argued, should be ‘understood’ as an ‘analysis,’ the object of which is ‘the sedimented structures which form the discursive element, the philosophical discursivity in which we think’" (p. 88). To put it another way, deconstruction looks at language as signs, and the several different ways a word can be defined (Estroga, 2013). Identically, the most important part of deconstruction are binary oppositions. Binary oppositions are considered to be the most significant part of deconstruction. Binary oppositions are used to look at what is not in a story (Estroga, 2013). Likewise, binary oppositions can be divided into two parts: the dominant (synonym) and the non-dominant or oppressed part (antonym) (Estroga, 2013). Despite binary oppositions being the most important part of deconstruction, Derrida (2016) stated that many literary critics have mistakenly limited deconstruction to this “undoing of binary opposition,” but the questioning of oppositions is only TEACHING LITERARY CRITICISM ON RELIGION 18 one part of Derrida's undertaking, which aims to put in question the values and assumptions of the metaphysical philosophical tradition. In other words, binary oppositions, which is only a portion of Derrida’s deconstruction, aimed to gain an understanding of a word and the word’s opposite meaning. In general, Derrida’s deconstruction tried to gain an understanding of words by dividing them into two groups: the dominant and the non-dominant. Deconstruction borrows from a text structure and does not destroy the text structure. In brief, deconstruction involves borrowing from the original text’s structure. Literary criticism. Literary criticism helps a reader find meaning within the literature itself. Bressler (2003) stated that "literary Criticism regards a literary text as an artifact or object with an existence of its own, independent of and not necessarily related to its author, its readers, the historical time it depicts, or the historical period in which it was written." (p. 182) Thus, its meaning comes from the literary analysis conducted by the reader alone. Likewise, "a literature text is highly structured and contains its meaning in itself; it will reveal that meaning to a critic-reader who examines it on its own terms by applying a very thorough and fixed plan according to a system of methods" (Bressler, 2003, p. 182). Although this may be true, others may believe literary criticism involves more components other than just the reader’s judgement. Literary criticism entails a couple of contributing factors that make it effective. According to Scaglione (1959), "Literary criticism can only be a synthesis of cultural history and aesthetic judgement, and it is impossible to determine their rapport with a formula as if they were two fluids in a test tube" (p. 455). To put it differently, literary criticism combines the history of a culture with the reasoning one has to judge the beauty of a piece of literature. This then leads to a conflict, which Kant and Pluhar (1987) described as "the conflict between the subjectivity of TEACHING LITERARY CRITICISM ON RELIGION 19 judgements of taste and their claim to universality" (p. lxii). Consequently, the solution to solving such a conflict can be "solved by means of the indeterminate concept of nature’s purposiveness for our cognitive power" (Kant & Pluhar, 1987, p. lxii). Significantly, Scaglione (1959) described literary criticism as the "cognition of an individual event in its complete, organic existence and its relation to the categories of life or four universal forms of reality" (p. 453). In detail, Scaglione (1959) described these four universal forms of reality as: "cognition of the particular by institution (art) and of the universal by logic (philosophy), and volition of the particular or useful (economics) and of the universal or good (ethics). In essence, literary criticism involves the aesthetic judgement of the reader with or without the history of a culture. A literary text will reveal its meaning in Literary Criticism. Since literary criticism can only be a synthesis of cultural history and aesthetic judgement, a literary text is regarded as an object with its own existence. Content The key knowledge components provided within the Teaching Literary Criticism on Religion curriculum approached the content from a metacognitive, social cognitive, and sociocultural approach. The material provided in the following section will elaborate more on each of the psychological processes. The strategies provided within this section will assist learners with the ability to think critically. The key knowledge components that will be addressed in the curriculum include: critical thinking, literary theory, and reader-response criticism. Critical thinking. Critical thinking is a disposition to arrive to the truth. "According to McPeck (1981), ‘critical thinking is the propensity and skill to engage in an activity with reflective scepticism’" (as cited in Robinson, 2011, p. 275). To emphasize, McPeck (2016) TEACHING LITERARY CRITICISM ON RELIGION 20 defined reflective scepticism as "knowing something about the field in question" (chap. 1, para. 16). Learners, who engage in an activity with reflective skepticism, convey a disposition that is commonly associated with critical thinking. "Dispositions associated with critical thinking include ‘a passion for accurate, timely information’ and an openness to having one’s mind changed in the light of new evidence"(Bassham, Irwin, Nardone, & Wallace, 2005, p. 3; Cederblom & Paulsen, 2001) (as cited in Robinson, 2011, p. 275). In fact, "ideas are accepted or rejected based on the evidence used to back those claims and this is done with a view to helping make better decisions and arriving at the truth" (Halpern, 1998, p. 449; Verlinden, 2005, pp. 17, 3, 19 as cited in Robinson, 2011, p. 275). Views can prove to be effective with strong evidence to support them. Critical thinking is having the openness to have one’s mind changed based on having accurate information. In brief, a person with an openness to have their mind changed can view an alternate perspective with literary theory. Literary theory. There is more than one way to interpret a piece of literature. According to Castle (2013), "by and large, literary theory is deductive, in that a general idea governs our analysis of individual texts" (p. 3). Literary theory is controlled by the process of deductive reasoning. Additionally, "deductive reasoning, particularly in literary analysis, assumes the possibility of alternative viewpoints and thus requires the power of persuasion to make an argument based on a general idea" (Castle, 2013, p. 3). Even if there is a possibility of having alternative viewpoints, learners have to rely on their ability to persuade in order to make a valid argument. Thus, "literary theory asks us to manage multiple general ideas and devise multiple strategies of interpretation" (Castle, 2013, p. 3). Given these points, in order for literary theory to prove to be effective, it relies heavily on a writer's ability to persuade his or her readers TEACHING LITERARY CRITICISM ON RELIGION 21 with a strong argument. Literary theory honors multiple alternative viewpoints for individual texts. Hence, literary theory is deductive and asks us to devise multiple strategies of interpretation in order to manage multiple general ideas. Reader-response criticism. A reader can have many experiences as they read through a text. According to Abrams and Harpham (2011), "reader-response criticism does not designate any one critical theory, but rather a focus on the process of reading a literary text that is shared by many of the critical modes, American and European" (p. 299). Readers experience a process as they read through a literary text, which is what many of the literary theories require when readers conduct a literary analysis. Unlike literary criticism, "reader-response criticism turns from the traditional conception that a text embodies an achieved set of meanings, and focus instead on the ongoing mental operations and responses of readers as their eyes follow a text on the page before them" (Abrams & Harpham, 2011, p. 299). Reader-response criticism is more concerned with the reasoning of its readers and their responses to the literature that they have read. Abrams and Harpham (2011) stated that "American proponents of reader-response types of interpretive theory often begin by rejecting the claim of the American New Criticism that a literary work is a self-sufficient object without ‘external’ reference to the responses of its readers" (p. 300). Although it is disagreed upon that a literary work is self-sufficient, Patterned Partner Reading is not. Reader-response criticism can be taught effectively by introducing students to Patterned Partner Reading. Patterned Partner Reading is used to teach critical literacy. Its purpose is to "promote strategic reading and provides a structure for reading interactively with a partner" (Educational Leader, n.d., p. 42). First, students will choose their partner that they will work TEACHING LITERARY CRITICISM ON RELIGION 22 with or their teacher will choose one for them (Educational Leader, n.d.). Second, students will engage in a reading pattern with their partner or the teacher will choose a reading pattern for them (Educational Leader, n.d.). Lastly, students will then discuss what they have read with each other (Educational Leader, n.d.). The ongoing mental operations and responses of readers as their eyes follow a text is shared by many of the critical modes. Of course, reader-response focuses on the ongoing mental operations and responses of readers as their eyes follow a text. Persuasive writing. Writing a persuasive argument requires critical thinking and academic discourse. According to Hillocks (2010), "argument is at the heart of critical thinking and academic discourse, the kind of writing students need to know for success in college" (p. 24- 25). In fact, a learner needs to know how to make a good argument in order to be effective in college and in their career (Hillocks, 2010). With this intention, the National Govenor’s Association Center for Best Practices and the Council of Chief State School Officers argued that "the goal of making an argument is to convince an audience of the rightness of the claims being made using logical reasoning and relevant evidence (as cited in Hillocks, 2010, p. 25). By way of contrast, Bean (2011) stated "to use writing as a means of thinking, teachers need to make the design of writing assignments a significant part of course preparation and to adopt teaching strategies that give students repeated, active practice at exploring disciplinary questions and problems" (para. 74). In other words, providing students with recurring opportunities to practice their writing skills will also improve their critical thinking skills. More importantly, Song and Ferretti (2013) conducted a study and found that students "who were taught to ask and answer critical questions wrote essays that were of higher quality, and included more counterarguments, alternative standpoints, and rebuttals" (p. 67). Thus, teaching students TEACHING LITERARY CRITICISM ON RELIGION 23 how to respond to critical questions in their writing will concurrently improve their critical thinking skills and academic discourse. To write an effective persuasive argument requires certain key elements. Toulmin (as cited in Hillocks, 2010) suggested that the basic conception of an argument includes several elements: a claim based on evidence of some sort, with a warrant that explains how the evidence supports the claim, backing supporting the warrants, qualifications, and rebuttals or counterarguments that refute competing claims (p. 26). Subsequently, after students have completed their persuasive argument, Song and Ferretti (2013) suggested that instructors should teach their students the Ask and Answer Critical Questions strategy (ASCQ) to revise their persuasive argument. Song and Ferretti (2013) suggested the following: Read your essay and find the sentence that states your standpoint about the issue; Ask CQ—What Argumentation Scheme(s) did I use to support my standpoint? What Critical Questions should I use to test the argumentation scheme(s)?; (3) Answer each critical question (Answer CQ)–Explain how your responses justify the use of the argumentation scheme and respond to potential criticisms of your argument; and Re-read the essay and make final changes. (p. 74) Teaching students persuasive writing strategies can improve their writing ability. Providing students with critical questions is an effective means for them to write higher quality essays. Furthermore, critical questions model the type of questions students should ask about their work. Prior Attempts Cerritos College. There are various ways to teach a course in Religious Studies. Cerritos College offers students a multidisciplinary perspective of a Religious Studies program TEACHING LITERARY CRITICISM ON RELIGION 24 that includes: anthropology, philosophy, and religion. Their anthropology discipline "assumes that there is complete continuity between magical thinking and religion, and that every religion is a cultural product created by the human community that practices it" (Cerritos, 2017, p. 2). Next, Cerritos’ philosophy discipline "investigates the nature of religious experiences and examines arguments concerning ultimate reality" (Cerritos, 2017, p. 2). Finally, their sociology discipline "studies the beliefs, practices, and organizational forms of religion using its own disciplinary tools and methods" (Cerritos, 2017, p. 2). As can be seen, Cerritos College provides students with a multidisciplinary perspective of a Religious Studies program. Religion provides similar beliefs, practices, and organizational forms under sociology studies. Nevertheless, the religious studies program that is being offered at Cerritos College only focuses on the Abrahamic religions unlike the program Chaffey College has to offer. Chaffey College. Religious courses at Chaffey College offer students a basic structure to religion. "Religious Studies encompass the personal, cultural, and ultimate dimensions in life" (Chaffey, 2016). Chaffey College has course to make students well-rounded individuals in life. "Students are introduced to theistic and nontheistic religions and philosophies, East and West, and their distinctive worldviews through cognitive and social emphases." The Religious Studies curriculum offered at Chaffey College provides students with the worldview of certain religions in particular. Lastly, "religion courses aim to enable students to discover basic structures or essential characteristics of human religious experience through critical observation and thought" (Chaffey, 2016, para. 2). Religious studies at Chaffey College provide a holistic view of religion in terms of the personal, cultural, and ultimate dimensions in life. By comparison, Chaffey College offers students a holistic view of religion, while Crafton Hills College provides students with a TEACHING LITERARY CRITICISM ON RELIGION 25 historical context to religion. Crafton Hills College. The religious studies curriculum at Crafton Hills College offers students the ability to explore religions in America and international religions. Students in the Religious Studies program will "study sacred stories, rituals, leadership, scripture, morality, ethics, and traditions of various religions" (Crafton Hills, 2017, para. 2). Students at Crafton Hills College will have the opportunity to study the traditions and sacred texts from a diverse range of religions. Students will "explore religious origins, myths, doctrines, practices and historical developments" (Crafton Hills, 2017, para. 3). Students will learn about the origins and history about the religions that they come across. Further, students will "examine supernaturalism and the religious context of drug usage in traditional societies" (Crafton Hills, 2017, para. 4). Students will learn about the religions that believe in the supernatural and the use of drugs. Crafton Hills (2017) students will ¨follow the growth of religion in America, from colonial times to the present" (para. 5). Students will learn about the history of religion in America. Equally important, students at Crafton Hills will ¨study the English Bible as literature and as religion¨ (Crafton Hills, 2017, para. 6). Additionally, they will ¨view Jesus through the perspectives of the gospels, history, theology and the arts" (Crafton Hills, 2017, para. 7). Thus, students will utilize the Bible as a sacred text to learn about Jesus by other means of religious literature. Religion has more depth and context when the history of it is studied. Although Crafton Hills College provides students with a historically rich context about religion, Fullerton College, on the other hand, provides a study of some of the world religions. Fullerton College. The religious studies program at Fullerton College is very limited. The Religious Studies program offered at Fullerton College (2011) "examines Hinduism, TEACHING LITERARY CRITICISM ON RELIGION 26 Buddhism, Sikhism, Judaism, Christianity, Islam, and other less familiar traditions" (para. 5). The program offered to students seeks to explore unfamiliar world religions that have originated from the Middle East and India. Hence, the importance of "studying religious traditions develops habits of mind that are very important for life in our multicultural society" (Fullerton College, 2011, para. 5). The study of religion allows one to become a better person in society. Last, "familiarity with the world’s religions is necessary for an understanding of church-state issues in America and of geopolitical conflicts in South Asia, the Middle East and elsewhere" (Fullerton College, 2011, para. 5). For the most part, by a student gaining knowledge about the various world religions, it allows them to understand the issues taking place in America and several other places in the world. Studying religion and traditions are important to know in a multicultural society. Although this may be true, Orange Coast College provides students with a historical and theoretical approach to religion. Orange Coast College. The religious studies program at Orange Coast College offers students an 18-unit certificate program. Orange Coast College (2011) teaches students "how to approach the study of religion (theory and method) in Religious Studies 100, Introduction to Religious Studies" (para. 1). As a result, students will learn about the methods used to study religion in their introductory courses. In time, students will take "classes on the history and nature of some major religions" (Orange Coast College, 2011, para. 1). These course offerings will give students background knowledge to some of the most significant religions. To summarize, it is very important for students to acquire the background knowledge needed prior to studying any religion. Students should know how to approach religion theoretically and historically. On the TEACHING LITERARY CRITICISM ON RELIGION 27 other hand, Santa Rosa Community College provides students with a well-integrated critique that is based on literary, historical, and social analysis. Santa Rosa Community College. The religious studies program at Santa Rosa Community College offers students a 19-unit certificate program. At Santa Rosa (2017), "the Religious Studies Program is dedicated to the study of sacred texts, such as the Bible, and other writings and expressions of religious history and human imagination" (para. 1). Santa Rosa Community College dedicates their academic program to the study of a rich-religious history and sacred texts that allow readers to use their imagination. The college’s approach to religion is "with the highest standards of fairness and academic discipline" (Santa Rosa, 2017, para. 1). Santa Rosa Community College ensures that religious instruction is provided at the highest standard available. In fact, "texts are opened with a well-integrated critique based on literary, historical, and social analysis, as we seek to expose the core genius in various religious traditions, especially as they have contributed to the shaping of the general culture" (Santa Rosa, 2017, para. 1). Given these points, the religious studies program at Santa Rosa Community College provides their students with a rich-religious history. The study of religion is approached with the highest standards of fairness and academic discipline. Conversely, Santa Rosa Community College provides a curriculum that is dedicated to the study of the sacred texts. Analysis of prior attempts. The community colleges that have previously attempted a similar curriculum provided learners with information solely regarding a selected few of the world religions. There are some community colleges that provide learners with a combination of perspectives towards religion. Of all 113 community colleges located in California, a select few of the religious studies programs offer a curriculum that studies the religious text. In fact, none TEACHING LITERARY CRITICISM ON RELIGION 28 of the community colleges provided learners with a curriculum that combines the teachings of religion with literary theories and critical thinking. There are various ways to teach a course in Religious Studies. Students at Cerritos College, who have decided to take a religious studies course, receive an education that is solely based on anthropology, philosophy, and sociology. Chaffey and Fullerton College, on the other hand, focus on a selected few of the world religions from theistic to nontheistic, East to West. For example, their courses focus on Hinduism, Buddhism, Sikhism, Judaism, Christianity, and Islam. However, Crafton Hills and Santa Rosa Community College solely analyze the Bible as a religious text. Additionally, Orange Coast College provides students with the methodology and theory behind religion. Furthermore, they offer a class on the world religions, the history, and nature of some of the major religions. Approaches to the Curriculum Design The theoretical approaches that comprise this section provides instructions on how the curriculum will be taught, which will the learners to construct their own knowledge as they participate in the experience of the Teaching Literary Criticism on Religion course. The approaches to the curriculum design provide the course instructor with learning theories that will teach him or her how knowledge is acquired. The Teaching Literary Criticism on Religion course instructor will learn where knowledge is stored to transform the learner. In order for this to be accomplished, the following theoretical approaches informed the overall curriculum design – constructivism, empiricism, cognitive learning theories, and information-processing theory. Theoretical Foundations to the Curriculum Design The curriculum’s theoretical foundations is comprised of theories about the learning process. The theories will inform the instructor on the appropriate theoretical approaches in TEACHING LITERARY CRITICISM ON RELIGION 29 order for learners to acquire the material. Learners will obtain knowledge from their experience in the class where they will have the opportunity to construct their knowledge. The knowledge gained will apply to the learner in terms of the cognitive learning theory and the information-processing theory. The instructor will be able to discern information that is acquired from the environment (sensory register and selective perception), the limited storage capacity that working memory has, and the eventual storage center for information (encoding and long-term memory). Constructivism. The learner constructs their own knowledge. According to Smith and Ragan (1999), "constructivism is an educational philosophy within a larger category of philosophies that are described as "rationalism" (p. 14). Therefore, constructivism is an educational philosophy that falls under the umbrella of a rationalist philosophy. Additionally, "a rationalist philosophy is characterized by the belief that reason is the primary source of knowledge and that reality is constructed rather discovered" (Smith & Ragan, 1999, p. 14-15). Thus, a constructivist curriculum, which also falls under rationalism, believes that inferences are derived from knowledge. Constructivism involves learners constructing their own primary source of knowledge. Although constructivism believes learners construct their knowledge, empiricism believes knowledge is gained from experience. Empiricism. Experience provides knowledge. Smith and Ragan (1999) provided the following assumption "empiricism, sometimes termed objectivism, and it postulates that knowledge is acquired through experience" (p. 17). In other words, a person can become knowledgeable based on the experiences they have lived through. On the other hand, Meyers (2006) stated that "empiricism centres on the justification of our beliefs" (p. 2). Thus, the beliefs TEACHING LITERARY CRITICISM ON RELIGION 30 that an individual may hold will determine what is justified as being right by them. Given that, knowledge can be acquired from the experiences that one has lived and believes. Learners gain knowledge from experience. Meanwhile, cognitive learning theories focus on how the learner acquires knowledge. Cognitive learning theories. It is important to know how the learner acquires knowledge. Schunk, Pintrich, & Meece (2014) defined cognitive theories as "the causal role of mental structures and the processing of information and beliefs" (p. 21). To put it differently, Smith and Ragan (1999) stated "cognitive learning theory places much more emphasis on factors within the learner and less emphasis on factors within the environment than behavioral theories" (p. 20). To repeat, cognitive learning theories place more of an emphasis on learning that takes place internally rather than externally. Specifically, "cognitive learning theory focuses on explaining the development of cognitive structures, processes, and representations that mediate between instruction and learning" (Smith & Ragan, 1999, p. 20). In summary, cognitive learning theories approach learning internally from the aspect of the learner. Cognitive learning theory focuses on internal factors within the learner. However, information-processing theory describes learning to be a process of transformation. Information-processing theory. It is essential to know how information is processed. Smith and Ragan (1999) described learning as "a series of transformations of information (i.e. processing) through a series of postulated structures within the brain" (p. 20). Thus, information can be acquired through several individual processes that occur within the brain. Specifically, each of the following paragraphs will provide detail on how information is processed. Learning involves a process of transformation. Nevertheless, information can also be received through the environment. TEACHING LITERARY CRITICISM ON RELIGION 31 Sensory register and selective perception. The environment provides information to the learner. The process of acquiring information from the environment includes the following: First, "we receive information from our environment through our sensory receptors, our senses" (Smith & Ragan, 1999, p. 20). Second, "the sensation are converted to electrochemical messages and sent to the brain where these impulses are stored very briefly in a structure, or a cluster of structures, labeled the sensory register" (Smith & Ragan, 1999, p. 20). Third, "perceptions of many environmental stimuli enter this register, but very few receive the attention, sometimes termed selective perception" (Smith & Ragan, 1999, p. 20). In other words, information received from the environment passes through our sensory receptors. Information is received from the environment through our senses. Thereafter, it is received and sent to an individual’s working memory. Working memory. Working memory has a limited capacity. Schraw and McCrudden (2006) defined working memory as "a term that is used to refer to a multi-component temporary memory system in which information is assigned meaning, linked to other information, and essential mental operations such as inferences are performed" (para. 5). In other words, information that passes through working memory is given meaning in order for it to be stored away. Further, Smith and Ragan (1999) stated that "working memory is characterized by its limited capacity, in terms of amount of information that it can retain, and its short duration, in terms of the limited amount of time that information can be retained there (10 to 20 seconds) (p. 21). In fact, working memory has a limited amount of time to retain information. Working memory has a limited capacity to support information. Finally, the information is then transferred to long-term memory. Encoding and long-term memory. It is important to know where information is stored. TEACHING LITERARY CRITICISM ON RELIGION 32 Schraw and McCrudden (2006) stated "unlike sensory and working memory, long-term memory is not constrained by capacity or duration of attention limitations" (para. 11). Further, "the role of long-term memory is to provide a seemingly unlimited repository for all the facts and knowledge in memory" (Schraw & McCrudden, 2006, para. 11). In other words, long-term memory has an unlimited storage capacity to store information. Smith and Ragan (1999) stated that the "transfer of information into long-term memory, memory that provides long-term storage of information transferred from working memory, is the most critical process of all the information processing to those who are interested in learning" (p. 21). In short, long-term memory is the most critical learning process with an unlimited capacity to store information. Information is stored in long-term memory. Hence, long-term memory is the most critical component of information processing. TEACHING LITERARY CRITICISM ON RELIGION 33 CHAPTER THREE: THE LEARNERS AND LEARNING CONTEXT Learner Profile The prospective learners will include a diverse group of people from various religious beliefs with similar characteristics (i.e. ability and self-efficacy). They will all come together to either meet the needs of a college requirement or to satisfy their interest to understand how the literary analysis of religion can be utilized. The students will be on a course to either complete their requirements for an Associate’s degree or they may consider utilizing this course to meet the requirements to transfer to a four-year institution of their choice. Ability For a course in literary analysis on religion two aspects of ability will be addressed: cognitive characteristics and physiological characteristics. Cognitive characteristics. In general, learners have an average level of intelligence. By the time students have attained this level of education, they may lack some of the basic skills. Thus, learners will acquire their knowledge needed in this as well as several other courses to verbally communicate, read, and write at the college level. Particularly, those who are considering to pursue a college degree must have acquired the aforementioned qualities. Physiological characteristics. Generally, learners will range in age from being in their late-teens to 60s, with the majority of the students being in their 20s. The gender of students may possibly be divided equally. The only physiological characteristic that may impact the learning of the literary analysis on religion is possibly the weight of the required textbooks. Self-Efficacy This portion of motivation will be addressed by describing the affective and social characteristics of the learners. TEACHING LITERARY CRITICISM ON RELIGION 34 Affective characteristics. Learners will have various levels of interest towards literary analysis on religion. Many learners who enroll in the course will feel compelled to learn about literary analysis on religion. Some learners will be acquainted with the English literature material due to having previous experience with the content; thus, experienced learners will enhance class discussions and they will possibly serve as peer models with delivery of the course’s content. Learners who have never experienced content in English or religion may sense feelings of uneasiness, opposition, or eagerness towards the course’s content. Learners may have various levels of motivation. It was envisioned that motivation levels will be high for learners who have voluntarily registered for the course based on their own fascination with the course’s content or who are intrinsically interested in taking a challenging college course. Although some learners are required to take the course to fulfill college requirements, they may have had similar levels of motivation; to transfer or to graduate. The learners attitude is expected to reflect their level of motivation for the course. Levels of anxiety may be higher for students who have never taken a literary analysis course on religion or lack prior knowledge in religion. Learners who have never participated in a class with a large number of students, worked in pairs or small groups, or spoke in front of a class may experience higher levels of anxiety than normal. Learners who suffer from high levels of anxiety may see a decrease in their levels of motivation. Learners will have varying levels of confidence when it comes to completing academic tasks (i.e. an argument map, class discussions, and writing tasks). Thus, the academic task can have an affect on the learners self-efficacy, which is the confidence a learner has in completing a certain task. For example, learners with lower levels of self-efficacy may not feel confident in completing a task because they do not believe in their ability in doing so. Consequently, self- TEACHING LITERARY CRITICISM ON RELIGION 35 efficacy can alter a learner’s value in completing an academic task. Social characteristics. Learners will have the opportunity to make various connections with their peers. The classroom environment will provide learners with a colloquium to share their scholarly discourse. Extroverts will thrive in this kind of classroom environment that will influence their peers to conform to the classroom culture. Likewise, if the learner observes their peers, who lack motivation, not participating in the classroom discussion, the learner may also adopt the same behavior. If learners have a feeling of accountability and ownership for their college course and instructors to ensure that their literary analysis course on religion is well effectuated, the course is more than likely to convey a meaningful message to learners that will also provide the student with significant outcomes. If student enrollment is a requirement for graduation and students are not provided with a survey at the end of the semester to provide their feedback, this may produce poor performance results due to a lack of student feedback in the process. Instructors, who may have a similar background in literary analysis and religion, will possibly make a close connection with their learners to apply it to religion, influencing learners to consider to (a) declare English/religious studies as a major and (b) contemplate a career as an English teacher or as a counselor/social worker. On the other hand, if the instructor acknowledges that a student with low motivation needs extra support may also motivate learners to provide a constructive approach to a course on the literary analysis of religion. This assumption can be aided by the belief that low motivation students need more aid and support to complete the course (in comparison to their motivated peers). Prior Knowledge In order to be successful in the class, learners must have prior knowledge that is related to TEACHING LITERARY CRITICISM ON RELIGION 36 the course content. General world knowledge. Learners should have had previous experience in English within the K-12 education system. For students who may have transferred from schools outside of the U.S., they, too, should have had previous exposure to the English language with classes in their country. If students did not receive sufficient practice to the English language in the U.S. or within their appropriate country, students will receive the appropriate support at the community college level. In general, some learners will come into class as an atheist and they will not believe in any form of religion nor will they have any exposure to any kind of religious text. On the other hand, students who come from a family that has proposed certain religious values on them may have developed orthodox views towards outside religions. Thus, learners may have been raised to solely believe in a monotheistic or polytheistic religion without learning about other world religions. Specific prior knowledge. The learners will have various years of experience with religion, literature, and writing. Some learners will have very orthodox views of thinking in terms of their religion, while others may have receptive views towards other religions and literature. They may come into class as an atheist or they may not be very knowledgeable in terms of their own religion. On the other hand, some students may be very enlightened in their religion than the instructor. Description of the Learning Environment The literary analysis on religion course is intended to be taught at one of the 113 community colleges located in California. The classroom facility would need to be suitable to accompany a class size of up to 35 learners. The instructor teaching the course would have an TEACHING LITERARY CRITICISM ON RELIGION 37 extensive knowledge of religious literature. The learners, who will partake in the course and its activities, will not need to have access to a computer due to the rigorous amounts of reading and coursework that is involved in the teaching of this curriculum. Facilitator Characteristics The instructor of the literary analysis on religion course has had previous experience teaching English or religious studies courses at the college level. The instructor has a strong devotion to religion, a strong interest in the various forms of literature, or a strong teaching experience in both subjects. The instructor views their role as: (a) a passion for helping others grasp an understanding of religious literature by conducting a literary analysis, (b) propagating the English and religious theories utilized in this course, (c) he/she encourages a culture of learning that values mutual responsibility and respect, life-long learning and ethics as well as personal, and (d) an opportunity to aim for continual improvement of student success. The instructor comfortably uses video media to provide instruction to learners. Existing Curricula/Programs Since this is an innovative curriculum, the instruction in this curriculum is unique and dissimilar to anything that is currently available. The relationship of the proposed new curriculum for training with existing curricula is to teach students how to conduct a literary criticism of a religious text. The curriculum’s philosophy is to allow students to produce critical interpretations and readings of the world literature which are accessible and understandable to all those involved. Learners will produce critical interpretations of religious literature that will be fused together to provide an understandable critique utilizing a combination of deconstructionism and literary criticism. Although the Teaching of Literary Criticism on Religion curriculum is suitable for a TEACHING LITERARY CRITICISM ON RELIGION 38 curriculum on religion or literature, the curriculum can be effectively taught in a religious studies course. The literature portion of the curriculum, on the other hand, is suitable with a mixture of poetry, novels, or short stories in an English curriculum that requires students to read literature. Available Equipment and Technology The literary analysis on religion course will place an emphasis on discussions, essays and oral presentations; however, having some access to technology is imperative for the course instructor to deliver the lesson. Ideally, if this course were to be offered at the community college level, it would be taught in a classroom facility that has access to a projector and a computer for multimedia presentations. It is essential for the course instructor to use various forms of media to deliver instruction. Media technology that is available for the course instructor to utilize includes a college classroom projector and computer access for instruction. Classroom Facilities and Learning Climate The Literary Criticism on Religion course is currently not being offered at any college campus in southern California. The course would be taught at one of the 113 community colleges in California. The classroom capacity would accompany up to 35 students at any given time and the space would provide students with the flexibly to break into smaller groups from the use of mobile desks, if needed. TEACHING LITERARY CRITICISM ON RELIGION 39 CHAPTER FOUR: THE CURRICULUM Overall Curriculum Goal, Outcomes, and Summative Assessment The broad curriculum goals and learning objectives for the Teaching Literary Criticism on Religion course are to provide students with literacy skills in the areas of: writing, speaking, and reading. Learners will develop their critical thinking skills and their researching skills within the context of this course. Additionally, learners will develop their interpersonal language skills as they collaborate with their peers on group learning activities. By the end of the Teaching Literary Criticism on Religion course, learners will submit a research paper as part of their final capstone assessment. Curriculum Goal The goal of the Teaching Literary Criticism on Religion course is to develop critical thinkers who can use various literary theories to analyze literature and evaluate its effectiveness towards providing alternative views of the world found in the literature. These critical thinkers will extract information from the literature they critique and utilize literary theories as a means to support their reasoning to support their conclusion. Additionally, the course will foster the attitude that students will search for the truth in their discussions and readings. Curriculum Outcomes The broad curriculum outcomes for the Teaching Literary Criticism on Religion course are to develop critical thinking, researching skills and strategies within the context of the course. Specific curriculum outcomes for the Teaching Literary Criticism on Religion course include: Develop the ability to read works of literary, literature theory, and religious literature, and deploy ideas from these texts in their own reading and writing. Analyze literature content and evaluate its effectiveness with the appropriate support. TEACHING LITERARY CRITICISM ON RELIGION 40 Apply literary theories to literary texts and provide reasoning to support the argument in oral discussions and writing. Critique literary texts and explore the connections made across literary theories. Reflect on your personal identity and apply it to a literary text. Summative Assessment Learners will be required to produce a portfolio to assess their acquired knowledge. They will analyze relationships between religions and literary theories that appropriately tie in with a particular piece of literature. Learners will be required to demonstrate their understanding of a text by engaging in writing activities, including choosing and applying the appropriate religions and literary theories to include in a paper that follows an outline. Learners are required to partake in class discussions that will be graded according to a rubric that will be included in the capstone portfolio. Finally, as part of the summative assessment, learners are required to deconstruct a piece of religious literature utilizing a chosen literary criticism and a literary text of their choice. Learners will need to apply a literary theory to deconstruct a piece of religious literature to make the connection between a religion and literary criticism. The instructor will evaluate students based on their correct usage of English grammar, organization, punctuation, syntax, and the content covered in their capstone assessment. Students are expected to submit their capstone assessment prior to the last day of class and they must satisfactorily pass the course with a minimal grade of "C" or better. They will be assessed according to the following criteria that can be found on the course rubric (i.e. organization, level of content, development, grammar and mechanics, style. and format). Cognitive Task Analysis (Information Processing Analysis) Active student teacher interactions promote critical thinking skills through dialogue TEACHING LITERARY CRITICISM ON RELIGION 41 (Abrami et al., 2015; Cheng et al., 2003; Gelder, 2010). In 2015, Abrami et al. conducted a meta-analysis to provide teachers with strategies to promote critical thinking. They found that the opportunity for dialogue (e.g., discussion) appears to improve the outcomes of CT skills acquisition, especially where the teacher poses questions, when there are both whole-class teacher-led discussions and teacher-led group discussions (Abrami et al., 2015). Further, Cheng et al. (2003) stated that an active student teacher interaction ensures that evaluation of the thinking process, not just the resources uncovered, and provides value to the information gained. Thus, to promote critical thinking skills, Gelder (2010) stated that students’ critical-thinking skills improve faster when instruction is based on argument mapping. Objective: Produce an argument map based on a passage of literary text. Cue: Once the class has read a literary text that will lead to the development of an argument map. Condition: The task will be performed in a college classroom following a discussion on how to analyze a literary text. Standards: Students are expected to critically analyze a text in 45 minutes or less. Students must complete the assignment with a minimum score of 70% or above according to a rubric. Equipment: The task alone requires students to have access to a paper and pencil/pen. The course instructor will need to have access to a computer and a classroom projector in order to project previous examples to the class. Steps: In order for students to complete the task of critically analyzing a literary or religious text, several steps are required. Gelder (2010) provided the steps below that are outlined in the order that they are performed. TEACHING LITERARY CRITICISM ON RELIGION 42 Place the main point being asserted at the top of the argument map. Seek evidence from the perspective of religion that supports or contradicts the assertion and write it in a box on the religion side Seek evidence from the perspective of literary theory that supports or contradicts the assertion and write it in a box on the literary criticism side. Evaluate evidence as good or bad depending on whether it supports or conflicts with your assertion. Give some "extra credit" for those arguments that contradicts your assertion. Cultivate a willingness to change your mind when the evidence starts mounting against you. Write a refutation to the supporting contradicting evidence. General Instructional Methods Approach The Teaching Literary Criticism on Religion curriculum takes on the general approach to instructional design according to the philosophy of constructivism. The curriculum will utilize generative instructional strategies that "allows learners to construct their own idiosyncratic meanings from the instruction by generating their own educational goals" (Smith & Ragan, 1999, p. 124). Additionally, the seven components of guided instruction as provided in the GEL model (Clark et al., 2008) will also be utilized. Clark et al. (2008) suggested that Merrill’s (2002) five principles could be effectively combined with other instructional methods. Thus, philosophies and theories about the learning process have been provided to accommodate learners with the process of acquiring knowledge. The first one of these philosophies is constructivism. Constructivism is a rationalist philosophy that allows the learner to construct their own knowledge (Loyens & Rikers, 2017; Smith & Ragan, 1999). A rationalist philosophy is TEACHING LITERARY CRITICISM ON RELIGION 43 characterized by the belief that reason is the primary source of knowledge and that reality is constructed rather discovered" (Smith & Ragan, 1999, p. 14-15). Especially, when learners use an argument map as their vehicle to literary criticism by applying a literary theory to a religious text and support it with evidence from the literature. Thus, the constructivists view is to have the learner construct knowledge through an active role of inquiry. Cognitive learning theory, on the contrary, is a theory used within the Teaching Literary Criticism on Religion curriculum. Cognitive learning theory emphasizes the ways students process and make meaning from information (Murphy, Wilkinson, Soter, & Firetto, 2017; Smith & Ragan, 1999). "Cognitive learning theory places much more emphasis on factors within the learner and less emphasis on factors within the environment than behavioral theories" (Smith & Ragan, 1999, p. 20). Specifically, students utilize an argument map, which is a graphic organizer, to assist them in categorizing portions of their argument to help them in developing their argumentative essay. Thus, the cognitive processes that take place within the learner are seemingly important according to this theory. Consequently, cognitive learning theory is an internal means for learners to process information. There are several operations that assist in information processing. Information- processing theory views learning and performance as the result of cognitive operations (Schunk, Meece, & Pintrich, 2014; Smith & Ragan, 1999). Information-processing theories "describe learning as a series of transformations of information (i.e., processing) through a series of postulated structures within the brain" (Smith & Ragan, 1999, p. 20). The first of these structures is "short-term (working) memory, which roughly corresponds to what one is conscious of at the given moment" (Schunk et al., 2014, p. 175). Then, long-term (permanent) memory where information is "transferred for storage" (Schunk et al., 2014, TEACHING LITERARY CRITICISM ON RELIGION 44 p. 175). Certainly, information-processing theory provides detail as to how information is encoded in the brain. Description of Specific Learning Activities The Teaching Literary Criticism on Religion curriculum will include a detailed-specific overview of the learning activities that are presented within each unit. The instructional events provided in the Teaching Literary Criticism on Religion curriculum are appropriate for learners to acquire declarative knowledge, concepts, principles, and procedures to achieve the course learning objectives. Each unit is outlined with a terminal objective, prerequisite (enabling objectives), learning activities, and an assessment. Additionally, the curriculum applies the seven elements of guided instruction as provided in the GEL model from Clark et al. (2010). The seven elements of guided instruction that can be applied to this curriculum are as follows: Objectives - State specific actions that must be achieved by the end of a lesson. A learning objective is a statement that tells what learners should be able to do when they have completed a segment of instruction (Smith & Ragan, 1999, p. 84). These are expectations for both the instructor and the student to achieve. Reasons for Learning - The rationale for learning is discussed with students. The instructor will inform students about the benefits of learning the material, and the risk factors from not learning the material. Overview - An outline of the content. A brief summary of the process that will follow in the lesson. Learners know what to expect in the lesson if they are provided with a brief overview. Further, they can recall the knowledge necessary to complete the lesson. Conceptual Knowledge - Concepts, processes, and principles necessary to perform a task. TEACHING LITERARY CRITICISM ON RELIGION 45 Concept knowledge helps students to reduce their cognitive overload by providing them with examples. Providing examples to students is an example of conceptual knowledge. Demonstration of the Procedure - Relevant to the supplantive stage of instruction, this provides students with the example of how to do something. For example, in a curriculum on critical thinking, the teacher can demonstrate how to apply literary theory to a piece of literature. Independent Practice and Feedback - After seeing a demonstration of the task, students can practice the task independently. As they are thinking critically about literary and religious text, students will receive feedback during in-class discussions. Assessment - The evaluation of goal attainment during the assessment stage of guided instruction. Students are tested using various methods of assessment. Overview of the Course and Units This is a 12-week course that meets two days per week for 90 minutes each day. The students are completing their requirements for an Associate’s degree or to transfer to a four-year institution. The goal of the course is to develop critical thinkers who will identify, analyze, and solve problems. Aligned research on improving students’ critical-thinking skills, learners will develop their skills to determine the importance of arguments and ideas. The Teaching Literary Criticism on Religion course will require students to read chapters from a religious text, as defined by Hanna (1965), twice a week. The religious text students are required to read for the course is John Steinbeck’s novel, The Grapes of Wrath, and any supplemental material that is assigned. It is essential for students to have completed the course readings before class in order to conduct a literary criticism of the novel using a scaffolded version of the argument map as an example. Besides the assigned course readings, students will TEACHING LITERARY CRITICISM ON RELIGION 46 choose a novel from the list of pre-approved novels (see literature in Appendices) to conduct their own literary criticism. For the purpose of working independently, students will complete their own argument map for their chosen novel. Students will develop their critical-thinking skills by completing an argument map. First, students will need to create a main point which is followed by their thesis statement. Second, students will cite their information with the sources they used. Third, students will choose a literary criticism to critique their literary sources of information. Fourth, students will then need to refute (disprove) any of their opposing arguments. Lastly, students will conclude their essay by writing a conclusion to their argumentative essay. Unit 1: How to Place the Main Point Being Asserted at the Top of the Argument Map Terminal learning objective. Given the text, the students will identify the main point that is being asserted and support it with cited textual evidence and complete the first part of the argument map per the rubric. Prerequisite analysis (enabling objectives). Know what "main point" means Know "cited textual evidence" Know what an "argument map" is Be able to identify the main point asserted. Cite textual evidence. Complete the first part of the argument map using the rubric. Learning activities. After introductions and attention activities, assess prior knowledge of an argument map, main points, and textual evidence. TEACHING LITERARY CRITICISM ON RELIGION 47 Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. Provide opportunities for learners to generate their own examples and nonexamples. Model the procedure for citing textual evidence. Provide practice and feedback for citing textual evidence. Model the procedure for creating the first part of the argument map using the rubric. Provide opportunities to transfer knowledge to create their own first part of the argument map using the rubric. Assessment. Students will create the first part of their argument map using the rubric. Unit 2: How to Evaluate Evidence as Good or Bad Depending on Whether it Supports or Contradicts with Your Assertion. Give Some "Extra Credit" for those Arguments that Contradict your Assertion. Terminal learning objective. Given the sources provided, the students will be able to critique the information to determine whether they support or contradict the main point that is being asserted and provide a brief explanation in the argument map for the arguments that they find contradict their assertion. Prerequisite analysis (enabling objectives). Know "sources" Be able to critique information Know "main point" TEACHING LITERARY CRITICISM ON RELIGION 48 Be able to support or contradict the main point that is being asserted Learning activities. After introductions and attention activities, assess prior knowledge of sources and the main point. Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. Provide opportunities for learners to generate their own examples and nonexamples. Model the procedure to critique information. Provide practice and feedback to critique information. Model the procedure for providing support or contradict the main point that is being asserted with a brief explanation. Provide opportunities for providing support or contradict the main point that is being asserted with a brief explanation. Assessment. Learners will evaluate the evidence that they find as being good or bad. Further, they will provide a brief explanation in the argument map for the arguments that they find contradict their assertion. Unit 3: How to Seek Textual Evidence from the Literature that Supports or Contradicts the Assertion and Write it in a Box on the Literature Side. Terminal learning objective. Given a piece of literature, the students will be able to identify evidence from the perspective of literature that supports or contradicts their main argument and write it on the literature side of their argument map. Prerequisite analysis (enabling objectives). TEACHING LITERARY CRITICISM ON RELIGION 49 Know what "literature" is Know "textual evidence-based literature" Be able to provide support or a contradiction. Be able to complete the literature side of the argument map. Learning activities. After introductions and attention activities, assess prior knowledge of literature and textual evidence-based literature. Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. Provide opportunities for learners to generate their own examples and nonexamples. Model the procedure for providing support or a contradiction. Provide practice and feedback for providing support or a contradiction. Model the procedure to complete the literature side of the argument map. Provide opportunities to transfer knowledge to complete the literature side of the argument map. Assessment. Learners will complete the literature side of the argument map for a given literary text. Unit 4: How to Seek Evidence from the Literary Theory that Supports or Contradicts the Assertion and Write it in a Box on the Literary Theory Side. Terminal learning objective. Given a literary text, the students will be able to identify evidence from the perspective of a literary theory that supports or contradicts their main argument and write it on the literary theory side of their argument map. TEACHING LITERARY CRITICISM ON RELIGION 50 Prerequisite analysis (enabling objectives). Know what a "literary theory" is Know "textual evidence" Be able to provide support or a contradiction. Be able to complete the literary theory side of an argument map. Learning activities. After introductions and attention activities, assess prior knowledge of literary theory and textual evidence. Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. Provide opportunities for learners to generate their own examples and nonexamples. Model the procedure for providing support or a contradiction. Provide practice and feedback for providing support or a contradiction. Model the procedure to complete the literary theory side of an argument map. Provide opportunities to transfer knowledge to complete the literary theory side of an argument map. Assessment. Learners will complete the literary theory side of an argument map for a given literary text. Unit 5: How to Cultivate a Willingness to Change Your Mind when the Evidence Starts Mounting against You. Terminal learning objective. Given an argument map, learners will summarize their reasoning for remaining with their original assertion or changing their mind when the evidence TEACHING LITERARY CRITICISM ON RELIGION 51 contradicts their original argument. Prerequisite analysis (enabling objectives). Know "refutation" Be able to change your mind when the evidence contradicts your original argument. Know "connotation" Learning activities. After introductions and attention activities, assess prior knowledge of refutation and connotation. Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. Provide opportunities for learners to generate their own examples and nonexamples. Model the procedure for changing your mind when the evidence contradicts your original argument. Provide practice and feedback for changing your mind when the evidence contradicts your original argument. Assessment. Learners will determine if they will remain with their original assertion or if they will change their mind. Learners will briefly summarize in writing their reasoning for remaining with their original argument or changing their mind using a rubric. Unit 6: How to Write a Refutation/Concession to the Contradicting Evidence. Terminal learning objective. Given the learner’s argument, the learner will develop their argument in an essay that will be evaluated based on a rubric. TEACHING LITERARY CRITICISM ON RELIGION 52 Prerequisite analysis (enabling objectives). Know "refutation" Know "concession" Know "strong argument" Be able to identify the contradictory evidence Be able to develop a strong argument. Learning activities. After introductions and attention activities, assess prior knowledge of refutation, concession, and strong argument. Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. Provide opportunities for learners to generate their own examples and nonexamples. Model the procedure to identify the contradictory evidence. Provide practice and feedback to identify the contradictory evidence. Model the procedure to develop a strong argument. Provide opportunities to transfer knowledge to develop a strong argument. Assessment. Learners will summarize their opponent’s main points to form a refutation against the opposing evidence. Further, learners will apply their strongest arguments with supporting evidence to convince the reader that they have made a compelling argument in an essay that will be evaluated based on a rubric. Table 1 provides the Scope and Sequence chart. Outcomes 1. Critique texts and explore the implications of those texts. TEACHING LITERARY CRITICISM ON RELIGION 53 Apply religious theories to religious texts and provide reasoning to support the argument in oral discussions and writing. Apply literary theories to literary texts and provide reasoning to support the argument in oral discussions and writing. Analyze literature and religious texts critically, and evaluate the effectiveness of such texts with the appropriate support. Develop the ability to read works of literary, literature theory, and religious literature, and deploy ideas from these texts in their own reading and writing. Develop an essay that utilizes a literary and religious argument that will be assessed against a rubric. Table 1 Scope and Sequence Outcomes and Units 1 2 3 4 5 6 S Critique texts and explore the implications of those texts. I R R R M M M Apply textual evidence to literary texts with reasoning. I R R R R M Apply literary theories to literature and write an argument I R R R M with supporting reasoning. Analyze literature and religious texts critically and I R R M evaluate the effectiveness of such texts with support. Develop the ability to read works and deploy ideas from I R R R R R M these texts in their own reading and writing. Create an essay that utilizes a literary and religious I R R R R R M argument that will be assessed against a rubric. Note. I = introduced; R = reinforced; M = mastery; S = summative capstone. TEACHING LITERARY CRITICISM ON RELIGION 54 Delivery Media Selection According to Clark, Yates, Early, & Moulton (2010), the choice of media does not influence learning or motivation; media are not the active ingredients in instruction that causes learning, but simply the vehicles by which it is delivered. Based on these implications, Sugrue and Clark (2000) suggested that media selection begins first with the selection of instructional methods that support the cognitive processes necessary to perform the task to be trained. Once media selection has been analyzed, limitations of the media selection are investigated. These limitations include conditional authenticity, sensory information, and synchronous feedback (Clark, Bewley, & O’Neil, 2006). Conditional authenticity is defined as "instruction that not only teaches people what to do but also when and where to do it" (Clark, et al., 2006, p. 137). Sensory information, on the other hand, is defined as "an instructional presentation that require smelling, tasting, or touching something" (Bewley, & O’Neil, 2006, p. 137; Clark et al., 2010). Lastly, synchronous feedback is defined as a "very detailed observation of student practice accompanied by corrective feedback to support learning (Bewley, & O’Neil, 2006, p. 137; Clark et al., 2010). As a result, an examination was orchestrated to determine the most effective means of instruction. TEACHING LITERARY CRITICISM ON RELIGION 55 Key Considerations in Choosing Media An examination was conducted, and it has been determined that there are no sensory requirements for this course; however, there is a need for conditional authenticity and synchronous feedback. The conditions for practice can take place either in-person or online. Following the learner’s submission of their assignment, the instructor will provide the learner with timely and immediate feedback. Further, immediate feedback is necessary in the study of teaching literary criticism on religion so that incorrect discernment is not encoded and applied. Table 2 provides the key media considerations for Teaching Literary Criticism on Religion. Table 2 Key Media Considerations for Teaching Literary Criticism on Religion Media Considerations for Teaching Key Media Considerations Literary Criticism on Religion Conditional Authenticity Conditions for practice can be in person or online. Feedback Online or in person Sensory No special sensory requirements beyond visual and aural General Instructional Platform Selection Instruction with a live instructor is the most effective instructional platform. According to Levstik (2017), "several studies indicated that direct instruction in reading and writing strategies, especially for struggling readers, enhanced student learning" (p. 122). Thus, the instructional platform that is of substantial importance to the Teaching Literary Criticism on Religion course is to teach all lessons with a live instructor. A live instructor is available to provide learners with immediate feedback to correct any citation and grammatical errors in TEACHING LITERARY CRITICISM ON RELIGION 56 literature. This is an advantage to teaching critical analysis. Guided instruction is supported by the research as an effective means of instruction. Clark et al. (2010) stated "Mayer (2004) reviewed the past 50 years of research and found consistent evidence . . . in favor of guided instruction for all ages, all tasks and all contexts" (p. 8). Furthermore, a study conducted by Valanides and Angeli (2005) came to the following conclusion, "critical-thinking instruction in combination with a process by which students are given the opportunity to reflect upon, question, and evaluate their thinking based on explicitly stated principles can have important effects on their epistemological beliefs" (Bonney & Sternberg, 2017, p. 183). Additionally, "Meyers (1986) pointed out that critical thinking across contexts need not only be limited to different academic subjects, but ideally, would also extend into students’ personal lives and their involvement with their communities and society in general" (as cited in Bonney & Sternberg, 2017, p. 191). Given these points, the research proves that guided instruction is an effective means of instruction that has a positive effect on students’ epistemological beliefs and their personal lives. Several factors contribute to the decision of making a final media selection. According to Clark et al. (2010), "final media selection is based on the most economical, accessible, and cost-efficient media that incorporate the required attributes" (p. 22). Thus, the Literary Criticism on Religion course will benefit by having a synchronous (live) instructor for the instruction of this course. First, a synchronous (live) instructor is inexpensive and beneficial to the community college compared to the other specific media choices. Second, the total itemized costs for the design, delivery, and materials are inexpensive in comparison to the other specific media choices. Lastly, the low cost of the synchronous (live) instructor makes this stakeholder desirability the most desirable amongst the other specific media choices. Table 3 illustrates the TEACHING LITERARY CRITICISM ON RELIGION 57 instructional media options available and provides details to show whether the specific media choices meet or fails to meet Clark et al.’s (2010) media expectations. Table 3 Specific Media Choices Asynchronous Synchronous (Live)Distance Education Hybrid Course with Instructor (DE) Blended Instruction Number & location Students In Class Students Online Online and In Class of learners (35) (35) (35) Total Costs $ $$$ $$ ($ - $$$$) Total itemized $ $$$ $$ costs* (design, delivery, materials, etc.) Value-Added Costs High Low Low &/or Stakeholder Desirability (Low, Medium, or High) Divide the costs by $ $$$ $$ the number of learners** Specific Media Choices The media used to deliver the content for the Teaching Literary Criticism on Religion course will include handouts, Prezi presentations, Slideshares, and videos. Every class will begin with a question or a video to engage the students’ attention. Prezi presentations or Slideshares will present significant information to the students. As an advance organizer, handouts will have been issued to students to prepare them for the lesson. Therefore, all of these specific media choices are used to lighten the students’ cognitive load. TEACHING LITERARY CRITICISM ON RELIGION 58 CHAPTER FIVE: IMPLEMENTATION AND EVALUATION PLAN Implementation of the Course The framework that The Literary Criticism on Religion curriculum will utilize for implementation is the integrated model suggested by Smith and Ragan (2005). The integrated model has the "potential to improve project quality by increasing attention to contextual factors which concern with implementation can provide, potential reduction of time from project inception to full implementation, and more even distribution of effort throughout a project’s life cycle" (Smith & Ragan, 2005, p. 305). In addition, the implementation of the innovation model has been made effortless by integrating six stages of adoption recommended by Smith and Ragan (2005). The six stages of the adoption process that apply to this curriculum are as follows: Stage 1: Awareness - an individual has an interest in an innovative curriculum. Stage 2: Interest - the individual has a growing interest to learn more about the curriculum. Stage 3: Evaluation - the individual considers performing a mental trial on the innovative curriculum. Stage 4: Trial - the individual utilizes a small scale trial of the innovation to compare it to their own situation. Stage 5: Adoption - the individual evaluates the pros and cons of the innovation. Stage 6: Integration - the innovation is implemented until it becomes a routine. The implementation process will collect data using the Concerns-Based Adoption Model (CBAM). Smith and Ragan (2005) stated "the Concerns-Based Adoption Model (CBAM) looks at the implementation process from the users standpoint of an innovation, focusing on the TEACHING LITERARY CRITICISM ON RELIGION 59 concerns or viewpoints which potential users have and the kinds or levels of use they make of an innovation" (p. 307). The CBAM offers several key instruments to facilitate the implementation process. The four instruments that can help facilitate the implementation process are as follows: The Stages of Concern Questionnaire (SoCQ) - "is used to find out the attitudes or concerns of stakeholders about the innovation" (Smith & Ragan, 2005, p. 307). The Levels of Use Questionnaire (LoUQ) - "provides information on what sort of application users of the innovation are making" (Smith & Ragan, 2005, p. 307). The Innovation Configuration Matrix (ICM) - "is a framework for measuring and describing the operational characteristics of an innovation" (Smith & Ragan, 2005, p. 307). The Intervention Taxonomy - "describes specific actions that can be undertaken to support the change process that will facilitate successful implementation of the innovation" (Smith & Ragan, 2005, p. 307). Initially, The Literary Criticism on Religion course will begin with a semester course that will receive feedback from its stakeholders. Subsequently, the roll out of the course will begin with a small group of students, who will gain an awareness for the course. Next, the first class will cause students to have a growing interest in the subsequent classes of the course. From the course’s subsequent classes, students will evaluate the course’s content. Afterwards, students will have conducted their own evaluation to compare the course’s content to their own situation. Subsequently, students will evaluate the pros and cons of the course. Eventually, the course will be implemented with a much sizable group of students and their feedback will be received using the Concerns-Based Adoption Model (CBAM). TEACHING LITERARY CRITICISM ON RELIGION 60 Feedback received about The Literary Criticism on Religion course will work towards making the necessary revisions to adapt. Smith and Ragan (2005) defined adaptation as "addressing use from the standpoint of what changes need to be made to make the tool work" (p. 308). Furthermore, "adaptation may add, delete, resequence, or provide any of a wide variety of instructional strategy elements in a fashion different from what is provided or specified" (Smith Ragan, 2005, p. 308). Thus, the necessary revisions made are based on the feedback received from the frameworks provided. In order to teach future instructors about The Literary Criticism on Religion course, Smith and Ragan (2005) suggested that training should "begin with ‘what’s in the box’ and what teachers/trainers can do with the materials in the classroom" (p. 307); they also suggested to "allow teachers/trainers to take the materials with them" (p. 307). The idea behind an integrated model of implementation is to allow "training to take place over time with several staff development sessions" (Smith & Ragan, 2005, p. 307). As such, training the instructors will begin with an introduction to the course materials as a means to allow new course instructors to become further acquainted to the course materials. It is important for new course instructors to be prepared prior to the beginning of the course. Thus, several staff development sessions will be planned prior to the initial start of the course to acquaint course instructors to the material. Staff development sessions will provide course instructors with an overview of the course and demonstrations on how the course should be taught. Demonstrations will elaborate more on each of the instructional activities provided. In addition to demonstrations, instructional activities will expand on the course materials that course instructors will have prior access to. In the end, course instructors will be well-prepared for the first day of course instruction. TEACHING LITERARY CRITICISM ON RELIGION 61 Implementation of the Evaluation Plan Curriculum Purpose, Need, and Expectations The purpose of the Teaching Literary Criticism on Religion is to improve students’ understanding of literary texts, to improve students’ critical thinking skills as they use them to evaluate literature content, and the discernment of how religion relates to a literary text. The goal of the Teaching Literary Criticism on Religion course is to help students become critical thinkers. Students will need to investigate how a literary theory and a religious text relate to a passage of text. Evaluation Framework The New World Kirkpatrick model (2016) was utilized to evaluate the Teaching Literary Criticism on Religion course. The framework will ensure that "the training is effective and it has created training effectiveness" (Kirkpatrick & Kirkpatrick, 2015, p. 5). The authors defined "training" as any instruction that provides knowledge and skills that can be applied on the job. The framework evaluates training on four levels: Level 1: Reaction; Level 2: Learning; Level 3: Behavior; Level 4: Results. Level 4 places an emphasis on the use of leading indicators, internal and external, to indicate the results are progressing towards the goal (Kirkpatrick & Kirkpatrick, 2016). Subsequently, Level 3 observes the usage of critical behaviors to see if the behaviors specified are being applied to the current position (Kirkpatrick & Kirkpatrick, 2016). Afterwards, Level 2 evaluates participants on the amount of knowledge, skills, attitude, confidence, and commitment they acquired from the training (Kirkpatrick & Kirkpatrick, 2016). Lastly, Level 1 is the participants’ evaluation of the training as favorable, engaging, or relevant to the job (Kirkpatrick & Kirkpatrick, 2016). In the end, the New World Kirkpatrick is an appropriate model because it TEACHING LITERARY CRITICISM ON RELIGION 62 emphasizes the important values of the course. Kirkpatrick and Kirkpatrick (2016) recommended that planning is done "in reverse order from Level 4 to Level 1 to keep the focus on what is most important, the program outcome" (p. 11). As an example, one of the program outcomes for the Teaching Literary Criticism on Religion course is for students to critique literary texts and explore the connections made across literary theories. Further, Kirkpatrick and Kirkpatrick (2016) stated "once the training has been implemented and evaluation has actually occurred, the levels can be evaluated closer to their numerical order of 1-4" (p. 11). Level 4: Results and Leading Indicators The leading indicators assess the short-term observations and measurements to provide evidence that further suggest the course is successfully on track to attaining the desired outcomes (Kirkpatrick & Kirkpatrick, 2016). Table 4 provides the leading indicators, which include external and internal outcomes, methods, and metrics to indicate that the curriculum is achieving the desired outcomes. TEACHING LITERARY CRITICISM ON RELIGION 63 Table 4 Indicators, Metrics, and Methods for External and Internal Outcomes Outcome Metric(s) Method(s) External Outcomes 1) Increased AA degrees An increase in number of Compare annual community completed AA certificates. college AA certificate completion reports from admin. 2) Increased Number of students enrolled in Compare annual community recommendation for the community college course. college enrollment reports. student enrollment in the course. 3) An increase in Survey Number of surveys given to Compare SENSE scores to the of Entering Student entering college students. Benchmark. Engagement (SENSE) Internal Outcomes An improvement in Number of passing grades for Compare the student’s grades grades the semester. from the same department. An increase in student Number of students who remain Compare students who continue retention enrolled in the college after each to enroll at the community semester. college the next year. An increase in the Number of surveys given to Compare data from the survey Community College students asking them about their to previous years. Survey of Student college experience. Engagement (CCSSE) Less time to completion Increased data on the students’ Compare grades from the total credit accumulation. student’s previous college semesters. Institutional Learning Number of passing grades on a Analyze student assessment Outcomes (ILOs) critical thinking skills data to improve ILOs. assessment. Program Learning Increased passing grades on a Compare annual student Outcomes (PLOs) written assessment. assessment data to improve PLOs to restructure the curriculum. Attainment of Student Increased passing grades on a Compare SLOs based on Learning Outcomes research skills assessment. student assessment data. (SLOs) TEACHING LITERARY CRITICISM ON RELIGION 64 Level 3: Behavior Critical behaviors. Kirkpatrick and Kirkpatrick (2016) defined critical behaviors as "the degree to which participants apply what they learned during training when they are back on the job" (p. 49). In terms of the Teaching Literary Criticism on Religion curriculum, the learners are the stakeholders of focus who are held responsible for completing this course. The first critical behavior is learners will empathize with others as they critique literature in order to sharpen their critical faculties. The second critical behavior is learners will evaluate the effectiveness of literary texts with evidence that appeals to reason. The third critical behavior is learners will explicate by critically analyzing a literary text in order to reveal its meaning. Table 5, Critical Behaviors, Metrics, Methods, and Timing for Evaluation, shows the critical behaviors, metrics, methods, and timings. Table 5 Critical Behaviors, Metrics, Methods, and Timing for Evaluation Critical Behavior Metric(s) Method(s) Timing 1) Learners will The increased number Other course instructors During subsequent empathize with others of critiques made will observe learners courses. as they critique about a literary text. and report back literature in order to information to the sharpen their critical original course faculties. instructor. 2) Learners will The increased number Other course instructors During subsequent evaluate the of textual evidence will observe learners courses. effectiveness of a that supports learners’ and report back literary texts with critical analysis information to the evidence that appeals literature. original course to reason. instructor. 3) Learners will The increased number Other course instructors During subsequent explicate by critically of literary theories will observe learners courses. analyzing a literary applied to literary and report back text in order to reveal texts with reasoning information to the its meaning. to support the original course argument. instructor. TEACHING LITERARY CRITICISM ON RELIGION 65 Required drivers. According to Kirkpatrick and Kirkpatrick (2016), required drivers are "processes and systems that reinforce, monitor, encourage, and reward performance of critical behaviors on the job" (p. 14). In terms of the course, learners will need support from their college instructors and the community college to reinforce what they have learned in class and encourage them to apply what they have learned as they complete their assignments accurately and in a timely manner. Reinforcements are utilized to reinforce strategies of the material that the students have learned and to provide continuous support. Encouragement is an informal method to provide learners with corrective feedback by means of an observation or praise. Table 6 presents the required drivers to support critical behaviors. Table 6 Required Drivers to Support Critical Behaviors Method(s) Timing Critical Behaviors Supported 1, 2, 3 Etc. Reinforcing Job aid with contents and Ongoing 2, 3 details for an argument map. Job aid with details that Ongoing 2, 3 include argumentative essay contents. Self-directed learning using a Ongoing 1, 2, 3 job aid on the essay writing process. Collaborative faculty Ongoing 1, 2, 3 meetings that provide training to college instructors on how to use job aids effectively. Encouraging After conducting Ongoing 1, 2, 3 observations, administration and subsequent course instructors will meet to discuss the success in essay development and student TEACHING LITERARY CRITICISM ON RELIGION 66 participation. Rewarding College instructor publically Monthly 1, 2, 3 posts well-written essays on department bulletin board and offers small prizes to students. Monitoring Observations of learners by Ongoing 1, 2, 3 administrators and subsequent course instructors utilizing argument mapping strategies. Interviews with students Ongoing 1, 2, 3 about their academic performance. Organizational support. It is highly recommended that the organization provides the following support to guarantee that the required drivers are implemented correctly to support learners. First, administration and the subsequent college instructors will conduct an observation to see if students are utilizing the job aids to produce an argument map or an argumentative essay with small prizes and recognition on the department bulletin board. Moreover, the organization and the college instructors will collaborate during weekly faculty meetings to discuss the effectiveness of using job aids in the classroom. Second, the organization will offer subsequent college instructors with feedback about the use of job aids in their current course(s). Third, in regards to rewards, the organization and course instructors will collaborate to recognize learners for their use of detail in completing their assignments. Last, in terms of monitoring, observations, and surveys conducted by the administration and college instructors, they will gather information about the learners’ use of literature. As a result, the organization will see an increase in Associate degrees and an increase in recommendations for student enrollment in the course. TEACHING LITERARY CRITICISM ON RELIGION 67 Level 2: Learning Learning goals. The goal of the Teaching Literary Criticism on Religion course is to develop critical thinkers who can use various literary theories to analyze literature and evaluate its effectiveness towards providing alternative views of the world found in the literature. By the completion of this course, students will be able to: Critique texts and explore the implications of those texts. (C) Apply religious theories to religious texts and provide reasoning to support the argument in oral discussions and writing. (P) Apply literary theories to literary texts and provide reasoning to support the argument in oral discussions and writing. (P) Analyze literature and religious texts critically, and evaluate the effectiveness of such texts with the appropriate support. (C) Develop the ability to read works of literary, literature theory, and religious literature, and deploy ideas from these texts in their own reading and writing. (P) Develop an essay that utilizes a literary and religious argument that will be assessed against a rubric. (P) Components of Learning Evaluation The ability to demonstrate procedural knowledge indicates a learner’s ability to apply new knowledge. As a result, the newly acquired knowledge must be evaluated for both the conceptual and procedural knowledge that has been taught over the duration of the course. Learners must see the training as a benefit to their newly acquired knowledge and skills in the course. Despite having their new knowledge, learners must be confident and committed to applying their new skills in their subsequent courses. Table 7 presents the evaluation of the components of learning for the program. TEACHING LITERARY CRITICISM ON RELIGION 68 Table 7 Evaluation of the Components of Learning for the Program. Method(s) or Activity(ies) Timing Declarative Knowledge "I know it." Knowledge checks during class discussions Periodically during the course Think-Pair-Share with a partner Periodically during the course Procedural Skills "I can do it right now." Completing portions of an argument map Throughout the duration of the course Peer feedback during independent practice Periodically during the course Attitude "I believe this is worthwhile." Discussions on religious literature students At the beginning of the course previously read. Discussions related to the assigned readings. Periodically throughout the course Confidence "I think I can do it on the job." Feedback to the course instructor from the Periodically throughout the course students during discussions. Group discussions Periodically throughout the course Peer coaching Periodically throughout the course Commitment "I will do it on the job." Argumentative essay Throughout the duration of the course Argumentative map Throughout the duration of the course Level 1: Reaction It is imperative to receive feedback from all of the involved participants to judge the effectiveness of the training program’s implementation. Table 8 presents the Components to Measure Reactions to the Program. Table 8 Components to Measure Reactions to the Program Method(s) or Tool(s) Timing Engagement Pulse Check with students (discussion) Once after every unit Course Evaluation Two weeks after the course Relevance Pulse Check with students (discussion) Once after every unit Course Evaluation Two weeks after the course Customer Satisfaction TEACHING LITERARY CRITICISM ON RELIGION 69 Pulse Check with students (online) Once after every unit Course Evaluation Two weeks after the course Evaluation Tools Immediately following the program implementation. During the course, students will complete a brief pulse check at the conclusion of every unit either as a discussion or online. The purpose of the pulse check is to understand the climate of the course and to better understand the learners’ engagement with the course material (see Appendix B). Immediately following the conclusion of the course, learners will complete a course survey (see Appendix C). The survey will inquire about the relevance of the course, learner satisfaction, engagement, skill, commitment, confidence, and attitude in addressing the needs of the learner. Overall, the instrument data will provide explicit information about the effectiveness of the course. Several instruments are used to measure the course effectiveness. At the close of each unit, for Level 1 a pulse check will be given to learners either as a discussion or online. The pulse check will inquire about the learners’ attitude and the relevance of the course content to other courses. During the duration of the course, Level 2 will include an argumentative essay and an argument map will measure the learners’ knowledge. In brief, various measures will be given to judge the course’s effectiveness. Delayed for a period after the program implementation. One month after the conclusion of the course, a survey will be given to students with open and scaled items using the Blended Evaluation Form to measure the effectiveness of the course (see Appendix D). The survey will include all of the following items: engagement and relevance (Level 1); knowledge, attitude, confidence, and commitment of applying their training (Level 2); application of the TEACHING LITERARY CRITICISM ON RELIGION 70 course to the learner’s ability to self-direct their learning on the essay writing process (Level 3); and the extent to which they are able to complete an Associate of Arts degree (Level 4). Conclusion to the Curriculum Design The purpose of Teaching the Literary Criticism on Religion course is to improve students’ critical thinking skills as they use them to evaluate literature content, and to examine the discernment of how religion relates to a literary text. The course is organized in a "learning-related structure" where new learning will build on relevant prior knowledge (Smith & Ragan, 1999, p. 303). Thus, the curriculum places a primary focus on teaching literature to students before analyzing unfamiliar literary text. The goal of the Teaching Literary Criticism on Religion course is to help students become critical thinkers and writers by investigating how a literary theory and literature relate to a passage of text. This will be achieved when learners are capable of explaining how and why certain literary theories can be applied to a text. TEACHING LITERARY CRITICISM ON RELIGION 71 References Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275-314. Abrami, P. C., Bernard, R. M., Borokhovski, E., Wade, A., Surkes, M. A., Tamim, R., & Zhang, D. (2008). 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New York, NY: Routledge. Mayer, R. E. (2011). Applying the science of learning. Boston, MA: Pearson. McCloud, S. (2009). Divine hierarchies: Class in American religion and religious studies. Chapel Hill, NC: University of North Carolina Press. McPeck, J. E. (1981). Critical thinking and education. Oxford: Martin Robertson. McPeck, J. E. (2016). Critical thinking and education. New York, NY: Routledge. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass. Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 42-59. Meyers, R. (2006). Understanding empiricism (Understanding movements in modern thought). New York, NY: Routledge. Murphy, P. K., Wilkinson, I. A. G., Soter, A. O. & Firetto, C. M. (2017). Instruction based on discussion. In Mayer & Alexander (Eds.), Handbook of research on learning and instruction (pp. 432-459). New York, NY: Routledge. Nash, R. J. (2001). 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The Journal of Aesthetics and Art Criticism, 17(4), 447-447. Schraw, G., & McCrudden, M. (2006). Information processing theory. Retrieved from http:// www.education.com/reference/article/information-processing-theory/ Schraw, G. (1997). Situational interest in literary text. Contemporary Educational Psychology, 22(4), 436-456. https://doi.org/10.1006/ceps.1997.0944 Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2014). Motivation in education: Theory, research and applications. (4th ed.). Englewood Cliffs, NJ: Prentice Hall. Smith, P. L. & Ragan, T. J. (1999). Instructional design. (2nd ed.). Hoboken, NJ: Merrill. Smith, P. L. & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc. Song, Y., & Ferretti, R. P. (2013). Teaching critical questions about argumentation through the revising process: Effects of strategy instruction on college students’ argumentative essays. Reading and Writing, 26(1), 67-90. Sugrue, B., & Clark, R. E. (2000). Media selection for training. In S. Tobias & D. Fletcher (Eds.), Training & retraining: A handbook for business, industry, government and the TEACHING LITERARY CRITICISM ON RELIGION 77 military. (pp. 208-234). New York, NY: Macmillan. Uecker, J. E., Regnerus, M., & Vaaler, M. L. (2007). Losing my religion: The social sources of religious decline in early adulthood. Social Forces, 85(4), 1667-1692. Uwaysai, A., Nye, M., & Al-Maktoum Institute for Arabic Islamic Studies. (2006). Time for change: Report on the future of the study of Islam and Muslims in universities and colleges in multicultural Britain. Dundee, Scotland: Al-Maktoum Institute Academic Press. Willingham, D. T. (2007). Critical thinking. American educator, 31(3), 8-19. TEACHING LITERARY CRITICISM ON RELIGION 78 Appendix A: Literature An Occurrence at Owl Creek Bridge by Ambrose Bierce Beowulf Candide by Voltaire The Canterbury Tales by Geoffrey Chaucer Chains by Laurie Halse Anderson Crime and Punishment by Fyodor Dostoevsky’s The Crucible by Arthur Miller Death of a Salesman by Arthur Miller Everyman by Anonymous Flowers for Algernon by Daniel Keyes Grapes of Wrath by John Steinbeck Grendel by John Gardner Heart of Darkness by Joseph Conrad In God We Trust, All Others Pay Cash by Jean Shepherd Intruder in the Dust by William Faulkner Invisible Man by Ralph Ellison Jasmine by Bharati Mukherjee Joseph Andrews by Henry Fielding Life in the Iron-Mills by Rebecca Harding Davis Love in the Time of Cholera by Gabriel Garcia Marquez Oedipus rex by Sophocles One Flew Over the Cuckoo’s Nest by Ken Kesey TEACHING LITERARY CRITICISM ON RELIGION 79 Pride and Prejudice by Jane Austen Sinners in the Hands of an Angry God by Jonathan Edwards Sonnet 116 by William Shakespeare The Story of an Hour by Kate Chopin To Lucasta, Going to War by Richard Lovelace To My Dear and Loving Husband by Anne Bradstreet The Woman Warrior: Memoirs of a Girlhood Among Ghosts by Maxine Hong Kingston Utopia by Sir Thomas More The Waste Land by T. S. Eliot TEACHING LITERARY CRITICISM ON RELIGION 80 Appendix B: Final Class Pulse Check Context: This pulse check is administered at the end of the course. The intent is to identify any issues that require attention or correction any subsequent course day. Teaching Literary Criticism on Religion Date and Course/Section: _______________________________________________________ Instructions: For questions 1-3, please use the following rating scale: 0 = strongly disagree 10 = strongly agree Please circle the appropriate rating to indicate the degree to which you agree with each statement. Please provide comments to explain your ratings. Please fill in the key below and score the course instructor in question 3. Rating Strongly disagree Strongly agree 1 2 3 4 5 6 7 8 9 10 1. I took responsibility for being involved in today’s class. Comments: 2 3 4 5 6 7 8 9 10 2. The information in today’s class is applicable to another course. Comments: 2 3 4 5 6 7 8 9 10 3. The presentation style of the facilitator contributed to my learning experience. Comments: Please provide any suggestions for change/improvement you may have for future classes of this course. TEACHING LITERARY CRITICISM ON RELIGION 81 Appendix C: Course Survey For each of the statements provided below, please circle the number below that indicates how much you agree or disagree with each statement. Circle one number for each statement. ______________________________________________________________________________ Strongly Somewhat Somewhat Strongly Disagree Disagree Agree Agree ______________________________________________________________________________ 1) I was able to apply the knowledge I acquired 1 2 3 4 5 from this course to other courses as well. 2) This course has improved my academic 1 2 3 4 5 performance. 3) After the course, my instructor and I discussed 1 2 3 4 5 how I would apply my learning in other courses. 4) I have been provided with sufficient materials 1 2 3 4 5 (literature, theories, argument maps) to successfully apply this course to other courses. 5) The course will benefit my educational 1 2 3 4 5 development. 6) I was overall satisfied with the course. 1 2 3 4 5 7) The course captivated my interest. 1 2 3 4 5 8) I would recommend this course to others. 1 2 3 4 5 ______________________________________________________________________________ Recommendations for Improvement: Please provide some of the instructor’s strengths and weaknesses. Please provide some of the strengths and weaknesses for the Teaching Literary Criticism on Religion course. TEACHING LITERARY CRITICISM ON RELIGION 82 Appendix D: Course Effectiveness Survey Context: This pulse check is administered at the end of the course. The intent is to identify any issues that require attention or correction any subsequent course day. Teaching Literary Criticism on Religion Date and Course/Section: _______________________________________________________ Instructions: For questions 1-3, please use the following rating scale: 0 = strongly disagree 10 = strongly agree Please circle the appropriate rating to indicate the degree to which you agree with each statement. Please provide comments to explain your ratings. Please fill in the key below and score the course instructor in question 3. Rating Strongly disagree 1 2 3 4 5 6 Strongly agree 7 8 9 10 1. I took responsibility for being involved in this class. Comments: 2 3 4 5 6 7 8 9 10 2. This class held my interest. Comments: 1 2 3 4 5 6 7 8 9 10 3. The presentation style of the instructor contributed to Comments: my learning experience. 1 2 3 4 5 6 7 8 9 10 Comments: 4. The information in this course is applicable to my major. 2 3 4 5 6 7 8 9 10 5. I would recommend this course to others. Comments: Instructions: TEACHING LITERARY CRITICISM ON RELIGION 83 For questions 6-8, please use the following rating scale: 1 2 3 4 5 None or very Very high low level level Please circle the appropriate rating before the course and now (after the course). Please provide comments to explain your ratings. Before the course After the course 1 2 3 4 5 6. Knowledge of literary theory. 1 2 3 4 5 Comments: 1 2 3 4 5 7. Confidence to evaluate literature 1 2 3 4 5 Comments: to the appropriate theory. 1 2 3 4 5 8. Commitment to evaluate literature 1 2 3 4 5 Comments: to the appropriate theory. How can this course be improved? Please share any additional comments you may have. TEACHING LITERARY CRITICISM ON RELIGION 84 Appendix E: Lesson Plans Scope and Sequence and Lesson Plans Outcomes and Units 1 2 3 4 5 6 S Critique texts and explore the implications of those texts. I R R R M M M Apply textual evidence to literary texts with reasoning. I R R R R M Apply literary theories to literature and write an argument I R R R M with supporting reasoning. Analyze literature and religious texts critically and I R R M evaluate the effectiveness of such texts with support. Develop the ability to read works and deploy ideas from I R R R R R M these texts in their own reading and writing. Create an essay that utilizes a literary and religious I R R R R R M argument that will be assessed against a rubric. Teaching Literary Criticism on Religion Course Overview Plan and Instructor’s Guide Duration: 50 minutes Lesson Materials Handout 1: Course Syllabus (Appendix G) Handout 2: Argument Map (Appendix F) Handout 3: The Intellectual Student Reflection (Appendix H) Handout 4: Reading Religious Texts and Writing Interpretive Essays [Transcript] – (Appendix I) Prezi: Reading Religious Texts and Writing Interpretive Essays [https://prezi.com/s_kfv_li_csf/reading- religious-texts-and-writing-interpretive-essays/] – (Appendix K) Video 1: How to Evaluate An Argument (https://www.youtube.com/watch?v=NKEhdsnKKHs) End at 1:35. – (Appendix K) Learner Characteristic Accommodations In general, learners have an average level of intelligence. By the time students have attained this level of education, they may lack some of the basic skills. Thus, learners will acquire their knowledge needed in this as well as several other courses to verbally communicate, read and write at the college level. Particularly, those who are considering to pursue a college degree must have acquired the aforementioned qualities. TEACHING LITERARY CRITICISM ON RELIGION 85 Facilitator’s Notes This is a live in-class session on a community college campus to introduce students to the course. The course is a 12-week course that meets 2 days per week for 90 minutes each day. The students are either completing their requirements for an Associate’s degree or to meet the requirements for transfer to a four-year institution. Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Introduction 5 Provide motivation by drawing on Introduce the purpose Learners will an example of someone making an and goal of the course write down argument about texting and driving. through a 2 minute their personal Someone may make an argument video about how to objective that about them not getting into an argue properly. they will apply accident while texting and driving, to the purpose and neither have any of their (Play video here. Video of the course. friends. Would this be a valid 1: How To Evaluate An argument? No, because it is solely Argument based on a person’s opinion and (https://www.youtube.c personal experience rather than any om/watch?v=NKEhdsnK supported facts to make their KHs) End at 1:35. argument valid. Show students the video and relate a good way to persuade is to base an argument on ethos, pathos, and logos. Ask learners to write down their personal objective for the course that they can apply to their lives. Course Goal 10 A brief introduction to the goal of Provide students with Learners will the course is to develop critical the course syllabus for connect the thinkers who can use various them to refer to the course goal to literary theories to analyze course goals and course the literature and evaluate its outcomes. corresponding effectiveness towards providing outcomes for alternative views of the world found the course by in the literature. (Refer to Handout drawing a line 1) or labeling. The outcomes are to develop critical thinking, researching skills and strategies within the context of the course. Purpose for 15 Stimulate the motivation of the Ask the learners to Learners will the Course learners by describing the benefits answer questions such write down of the course is to improve their as: “Can you describe a and explain critical thinking skills as they use situation that is, or was, their answers them to evaluate literature content. emotionally significant by applying it to you?” and “Can you to the goal of TEACHING LITERARY CRITICISM ON RELIGION 86 The benefits of the course will assist describe what you did in the course. students in improving their critical response to that thinking skills as they learn how to situation?” and “What improve their skills of persuasion to specifically was going analyze literature. Students will on in the situation? criticize literature using reader- (analyze the situation)” response criticism. and “What did you learn (Refer to Handout 2). about yourself?” (Provide students with Handout 3). Course 15 A visual of the course units will be Display a visual model Learners will Overview provided to students to give them a of the course units and write down holistic view along with a scaffold how they connect to the their responses for their learning. (Present Prezi). goal of the course. and how they will connect Prezi: Reading Religious Texts and Explain the units’ their personal Writing Interpretive Essays sequence are organized goals with the [https://prezi.com/s_kfv_li_csf/read according to the outline goals for the ing-religious-texts-and-writing- of an argument map. course. interpretive-essays/] (Refer to course syllabus). A visual A brief description of the example will assignments and activities will be Explain the units be provided as provided in each lesson. (Refer to structure are designed a scaffold to course syllabus). to provide students with provide a step-by-step guide to students with a complete each level of visual the argument map, representation which will conclude of an argument with a persuasive essay map model. by the end of the course. Total Time 50 12 Week Course Schedule Week/Day Unit Lesson Topic Week 1/Tuesday Unit 1: How To Place Course Overview Introduction The Main Point Being Asserted At The Top Of The Argument Map Week 1 (Thursday) Unit 1: How To Place Lesson 1 How to create The Main Point Being the main point Asserted At The Top Of The Argument Map How to Week 2 (Tuesday) Unit 1: How To Place Lesson 2 determine The Main Point Being the main point Asserted At The Top Of The Argument Map TEACHING LITERARY CRITICISM ON RELIGION 87 Week 2 (Thursday) Unit 1: How To Place Lesson 3 How to cite The Main Point Being textual evidence Asserted At The Top Of The Argument Map Week 3 (Tuesday) Unit 1: How To Place Lesson 4 How to complete an The Main Point Being argument map Asserted At The Top Of The Argument Map Week 3 (Thursday) Unit 2: How to evaluate Lesson 1 Differentiating sources evidence as good or bad depending on whether it supports or contradicts with your assertion. Give some “extra credit” for those arguments that contradict your assertion. Unit 2: How to evaluate Lesson 2 Critique information Week 4 (Tuesday) evidence as good or bad depending on whether it supports or contradicts with your assertion. Give some “extra credit” for those arguments that contradict your assertion. Unit 2: How to evaluate Lesson 3 Main point Week 4 (Thursday) evidence as good or bad depending on whether it supports or contradicts with your assertion. Give some “extra credit” for those arguments that contradict your assertion. Unit 2: How to evaluate Lesson 4 How to support or Week 5 (Tuesday) evidence as good or contradict bad depending on the main point whether it supports or contradicts with your assertion. Give some “extra credit” for those arguments that contradict your assertion. TEACHING LITERARY CRITICISM ON RELIGION 88 Unit 3: How to seek Lesson 1 What is Week 5 (Thursday) textual evidence from literature? the literature that supports or contradicts the assertion and write it in a box on the literature side. Unit 3: How to seek Lesson 2 What is Week 6 (Tuesday) textual evidence from textual evidence? the literature that supports or contradicts the assertion and write it in a box on the literature side. Unit 3: How to seek Lesson 3 What is Week 6 (Thursday) textual evidence from literary theory: the literature that supporting evidence? supports or contradicts the assertion and write it in a box on the literature side. Unit 3: How to seek Lesson 4 Completing the Week 7 (Tuesday) textual evidence from literature side of the literature that an argument map supports or contradicts the assertion and write it in a box on the literature side. Unit 4: How to seek Lesson 1 What is Week 7 (Thursday) evidence from the literary theory? literary theory that supports or contradicts the assertion and write it in a box on the literary theory side. Unit 4: How to seek Lesson 2 What is reader- Week 8 (Tuesday) evidence from the response criticism? literary theory that supports or contradicts the assertion and write it in a box on the literary theory side. TEACHING LITERARY CRITICISM ON RELIGION 89 Unit 4: How to seek Lesson 3 Reader-response Week 8 (Thursday) evidence from the criticism workshop literary theory that supports or contradicts the assertion and write it in a box on the literary theory side. Unit 4: How to seek Lesson 4 Workshop Week 9 (Tuesday) evidence from the literary theory that supports or contradicts the assertion and write it in a box on the literary theory side. Unit 5: How to Lesson 1 Learn about Week 9 (Thursday) cultivate a willingness a refutation to change your mind when the evidence starts mounting against you. Unit 5: How to Lesson 2 Peer review Week 10 (Tuesday) cultivate a willingness workshop to change your mind when the evidence starts mounting against you. Unit 5: How to Lesson 3 Peer review Week 10 (Thursday) cultivate a willingness Workshop to change your mind when the evidence starts mounting against you. Unit 5: How to Lesson 4 Workshop: Week 11 (Tuesday) cultivate a willingness Practice & Feedback to change your mind when the evidence starts mounting against you. Unit 6: How to write a Lesson 1 Learn about Week 11 (Thursday) refutation/concession a concession to the contradicting evidence. Unit 6: How to write a Lesson 2 Workshop refutation/concession Week 12 (Tuesday) to the contradicting evidence. TEACHING LITERARY CRITICISM ON RELIGION 90 Unit 6: How to write a Lesson 3 Workshop Week 12 (Thursday) refutation/concession to the contradicting evidence. Unit 6: How to write a Lesson 4 Workshop Week 13 (Tuesday) refutation/concession to the contradicting evidence. Unit 1: How To Place The Main Point Being Asserted At The Top Of The Argument Map Terminal learning objective. Given the text, the students will identify the main point that is being asserted and support it with cited textual evidence and complete the first part of the argument map per the rubric. Prerequisite analysis (enabling objectives). Know what “main point” means Know “cited textual evidence” Know what an “argument map” is Be able to identify the main point asserted. Cite textual evidence. Complete the first part of the argument map using the rubric. Learning activities. After introductions and attention activities, assess prior knowledge of an argument map, main points, and textual evidence. Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. Provide opportunities for learners to generate their own examples and nonexamples. Model the procedure for citing textual evidence. Provide practice and feedback for citing textual evidence. Model the procedure for creating the first part of the argument map using the rubric. Provide opportunities to transfer knowledge to create their own first part of the argument map using the rubric. Assessment. Students will create the first part of their argument map using the rubric. Teaching Literary Criticism on Religion Lesson Plan and Instructor’s Guide Unit 1: How To Place The Main Point Being Asserted At The Top Of The Argument Map TEACHING LITERARY CRITICISM ON RELIGION 91 Lesson 1: How to create the main point Unit Duration: 90 minutes Introduction: This is the first lesson within the first unit of a 6 -unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to identify the main point that is being asserted and support it with cited textual evidence. Also, this lesson teaches students how to complete the first part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given the text, the students will identify the main point that is being asserted and support it with cited textual evidence and complete the first part of the argument map per the rubric. Enabling Objective(s): Know what “main point” means Know “cited textual evidence” Know what an “argument map” is Be able to identify the main point asserted. Cite textual evidence. Lesson Materials Computer with internet access Book: The Grapes of Wrath (Chapter 1) Video: SmartArt Graphics (https://www.youtube.com/watch?v=GVoHuYB0XHA) – (Appendix K) Handout 1: Argument map – (Appendix F) Handout 2: Argument map rubric – (Appendix M) Learner Characteristic Accommodations In general, learners have an average level of intelligence. By the time students have attained this level of education, they may lack some of the basic skills. Thus, learners will acquire their knowledge needed in this as well as several other courses to verbally communicate, read and write at the college level. Particularly, those who are considering to pursue a college degree must have acquired the aforementioned qualities. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and feedback. Please see details below for specific Instructor activities (Supplantive events of instruction) and learner actions. Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 A question will be presented to Instructor will pre- Learners will Attention students by asking: “when you record all audio and reflect on the develop an argument, how do you video for the lesson. By question being develop your reasoning for that asking students a asked and they TEACHING LITERARY CRITICISM ON RELIGION 92 argument?” guiding question, it will answer it establishes a framework based on their to a problem that needs opinion. to be solved. Learning 5 The lesson’s learning objectives will Using the audio/visual Learners will Objectives be presented in writing for the narration, the instructor read the class. will direct their learning (See above for the specific attention to the objectives. objectives being addressed) objectives on a handout. Reasons for 5 Benefits: being able to visually see Instructor states the The learner Learning the outline of the argument as it is reasons for learning the will listen and - Benefits being created. material and the risks read the - Risks that are avoided. The reasons for Risks: misidentifying the label that key points will be stated learning. needs to be applied to a specific box, aloud and they will be incorrectly creating an presented as bullet organizational chart rather than an points too. argument map for the course, or having an unclear argument map. Overview 10 A survey question will be provided The instructor will Learner will - Prior in the form of a participatory provide an analogy to listen to and Knowledge question that is: How would you describe the prior watch the - New formulate an argument? The knowledge connection presentation question will relate to adult to new knowledge. overview with Knowledge learning Introducing an analogy guiding - Learning theory to see how students will about the best baseball question(s), Strategies resolve their appropriate team in LA. New downloads any knowledge will be supporting arguments. introduced with the materials, and (What you following new learning review already A handout of procedural learning activities: learning know...what strategies will also be provided in - strategies in you are The sequential order to be going order to assist the learner in order of successful. developing their argument. (Refer instructional to learn...and to activities. how you are Handout: Argument Map.) - going to Related outside learn readings it.) Instructor will explain the relationship between learning activities and the Argument Map. Prerequisite 10 This section will require students to Instructor presents Learners will Knowledge have had previous experience using visual and audio watch a short developing a chart. A review will be tools to review the presentation of provided to students to activate elements needed to prerequisite prior knowledge and to prepare develop an argument and prior learners for new learning material. map correctly. knowledge in Topics will include the following: order to (1) Creating a chart This will be done prepare for (2) Correctly labeling through a short new learning categories YouTube video that will material. display the correct elements for an Learners will argument map to provide TEACHING LITERARY CRITICISM ON RELIGION 93 learners. examples and nonexamples (Play video here). after watching the video. Video: SmartArt Graphics (https://www.youtube.c om/watch?v=GVoHuYB 0XHA) Learning 10 Demonstrate (1) what the steps are Instructor - through Learners will Guidance for creating an argument map audio and video - will watch the - Lecture followed by (2) how to label an present the same demonstration - Demo. argument map correctly. scenario from the video and they overview at the will pause it at Specifically, the lecture and beginning. This will any point to demonstration will include the provide a visual example take notes or following: for students to see how review as (1) Given the text: Assess prior a hypothetical argument needed. knowledge of an argument can be used to complete map. an argument map (thus enabling each of the (2) The students will identify enabling objectives by the main point that is being assessing and creating. asserted: Provide opportunities for learners to (Refer to argument map generate their own examples. here.) (3) Complete the first part of the argument map per the rubric: create their own first part of the argument map. Practice and 25 Practice will occur at each of the Instructor corrective Learners will Feedback listed steps above. Practice with feedback will be design their feedback will be untimed and provided through a argument map ungraded. corrective rationale. for the course once they see and they are provided with one of the instructor’s examples. Learners will also be encouraged to review the content prior to completing the chart. Authentic 5 Authentic Assessment: Instructor provides Learners will Assessment Students will create the first part of assessment directions, create the first their argument map using the rubric. mastery criteria, and part of their corrective feedback as argument map needed. using the provided TEACHING LITERARY CRITICISM ON RELIGION 94 (Refer to argument map rubric. rubric here.) Retention 5 Opportunities for retention and Instructor will provide Learners must and Transfer transfer of information to be provided the student with the self-report on in order to reinforce learning. rubric for their the task of Performance observation and self- performance creating their report from the student indicating assessment. own argument level of success in achieving his or map. her learning goal based on the (Refer to argument map student’s solutions to the problem. rubric here.) Review the takeaways from this Big Ideas 5 unit Instructor asks the Learners and the application of procedures. learners to generate generate three Connect the procedural knowledge three takeaways and new ideas and to the goals of the unit. how they would apply the strategies them to the argument needed to map. apply them. Advance 5 Connections made to similar Instructor previews the Learners will Organizer procedures for applying a main next lesson on “How to ask questions for the Next point to the argument map - the Determine the Main about the Unit next lesson in the course. Point” by drawing lesson connections to the main connecting the point of an argument. ideas and strategies to the next lesson. Total Time 90 Teaching Literary Criticism on Religion Lesson Plan and Instructor’s Guide Unit 1: How To Place The Main Point Being Asserted At The Top Of The Argument Map Lesson 2: How to Determine the Main Point Duration: 90 minutes Introduction: Unit 1 has four lessons. This is the second lesson within the first unit of a six-unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to identify the main point that is being asserted and support it with cited textual evidence. Also, to teach students how to complete the first part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given the text, the students will identify the main point that is being asserted and support it with cited textual evidence and complete the first part of the argument map per the rubric. Enabling Objective(s): Know what “main point” means Know “cited textual evidence” Know what an “argument map” is Be able to identify the main point asserted. Cite textual evidence. TEACHING LITERARY CRITICISM ON RELIGION 95 Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 2) Video 1: How To Evaluate An Argument (https://www.youtube.com/watch?v=NKEhdsnKKHs) End at 1:35. – (Appendix K) Video 2: Finding the main argument in academic writing – (Appendix K) (https://www.youtube.com/watch?v=PsT4N7UXe0U) Handout 1: Argument map – (Appendix F) Handout 2: Argument map rubric – (Appendix M) Handout 3: Assessment Plan – (Appendix N) Learner Characteristic Accommodations In general, learners have an average level of intelligence. By the time students have attained this level of education, they may lack some of the basic skills. Thus, learners will acquire their knowledge needed in this as well as several other courses to verbally communicate, read and write at the college level. Particularly, those who are considering to pursue a college degree must have acquired the aforementioned qualities. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 Short prerecorded video of a Instructor will prerecord Learners will Attention presenter presenting an all audio and listen and introduction to an argument by will add any necessary watch the stating: “Aristotle once described audio narration to a 2- video. humans as the rational animal.” minute video. By followed by written narration that presenting learners with a Learners states: “Man is the rational animal.” scenario that ends with a will share their guiding question, it will opinion to the An explanation for Aristotle’s focus their attention on a question of reasoning is provided that states: problem that they need to whether they “Rationality is our distinguishing solve. think strong characteristic - It’s what sets us (Refer to video 1.) arguments can apart from the beasts.” The Video 1: How to Evaluate make them a presenter concludes his persuasive introduction with written narration An Argument person? that states: “Learning about (https://www.youtube.c arguments and strong reasoning om/watch?v=NKEhdsnK will not only make you a better KHs) End at 1:35. philosopher, it’ll also set you up to be a more persuasive person.” Learning 5 Learning objectives presented will The course instructor Learners will Objectives be introduced in oral and written will paraphrase the follow along by form. (Please see the learning learning objectives reading and objectives section above for specific aloud by means of listening to the objectives.) audio/video narration. objectives that The learning objectives are read. TEACHING LITERARY CRITICISM ON RELIGION 96 will relate to the purpose of the lesson. Reasons for 5 Benefits: the ability to identify the Instructor will state the Learners will Learning author’s main argument from a text benefits for learning the listen to and - Benefits related to their assertion in order to material and the risks read the - Risks assist learners’ ability to perform that are avoided. The reasons for the task independently with 100% instructor will state the learning. A accuracy. key points, and the visual for remainder will be benefits and Risks Avoided: misidentifying an presented as bullet risks will be assertion as an argument, points on the screen. used in the getter. Overview 5 In this lesson we will focus on a Instructor will relate the Learners will - Prior review of the prior knowledge of an previous lesson (how to watch and Knowledge argument map, main points, and create the main point) to listen to the textual evidence. the new lesson (how to presentation of - New determine the main overview with Knowledge A handout of procedural learning point) by providing guiding - Learning strategies for creating an argument learning strategies such question(s), Strategies with main points will be provided as: download any how you are - strategies. Sequence of going to instructional learn activities. it.) - Associated exercises which include: readings, lectures, practice, and assessment. Instructor will model how an argument map is created and he/she will indicate where to place the main point on an argument map. Instructor will also provide guiding question(s) that will assist learners in guiding new knowledge: “Should abortion be legal?” This introduces an argument as a defined concept for the lesson, and it will TEACHING LITERARY CRITICISM ON RELIGION 97 Prerequisite 10 This section will review information introduce learners to the Learner watches the Knowledge provided in order to prepare procedure to identify presentation learners for new material and their main points of on activate prior knowledge. Topics their argument. prerequisite will include: The instructor will knowledge in 1) Meaning of an argument review what an order to 2) What are the sections of an argument map is, what prepare 1) Meaning of an argument is its purpose, and the themselves for argument map. meaning of a main point the learning with students. 1) Meaning of an argument material that is 3) Meaning of a main point. Instructor will present ahead of them. using audio and visual Learner will (video description) to engage in prior review prerequisite knowledge knowledge and relate segment and that knowledge to they will take identifying, developing, notes as and supporting an needed. argument related to a specific topic (i.e. Learners will abortion). (Refer to provide video 2 here). examples and Video 2: Finding the non-examples main argument in after watching academic writing the video. (https://www.youtube.c om/watch?v=PsT4N7UX e0U) This will be done through a segment on prior knowledge during the online presentation. The instructor will present an argument map to the learners and place his main point at the top of the argument map. (Refer to Handout 1). Further, the instructor will make a comparison of old knowledge to new knowledge with the use of analogies, connecting the previous argument of abortion with specific main points to persuade his/her audience. Learning 10 Demonstrate (1) what the steps are Utilizing audio and Learner Guidance for identifying and creating a main video, the instructor will watches the - Lecture point for an argument followed by present a video on how video, replays TEACHING LITERARY CRITICISM ON RELIGION 98 - Demo. (2) how to cite the textual evidence to find the main any portion of correctly. argument in academic the video that writing. (Refer to video is difficult to Specifically, the lecture and 2 here.) acquire, and demonstration will include the can pause the following: Video 2: Finding the video at (1) how to identify the main main argument in anytime or point that is being asserted: academic writing review as model the strategy for (https://www.youtube.c needed. om/watch?v=PsT4N7UX learners to generate their own e0U ) Notes can be examples and nonexamples. taken at the (2) how to support the main This will provide learner’s point with cited textual learners with a visual discretion. evidence: model the strategy guide that will begin with practice and feedback with the speaker for citing textual evidence. providing a brief (3) how to complete the first part definition of what an of the argument map per the argument is. Following rubric: model the strategy the definition, the video and will go through a few provide opportunities for steps of the procedure learners to transfer (thus demonstrating the knowledge to create their some of the steps in the own first part of the enabling objectives) for argument map using the rubric. identifying and solving performance problems related to knowledge acquisition. This will be divided into the three procedural steps that are located to the left, with the enabling objectives underneath. Therefore, the knowledge related problems each follow steps for a procedural lesson at left and it can stand on its own as its own procedure. In order to prevent cognitive overload, the terminal objective has been divided into three parts, each with distinct enabling objectives. Further, the instructor will scaffold instruction by modeling each of the enabling objectives for students. Practice and 10 For each of the procedures listed Instructor will provide Learners will Feedback above, a time for practice will occur. the learner with a visual try and identify TEACHING LITERARY CRITICISM ON RELIGION 99 Opportunities for practice will allow aid, immediate and the author’s the learner to reinforce the acquired effective feedback. The argument skill over the duration of time to instructor will provide along with assist the learner in identifying and their rationale as to why his/her main citing an author’s argument an error was incorrect in points. correctly. The provided time order to provide the Learners will allocated for the learner will not be learner with an have multiple graded. opportunity to try again opportunities and improve towards to practice mastery. prior to their assessment. If learners have corrected their mistakes Learners will in a timely manner, they be inspired to can move on to their review the assessment. content prior to taking their If learners have not authentic corrected their mistakes assessment. in a timely manner, then their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Performance Assessment: Argument map and Learners will Students will create their main mastery criteria will be be asked to Assessment point provided by the complete an for the first part of their argument instructor along with argument map map using the rubric. corrective feedback as that is related needed. Please see the to their valid attached Assessment arguments. Plan for the criterion level towards mastery. (Refer to handout 3). The learner is provided with a Rubric is provided and Learners will Retention 10 blank explained by the course apply their and Transfer argument map. The student is to instructor. knowledge to complete the argument map with An exemplar will be an argument the author’s argument and main map based on points. provided as a visual aid. an author’s (Refer to handout 1 & 2). text. Big Ideas 10 Review and re-motivate: An Instructor asks the Learners will author’s argument can be located in learners to generate generate other the text’s introduction. Look for three takeaways they examples of words that identify the author’s learned from today’s things that point of view: argue, claim, suggest, lesson. they learned recommend or find. from the lesson. TEACHING LITERARY CRITICISM ON RELIGION 100 Advance 10 Connections made to similar Instructor provides a Learners will Organizer procedure for applying and preview of the next ask questions identifying literature excerpts to for the Next the lesson by making a about the Unit argument map - the next lesson in connection between Lesson the course. knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 1: How To Place The Main Point Being Asserted At The Top Of The Argument Map Lesson 3: How to Cite Textual Evidence] Unit Duration: 90 minutes Introduction: Unit 1 has four lessons. This is the third lesson within the first unit of a 6-unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to identify the main point that is being asserted and support it with cited textual evidence. Also, to teach students how to complete the first part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given the text, the students will identify the main point that is being asserted and support it with cited textual evidence. Enabling Objective(s): Know what “main point” means Know “cited textual evidence” Know what an “argument map” is Be able to identify the main point asserted. Cite textual evidence. Complete the first part of the argument map using the rubric. Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 3) Video 1: Cite Your Sources: When/Why to Cite [https://www.youtube.com/watch?v=ziG9LtIjRUU] – (Appendix K) Video 2: MLA Style Citing [https://www.youtube.com/watch?v=HKXjaql9qhE] – (Appendix K) Handout 1: MLA Citation format – (Appendix R) Handout 2: Argument Map rubric – (Appendix M) Handout 3: Assessment Plan– (Appendix N) Handout 4: Sinners in the Hands of an Angry God by Jonathan Edwards – (Appendix S) Handout 5: Procedural Questions – (Appendix O) Handout 6: Writing Strategies – (Appendix P) Learner Characteristic Accommodations In general, learners have an average level of intelligence. By the time students have attained this level of education, they may lack some of the basic skills. Thus, learners will acquire their knowledge needed in this as well as several other courses to verbally communicate, read and write at the college level. Particularly, TEACHING LITERARY CRITICISM ON RELIGION 101 those who are considering to pursue a college degree must have acquired the aforementioned qualities. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 Short video about the importance ofInstructor will pre- Learners listen Attention citing your sources. A question is record all audio and and watch the provided on the screen that states: films any necessary video. Learners “Why is it important to cite your video. The instructor will reflect on sources?” A suggestion to the will begin with a the question provided question appears on the question to gain being asked. screen with the following answer: students’ attention. Learners will “When you cite your sources, you are After asking the engage in the giving credit to those who have question and waiting for class with a created the idea or information.” students’ answers, the possible instructor will provide a answer to the video example to assist question. students with understanding why it is important to cite your sources. (Refer to video 1). Video 1: Cite Your Sources: When/Why to Cite [https://www.youtube.c om/watch?v=ziG9LtIjRU U] Learning 5 Lesson objectives are written, and Instructor paraphrases Objectives they will be repeated orally. (see the objectives aloud the section above for specific through audio/video read the objectives) narration. The guiding learning question will be related objectives. to the learning objectives and purpose of the lesson. Reasons for 5 Benefits: being able to cite textual Instructor states the Learners listen Learning evidence correctly in order to reasons for learning the and read the - Benefits provide their readers with the material and the risks reasons for - Risks specific source of where the avoided. Key points will learning. evidence was found. be bulleted and read aloud for learners to Risks Avoided: incorrect format of follow. sources, missing resources’ TEACHING LITERARY CRITICISM ON RELIGION 102 information, and ultimately- relevant sources that provide readers with strong evidence. Overview 5 Previous lesson on how to Instructor describes and Learner listens - Prior determine the main point tied to explains the previous and watches Knowledge new knowledge on how to cite your lesson (how to presentation of - New sources using analogies, examples, determine the main overview with Knowledge and hypothetical examples to point) to the new guiding - Learning provide students with an knowledge connection question(s) Strategies understanding about why citing (how to cite textual and download (What you your sources are important. evidence). any supporting already A handout of procedural learning Instructor will also materials know...what provide learners with needed to be you are strategies through visual cues and the guiding question(s) successful! going auditory narration highlighting key that will guide new to learn...and strategies. (Refer to Handout 6). knowledge: “How do how you are you cite a new source of going to information?” This learn question aligns with the it.) “gain attention” step at the beginning of the lesson. Prerequisite 5 This section will have been taught Instructor will present Learners will Knowledge in the previous lesson and a review using visual and audio read and of the lesson will be used to activate tools (video with watch prior knowledge to prepare narration) to review short students for the new learning prerequisite knowledge presentation material. Topics will include: and he/she will relate on (1) Meaning of cited textual that knowledge to prerequisite evidence source citations. and prior (2) What is the citation format (Refer to video 1). knowledge to prepare for Video 1: Cite Your learning Sources: When/Why to material. Cite [https://www.youtube.c om/watch?v=ziG9LtIjRU U] Learning 10 Demonstrate (1) how to include an Utilizing audio and Learner Guidance author’s name and (2) the source’s video, the instructor will watches the - Lecture page number. present a video on how demonstration - Demo. Specifically, the lecture and to cite a source using lecture and can demonstration will include: MLA style. pause the (1) Given the text: teach any (Refer to video 2). video at any prerequisite knowledge by Video 2: MLA Style time or review providing definitions and Citing as needed. examples and nonexamples. [https://www.youtube.c (2) Learning how to support text om/watch?v=HKXjaql9q with cited textual evidence: hE] This will provide model the procedure for learners with a visual citing textual evidence. guide that will begin with the speaker TEACHING LITERARY CRITICISM ON RELIGION 103 (3) Provide practice and providing a brief feedback for citing textual explanation of why evidence. citing is important. (Refer to Handout 1). To prevent cognitive overload, the Following the definition, the video will go terminal objective has been divided into three parts, each with distinct through a few steps of the procedure (thus enabling objectives. Therefore, the demonstrating the some knowledge related problems each of the steps in the follow steps for a procedural lesson and it can stand on its own as its enabling objectives) for identifying and solving own procedure. performance problems related to citing sources. The three procedural steps that are located to the left, with the enabling objectives underneath. Practice and 30 Practice occurs at each step of the Instructor will provide Learners will Feedback procedure listed above. Provided the learner with try and cite the practice will be untimed and immediate and effective author’s ungraded. feedback. The instructor argument will provide their along with rationale as to why an his/her main error was incorrect to points. provide the learner with Learners will an opportunity to try have multiple again and improve opportunities towards mastery. to practice prior to their If learners have assessment. corrected their mistakes in a timely manner, they Learners will can move on to their review the assessment. content prior to taking their If learners have not authentic corrected their mistakes assessment. in a timely manner, then their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Procedural and Application: Instructor provides the Learners will Assessment Procedural-based questions asking assessment questions, be asked to the student to apply the citation rubric, and corrective respond to a procedure to a new context related feedback as needed. variety of to each enabling objective and the Please see the attached questions terminal objective. (Refer to Assessment Plan for the related to Handout 5). criterion level towards citing sources. mastery. (Refer to Handout 2 & 3). TEACHING LITERARY CRITICISM ON RELIGION 104 Retention 5 Performance assessment is based on Instructor will provide Learners must and Transfer the level of success the student has the student with the self-report on had in achieving his or her learning rubric for their the task of goal based on the student’s performance creating their performance to correctly cite their assessment. (Refer to own citations. sources. Handout 2). Big Ideas 5 Review the takeaways from this unit Instructor asks the Learners and the application of procedures. learners to generate generate three Connect the procedural knowledge three new takeaways new takeaways to the goals of the unit. and how they would and the apply them to the strategies argument map. needed to apply them. Advance 5 Connections made to similar Instructor provides a Learners will Organizer procedure for completing an preview of the next ask questions for the Next argument map - the next lesson in lesson by making a about the Unit the course. connection between lesson knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 1: How to Place the Main Point Being Asserted at The Top of The Argument Map Lesson 4: How to Complete an Argument Map] Unit Duration: 90 minutes Introduction: Unit 1 has four lessons. This is the fourth lesson within the first unit of a 6 -unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to identify the main point that is being asserted and support it with cited textual evidence. Also, to teach students how to complete the first part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given the text, the students will complete the first part of the argument map per the rubric. Enabling Objective(s): Know what “main point” means Know “cited textual evidence” Know what an “argument map” is Be able to identify the main point asserted. Cite textual evidence. Complete the first part of the argument map using the rubric. Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 4) TEACHING LITERARY CRITICISM ON RELIGION 105 Handout 1: Argument Map – (Appendix F) Handout 2: Assessment Plan – (Appendix N) Handout 3: Argument Map rubric – (Appendix M) Handout 4: Procedural Questions – (Appendix O) Handout 5: Writing Strategies – (Appendix P) Video: Organize an Argumentative Essay using a Persuasion Map – (Appendix K) [https://learnzillion.com/lesson_plans/5148-organize-an-argumentative-essay-using-a-persuasion-map] Learner Characteristic Accommodations All learners are reading, speaking and writing English fluently. There are not any accommodations required at this time. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 Short video about how to organize Instructor will prerecord Learners listen Attention an argumentative essay using a all audio and films any and watch the persuasion map (Argument Map). A necessary video. The video. Learners question is provided on the screen instructor will begin with will think that states: “How do I organize an a question to gain about the argumentative essay?” A suggestion students’ attention. question being to the provided question appears on After asking the question asked. the screen that states: “In this lesson Learners will you will learn how to organize an and waiting for students’ engage in the essay by completing a persuasion answers, the instructor class with a map (argument map).” This will provide a video possible statement is followed by the three example to assist answer to the following bullet points: “1. Highlight students with question. the key questions and tasks. 2. understanding how to Highlight relevant details. 3. Write 2- organize an 3 topic sentences.” argumentative essay. (Refer to video). Video: Organize an Argumentative Essay using a Persuasion Map [https://learnzillion.co m/lesson_plans/5148- organize-an- argumentative-essay- using-a-persuasion- map] The instructor will further explain and TEACHING LITERARY CRITICISM ON RELIGION 106 model how to organize an argument map for students. Learning 5 Lesson objectives are written, and Instructor paraphrases Learners will Objectives they will be repeated orally. (see the the objectives aloud listen to and section above for specific through audio/video read the objectives) narration. The guiding learning question will be related objectives. to the learning objectives and purpose of the lesson. Reasons for 5 Benefits: being able to identify the Instructor states the Learners listen Learning correct sections of an argument map reasons for learning the and read the - Benefits and complete it with 100% material and the risks reasons for - Risks accuracy. avoided. Key points will learning. be bulleted and read Risks Avoided: misidentifying a aloud for learners to main point as evidence, completing follow. an argument map incorrectly, misinterpreting a reason as evidence, and ultimately-few or no errors in completing an argument map. Overview 5 Previous lesson on how to cite Instructor describes and Learner listens - Prior textual evidence tied to new explains for knowledge and watches Knowledge knowledge on how to complete an connection previous presentation of - New argument map using analogies, knowledge (How to cite overview with Knowledge examples, and hypothetical textual evidence) to the guiding - Learning examples to provide students with new knowledge (How to question(s) Strategies an understanding about why complete an argument and download completing an argument map map). any supporting (What you correctly is important. A handout of materials already procedural learning strategies Visual aids will be needed to be know...what through visual cues and auditory provided by the course successful! you are instructor on how to going narration highlighting key complete an argument to learn...and strategies. (Refer to Handout 5). map. how you are going to Instructor will also learn provide learners with it.) the guiding question(s) that will guide new knowledge: “How do you complete an argument map?” This question aligns with the “gain attention” step at the beginning of the lesson. Prerequisite 10 This section will have been taught in Instructor will present Learners will Knowledge the previous lesson and a review of using visual and audio read and watch the lesson will be used to activate tools (video with short prior knowledge to prepare narration) to review presentation students for the new learning prerequisite knowledge on prerequisite material. Topics will include: and he/she will relate and prior TEACHING LITERARY CRITICISM ON RELIGION 107 (1) Completing an argument that knowledge to knowledge to map source citations. prepare for (2) What are the sections of an learning Also, the instructor will material. argument map model and label sections of an argument map for students. Learning 10 Demonstrate (1) what is an Utilizing audio and Learner Guidance argument map and (2) how to video, the instructor will watches the - Lecture complete the first part of an present a video on how demonstration - Demo. argument map. to complete an lecture and can argument map. (Refer to pause the Specifically, the lecture and video 1). video at any demonstration will include: Video: Organize an time or review (1) Given the text: ask students Argumentative Essay as needed. to share their prior using a Persuasion Map knowledge of an argument [https://learnzillion.co m/lesson_plans/5148- map. organize-an- (2) Learn how to complete an argumentative-essay- argument map: model how to using-a-persuasion- complete the first part of the map] argument map Also, the course To prevent cognitive overload, the instructor will ask students to share their terminal objective has been divided into two parts, each with distinct prior knowledge of an argument map. He/she enabling objectives. Therefore, the knowledge related problems each will complete the first part of an argument map follow steps for a procedural lesson and it can stand on its own as its to scaffold learning. own procedure. This will provide learners with a visual guide that will begin with the speaker providing a brief explanation of why citing is important. Following the visual explanation, the video will go through a few steps of the procedure (thus demonstrating some of the steps in the enabling objectives) for identifying and solving performance problems related to knowledge acquisition. This will be divided into the two procedural steps that are located to the left, with the enabling TEACHING LITERARY CRITICISM ON RELIGION 108 objectives underneath. Practice and 10 Practice occurs at each step of the Instructor will provide Learners will Feedback procedure listed above. Provided the learner with cite the practice will be untimed and immediate and effective author’s ungraded. feedback. The instructor argument will provide their along with rationale as to why an his/her main error was incorrect to points. provide the learner with Learners will an opportunity to try have multiple again, and improve opportunities towards mastery. to practice prior to their If learners have assessment. corrected their mistakes in a timely manner, they Learners will can move on to their review the assessment. content prior to taking their If learners have not authentic corrected their mistakes assessment. in a timely manner, then their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Procedural and Application: Instructor provides the Learners will Assessment Procedural-based questions asking assessment questions, respond to a the student to complete the first rubric, and corrective variety of part of their argument map using feedback as needed. questions the rubric. (Refer to Handout 4). Please see the attached related to Assessment Plan for the citing sources. criterion level towards mastery. (Refer to handout 1-3). Retention 10 Performance assessment is based on Instructor will provide Learners must and Transfer the level of success the student has the student with the self-report on had in achieving his or her learning rubric for their the task of goal based on the student’s performance creating their performance to correctly complete assessment. (Refer to own citations. an argument map. (Refer to handout handout 3). 1). Big Ideas 10 Review the takeaways from this unit Instructor asks the Learners and the application of procedures. learners to generate generate three Connect the procedural knowledge three new takeaways new takeaways to the goals of the unit. and how they would and the apply them to the strategies argument map. needed to apply them. TEACHING LITERARY CRITICISM ON RELIGION 109 Advance 10 Connections made to similar Instructor provides a Learners will Organizer procedures on how to read a preview of the next ask questions for the Next religious text - the next lesson in the lesson by making a about the Unit course. connection between lesson knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 Unit 2: How to evaluate evidence as good or bad depending on whether it supports or conflicts with your assertion. Give some “extra credit” for those arguments that contradict your assertion. Terminal learning objective. Given the sources provided, the students will be able to critique the information to determine whether they support or contradict the main point that is being asserted and provide a brief explanation in the argument map for the arguments that they find contradict their assertion. Prerequisite analysis (enabling objectives). Know “sources” Be able to critique information Know “main point” Be able to support or contradict the main point that is being asserted Learning activities. After introductions and attention activities, assess prior knowledge of sources and the main point. Teach any prerequisite knowledge by providing definitions and examples and nonexamples. Provide opportunities for learners to generate their own examples and nonexamples. Model the procedure to critique information. Provide practice and feedback to critique information. Model the procedure for providing support or contradict the main point that is being asserted with a brief explanation. Provide opportunities for providing support or contradict the main point that is being asserted with a brief explanation. Assessment. Learners will evaluate the evidence that they find as being good or bad. Further, they will provide a brief explanation in the argument map for the arguments that they find contradict their assertion. [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 2: How to evaluate evidence as good or bad depending on whether it supports or conflicts with your assertion. Give some “extra credit” for those arguments that contradicts TEACHING LITERARY CRITICISM ON RELIGION 110 your assertion. Lesson 1: Differentiating Sources] Unit Duration: 90 minutes Introduction: Unit 2 has four lessons. This is the first lesson within the second unit of a 6-unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to evaluate evidence as good or bad depending on whether it supports or contradicts their main argument. Also, to teach students how to complete the first part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given the sources provided, the students will be able to critique the information to determine whether they support or contradict the main point that is being asserted and provide a brief explanation in the argument map for the arguments that they find contradict their assertion. Enabling Objective(s): Know “sources” Be able to critique information Know “main point” Be able to support or contradict the main point that is being asserted Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 5) Handout 1: Sonnet 116 by William Shakespeare – (Appendix CC) Handout 2: Writing Literary Arguments – (Appendix Q) [http://www.cengage.com/resource_uploads/downloads/1413022812_59427.pdf] Handout 3: Argument Map rubric – (Appendix M) Handout 4: Assessment Plan – (Appendix N) Handout 5: Writing Strategies – (Appendix P) Handout 6: Source Evaluation Checklist – (Appendix T) Video: How to Use Sources to Write Essays and Evaluate Evidence – (Appendix K) [http://study.com/academy/lesson/how-to-use-sources-to-write-essays-and-evaluate-evidence.html] Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities TEACHING LITERARY CRITICISM ON RELIGION 111 Instructional Time Description of the Instructor Sequence (mins) Learning Activity Action/Decision (Supplantive) Gain 5 Short video on sources. A Instructor will Learners will Attention definition is provided that states: prerecord all audio and reflect on the a source is the place in which video for the lesson. question you gained information used in (Play video here). being your writing. Two more asked and definitions are provided: A Video: How to Use they will primary source is the original Sources to Write Essays answer it place in which the information and Evaluate Evidence based on their can be found, or the first person [http://study.com/acad opinion. to make the information e available. A secondary source is a my/lesson/how-to-use- source that simply relates sources-to-write-essays- information that was originally and-evaluate produced by someone else or evidence.html] somewhere else. By asking students a guiding question, it establishes a framework to a problem that needs to be solved. Learning 5 The lesson’s learning Using the audio/visual Learners will Objectives objectives will be presented narration, the instructor listen to and orally and in writing for the will paraphrase the read the class. (See above for the specific objectives. learning objectives being addressed) objectives. Reasons for 5 Benefits: differentiate sources of Instructor states the Learners Learning information, contrast a primary reasons for learning the listen and - Benefits and secondary source, and material and the risks read the - Risks determine the quality of a avoided. Key points will reasons for source. be bulleted and read learning. Risks Avoided: inability to aloud for learners to determine a primary/secondary follow. source, inability to differentiate sources of information, and the quality of sources is unknown. Overview - Prior Knowledge - New Knowledge - Learning Strategies (What you already know…what you are going to learn…and how you are going to learn it.) 5 A survey question will be provided in the form of a participatory question that is: What are sources? What is a main point? The question will relate to the enabling objectives to see how well students know the definition. A handout of procedural learning strategies will also be provided to assist the learner in evaluating their sources. (Refer to handout 5). The instructor will describe the prior knowledge connection (What is Deconstruction?) to the new knowledge (Differentiating Sources). Learners will listen to and watch presentation of overview with guiding question(s), downloads any supporting materials, and review learning strategies to be successful. TEACHING LITERARY CRITICISM ON RELIGION 112 erequisite 5 This section will require Instructor presents Learners will Knowledge students to have had using visual and audio watch a short previous experience tools to review the video to collecting sources of elements needed to prepare information. A review will differentiate sources them for new be provided to students to correctly. learning activate prior knowledge This will be done material. and to prepare learners for through a short video new learning material. Learners will that will display the Topics will include the provide correct elements to following: examples and differentiate sources of nonexamples information correctly. 1. Meaning of sources after watching (Play video here). the video. Video: How to Use Sources to Write Essays and Evaluate Evidence [http://study.com/acade my/lesson/how-to-use- sources-to-write-essays- and-evaluate- evidence.html] Learning 10 Demonstrate (1) how to Utilizing audio and video, Learner Guidance differentiate sources of the instructor will present watches the - Lecture information and (2) how to a video on how to identify demonstration - Demo. determine if a source is a sources of information. lecture and primary or a secondary (Play video here). can pause the source. Video: How to Use video at any time or review Sources to Write Essays Specifically, the lecture and as needed. and Evaluate Evidence demonstration will include: [http://study.com/acade 1. Direct instruction Learners will my/lesson/how-to-use- will be provided on read the sources-to-write-essays- “using evidence provided and-evaluate- effectively” handout along evidence.html] (Handout 2, p. 83-85). with the 2. Demonstration will This will provide learners lecture. include William with a visual guide that Shakespeare’s will begin with the “Sonnet 116” to speaker providing a brief provide as a source explanation of why of information. sources are important. 3. Demonstration will Following the visual refer to the text as a explanation, the video primary source. will go through a few steps of the procedure (thus demonstrating the some of the steps in the enabling objectives) for identifying sources as primary or secondary sources. This will be divided into the three procedural steps that are located to the left. TEACHING LITERARY CRITICISM ON RELIGION 113 Practice and 10 Practice occurs at each step of Instructor will provide the Learners will Feedback the procedure listed above. learner with immediate try and Provided practice will be and effective feedback. The evaluate their untimed and ungraded. instructor will provide sources their rationale as to why an of information error was incorrect to to see if they provide the learner with support or an opportunity to try contradict again and improve their main towards mastery. point. If learners have Learners will corrected their mistakes have multiple in a timely manner, they opportunities can move on to their to assessment. If learners practice prior have not corrected their to their mistakes in a timely assessment. manner, then their feedback will provide a Learners will detailed explanation and be learners will have the inspired to opportunity to engage in review the additional practice. content prior to taking their authentic assessment. Authentic 10 Evaluation and Application: Instructor provides the Learners will Assessment Description-based assessment questions, be asked questions asking the rubric, and corrective to respond to a student to evaluate their feedback as needed. variety sources of information as Please see the attached of questions good or bad. Further, they Assessment Plan for the related to will provide an explanation criterion level towards their sources of for the evidence that is a mastery. (Refer to information. counter argument to their handouts 3, 4, and 6). thesis statement, which is related to each enabling objective and the terminal objective. Retention and 10 Performance assessment is Instructor will provide Learners must Transfer based on the level of success the student with the rubric correctly the student has had in for their performance identify their showing their sources of assessment. (Refer to primary and information based on the handout 3). secondary given description. sources from the main point. Big Ideas 10 Review the takeaways from this unit and the application of procedures. Connect the declarative knowledge to the goals of the unit. Instructor asks the learners to generate three takeaways and how they would apply them to the argument map. Learners generate three takeaways and the strategies needed to apply them. TEACHING LITERARY CRITICISM ON RELIGION 114 Advance 10 Connections made to Instructor provides a Learners will Organizer similar procedures for preview of the next ask for the critiquing information – the lesson by making a questions Next Unit next lesson in the course. connection between about the knowledge and lesson application problems’ connecting procedural approach. the ideas and strategies to the next lesson. Total Time 90 [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 2: How to evaluate evidence as good or bad depending on whether it supports or conflicts with your assertion. Give some “extra credit” for those arguments that contradicts your assertion. Lesson 2: Critique Information] Unit Duration: 90 minutes Introduction: Unit 2 has four lessons. This is the second lesson within the second unit of a 6 unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to evaluate evidence as good or bad depending on whether it supports or contradicts their main argument. Also, to teach students how to complete the first part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given the sources provided, the students will be able to critique the information to determine whether they support or contradict the main point that is being asserted and provide a brief explanation in the argument map for the arguments that they find contradict their assertion. Enabling Objective(s): Know “sources” Be able to critique information Know “main point” Be able to support or contradict the main point that is being asserted Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 6) Handout 1: Writing Literary Arguments – (Appendix Q) [http://www.cengage.com/resource_uploads/downloads/1413022812_59427.p df] Handout 2: Assessment Plan – (Appendix N) Handout 3: Source Evaluation rubric – (Appendix U) Handout 4: Writing Strategies – (Appendix P) Video: How to Use Sources to Write Essays and Evaluate Evidence – (Appendix K) [http://study.com/academy/lesson/how-to-use-sources-to-write-essays-and-evaluate-evidence.html] Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 Short video on sources. A Instructor will prerecord Learners will Attention statement is provided that all audio and video for the reflect on the states: lesson. By asking students question being When writing an essay, you a guiding question it asked and they will often be asked to utilize establishes a framework will answer it appropriate sources for to a problem that needs to based on their evidence, including facts be solved. (Play video opinion. and definitions. In this here). video, we will talk about Video: How to Use Sources the ways we can utilize and to Write Essays and evaluate sources and Evaluate Evidence evidence. [http://study.com/acade my/les son/how-to-use-sources- to- write-essays-and- evaluate- evidence.html] Learning Objectives 5 The lesson’s ‘s learning objectives will be presented orally and in writing for the class. (See above for the specific objectives being addressed) Using the audio/visual narration, the instructor will paraphrase the objectives. Learners will listen to and read the learning objectives. TEACHING LITERARY CRITICISM ON RELIGION 115 TEACHING LITERARY CRITICISM ON RELIGION 116 Learning 5 critique information, the Learning the material and And read the - Benefits ability to evaluate sources the reasons for - Risks of evidence, and determine risks avoided. Key points learning. if the source supports or will be contradicts the main point. bulleted and read aloud for Risks Avoided: inability to learners to follow. critique information correctly, the inability to evaluate sources of information, and – ultimately – a strong well- developed argument map with strong evidence. Overview 5 In this lesson we will focus The instructor will Learners will - Prior on a review of how to describe the listen to and Knowledge critique information. A prior knowledge watch - New handout of declarative (Differentiating Sources) presentation of Knowledge knowledge strategies to to the overview with - Learning assist students in new knowledge (Critique guiding Strategies critiquing information. A Information). question(s), (What you text will be provided with downloads any already the use of visual cues and supporting know…what narration to highlight key materials, and you are strategies. (Refer to review learning going handout 4). strategies to be to successful. learn…and how you are going to learn it.) Prerequisite 5 This section will require Instructor presents using Learners will Knowledge students to have had visual and audio tools to watch a short previous knowledge of review the elements presentation of sources and a main point. needed to critique prerequisite and A review will be provided information correctly. prior knowledge to students to activate to prepare for prior knowledge and to This will be done through new learning prepare learners for new a material. learning material. Topics short video that will will include the following: display the ways to Learners will 1. evaluate sources. (Play provide What is critiquing video here). examples and information nonexamples 2. Video: How to Use Sources after watching What is support or to Write Essays and the video. contradict the Evaluate Evidence main point that is [http://study.com/academ being asserted y/les son/how-to-use-sources- with a brief to- explanation. write-essays-and-evaluate- evidence.html] TEACHING LITERARY CRITICISM ON RELIGION 117 Learning 10 Demonstrate (1) the Guidance procedure to critique - Lecture information and (2) - Demo. providing support or contradict the main point that is being asserted with a brief explanation. Specifically, the lecture and demonstration will include the following: 1. Learn how to determine if the sources of information support or contradict the main point: be able to critique information. 1. Learn how to explain arguments that contradict their assertion: be able to support or contradict the main point that is being asserted For the purpose of length and cognitive overload, the terminal objective has been broken into two parts. Instructor – through audio Learners will and video – will present the watch the video from the “gain demonstration attention” section at the video and they beginning. will pause it at (Play video here). any point to take notes or Video: How to Use Sources to review as Write Essays and Evaluate needed. Evidence [http://study.com/academy/ les son/how-to-use-sources-to- write-essays-and-evaluate- evidence.html] This will provide a visual example for students to see how sources can be evaluated to complete an argument map using “Writing Literary Arguments” (pg. 82-83) as an example (thus enabling each of the enabling objectives by assessing and creating. (Refer to handout 1). TEACHING LITERARY CRITICISM ON RELIGION 118 Practice and 10 step of the procedure Learner with immediate And evaluate listed above. Provided and effective feedback. their sources of Feedback practice will be untimed The instructor will information to and ungraded. provide their rationale as see if they to why an error was support or incorrect to provide the contradict their learner with an main point. opportunity to try again and improve towards Learners will mastery. have multiple If learners have corrected opportunities to practice their mistakes in a timely prior to their manner, they can move assessment. on to their assessment. If learners have not Learners will corrected their mistakes be inspired to in a timely manner, then review the their feedback will content prior provide a detailed to taking their explanation and learners authentic will have the opportunity assessment. to engage in additional practice. Authentic 10 Evaluation and Application: Instructor provides the Learners will Description-based questions asking assessment questions, be asked to Assessment the student to evaluate their sources rubric, and corrective respond to a of information as good or bad. feedback as needed. variety of questions Further, they will provide an Please see the attached related to their explanation for the evidence that is Assessment Plan for the evidence from a counter argument to their thesis criterion level towards the literature. statement, which is related to each mastery. (Refer to enabling objective and the terminal handouts 2, 3, and 4). objective. Retention 10 Performance assessment is based Instructor will provide Learners must and Transfer on the level of success the student the student with the correctly has had in showing their sources rubric for their identify the support or contradict their main performance assessment. supporting and point based on the given (Refer to handout 3). contradicting description. sources from the main point. Big Ideas 10 Review the takeaways from this unit Instructor asks the Learners and the application of procedures. learners to generate generate three Connect the declarative knowledge three takeaways and takeaways and to the goals of the unit. how they would apply the strategies them to the argument needed to map. apply them. TEACHING LITERARY CRITICISM ON RELIGION 119 Organizer for 10 similar procedures for the Of the next lesson by Ask questions the Next Unit main point – the next making a about the lesson in the course. connection between lesson knowledge connecting the and application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 2: How to evaluate evidence as good or bad depending on whether it supports or conflicts with your assertion. Give some “extra credit” for those arguments that contradicts your assertion. Lesson 3: Main Point] Unit Duration: 90 minutes Introduction: Unit 2 has four lessons. This is the third lesson within the second unit of a 6 unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to evaluate evidence as good or bad depending on whether it supports or contradicts their main argument. Also, to teach students how to complete the first part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given the sources provided, the students will be able to critique the information to determine whether they support or contradict the main point that is being asserted and provide a brief explanation in the argument map for the arguments that they find contradict their assertion. Enabling Objective(s): Know “sources” Be able to critique information Know “main point” Be able to support or contradict the main point that is being asserted TEACHING LITERARY CRITICISM ON RELIGION 120 Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 7) Handout 1: Writing Literary Arguments – (Appendix Q) [http://www.cengage.com/resource_uploads/downloads/1413022812_59427. pdf] Handout 2: Writing the Persuasive Essay – (Appendix V) [http://www2.waterforduhs.k12.wi.us/staffweb/sereno/mainpages/InfoLit/Microsoft%20Word%20- %20Writing%20the%20Persuasive%20Essay.pdf] Handout 3: Source Evaluation rubric – (Appendix U) Handout 4: Assessment Plan – (Appendix N) Handout 5: Writing Strategies – (Appendix P) Video: Sami and the Thesis Statement – (Appendix K) [https://www.youtube.com/watch?v=Cde23AKYhPI] Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Learner Sequence (mins) Description of the Instructor Action/ Learning Activity Action/Decision Decision (Supplantive) (Generative) Gain 5 A short video presentation on Instructor will prerecord Learners will Attention writing a thesis statement. The all audio and video for the reflect on video provides details about lesson. (Play video here). the question writing a thesis statement with being asked and the following assertion: Video: Sami and the Thesis they will Statement answer it based The three ingredients to a [https://www.youtube.co on their opinion. thesis statement include: m/watch?v=Cde23AKYhPI] the topic, controlling By asking students a ideas, and predictors. guiding question it establishes a framework to a problem that needs to be solved. Learning 5 The lesson’s ‘s learning Using the audio/visual Learners will Objectives objectives will be presented narration, the instructor listen to orally and in writing for the will paraphrase the and read the class. objectives. learning (See above for the specific objectives. objectives being addressed) TEACHING LITERARY CRITICISM ON RELIGION 121 Reasons for 5 Benefits: creating a debatable topic Instructor states the Learners listen Learning that reasonable people may disagree reasons for learning the and - Benefits with and supporting evidence. material and the risks read the - Risks avoided. Key points will be reasons for Risks Avoided: a topic that is not bulleted and read aloud learning. debatable, something that people for learners to follow. agree with, evidence is missing, and - ultimately - a strong well-developed thesis statement with strong evidence. Overview 5 In this lesson we will focus on a The instructor will Learners will - Prior review of a main point (thesis describe the prior listen to Knowledge statement). knowledge connection and watch - New (Critique Information) to presentation of Knowledge A handout is provided with strategiesthe to assistnewknowledgestudentsin(Main overview with - Learning creating a thesis statement. Point). guiding Strategies question(s), (What you A text will be provided with the use of visual cues and narration downloads any already to highlight key strategies. supporting know...what (Refer to handout 5). materials, you are and review going to learning learn...and strategies in how you are order to going to be successful. learn it.) 5 This section will require Instructor presents using Learners will Prerequisite students to have had visual and audio tools to watch a short Knowledge previous knowledge of review the elements presentation of sources and a main point. needed to critique prerequisite and A review will be provided information correctly. prior knowledge to students to activate in order to prior knowledge and to This will be done through prepare for new prepare learners for new a short video that will learning learning material. Topics display the ways to material. will include the following: evaluate a thesis 1. statement. Meaning of a (Play video here). main point. 2. Video: Sami and the Thesis What is support Statement or contradict the main point that is [https://www.youtube.co being asserted. m/watch?v=Cde23AKYhPI ] TEACHING LITERARY CRITICISM ON RELIGION 122 Learning 10 Demonstrate (1) the procedure to Instructor – through audio Learners will watch Guidance create a strong thesis statement and and video – will the demonstration - Lecture (2) providing support or contradict present the video from video and they will - Demo. the main point that is being the “gain attention” pause it at any asserted with a brief explanation. section at the beginning. point to take notes This will provide a or review as Specifically, the lecture and visual example for needed. demonstration will include the students to see how following: sources can be evaluated 1. Learn how to determine if complete an argument the sources of information map using “Writing support or contradict the Literary Arguments” main point: be able to (pg. 79-80) as an critique information. example (thus enabling 2. Learn how to explain each of the enabling arguments that contradict objectives by assessing their assertion: be able to and creating). (Refer to support or contradict the Handout 1). main point that is being asserted. For the purpose of length and cognitive overload, the terminal objective has been broken into two parts. Practice 10 Practice occurs at each Instructor will provide the Learners will try and step of the procedure learner with immediate and evaluate their Feedback listed above. Provided and effective feedback. The thesis statement to practice will be untimed instructor will provide see if it takes a and ungraded. their rationale as to why an strong stand against error was incorrect in something. order to provide the learner with an Learners will have opportunity to try again multiple and improve towards opportunities mastery. to practice prior to their assessment. If learners have corrected their mistakes in a timely Learners will be manner, they can move on inspired to review to their assessment. the content prior to If learners have not taking their corrected their mistakes in authentic a timely manner, then their assessment. feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. TEACHING LITERARY CRITICISM ON RELIGION 123 Authentic 10 Evaluation and Instructor provides Learners will be Assessment Application: the assessment asked to respond to a Description-based questions, rubric, andvariety of questions questions asking the corrective feedback related to their student to evaluate their as needed. evidence from sources of information as the literature. good or bad. Further, they Please see the will provide an attached Assessment explanation for the Plan for the criterion evidence that is a counter level towards argument to their thesis mastery. (Refer to statement, which is handouts 3 and 4). related to each enabling objective and the terminal objective. Retention 10 Performance assessment Instructor will Learners must and Transfer is based on the level of provide the correctly identify the success the student has student with the supporting and had in showing their rubric for contradicting sources sources support or their performance from the main point. contradict their main assessment (Refer to point based on the given handout 3). description. Big Ideas 10 Review the takeaways Instructor asks the Learners generate from this unit and the learners to generate three takeaways and application of procedures. Connect three takeaways and the strategies needed the declarative how they would to apply them. knowledge to the goals of the unit. apply them to the argument map. Advance 10 Connections made to Instructor provides a Learners will ask Organizer similar procedures to preview of the next questions about the for the Next support or contradict the lesson by making a lesson connecting the Unit main point - the next connection between ideas and strategies lesson in the course. knowledge and to application the next lesson. problems’ procedural approach. Total Time 90 TEACHING LITERARY CRITICISM ON RELIGION 124 [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 2: How to evaluate evidence as good or bad depending on whether it supports or conflicts with your assertion. Give some “extra credit” for those arguments that contradict your assertion. Lesson 4: How to Support or Contradict the Main Point] Unit Duration: 90 minutes Introduction: Unit 2 has four lessons. This is the fourth lesson within the second unit of a 6 unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to evaluate evidence as good or bad depending on whether it supports or contradicts their main argument. Also, to teach students how to complete the first part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given the sources provided, the students will be able to critique the information to determine whether they support or contradict the main point that is being asserted and provide a brief explanation in the argument map for the arguments that they find contradict their assertion. Enabling Objective(s): Know “sources” Be able to critique information Know “main point” Be able to support or contradict the main point that is being asserted Lesson Materials TEACHING LITERARY CRITICISM ON RELIGION 125 Access to a computer with internet access Book: The Grapes of Wrath (Chapter 8) Handout 1: Writing Literary Arguments – (Appendix Q) [http://www.cengage.com/resource_uploads/downloads/1413022812_59427.pdf ] Handout 2: Source Evaluation rubric – (Appendix U) Handout 3: Assessment Plan – (Appendix N) Handout 4: Writing Strategies – (Appendix P) Video: Writing A Counter Argument [https://www.youtube.com/watch?v=nJfDA3sYtpE] – (Appendix K) Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Action/ Sequence (mins) Learning Activity Action/Decision Decision (Supplantive) (Generative) Gain 5 A short video presentation on Instructor will prerecord Learners will Attention writing a counter argument. all audio and video for reflect on the The video provides detail the lesson. (Play video question being about writing a counter here). asked and they will argument with the following answer it based on definition: Reasons that people Video: Writing A their opinion. disagree with your position and Counter Argument problems they may bring up [https://www.youtube.c with your reasons for your om/watch?v=nJfDA3sYt position. A list of suggestions to pE] choose a counter argument include: consider both sides By asking students a when brainstorming, only guiding question it choose strong counterclaims, establishes a framework and NEVER misrepresent the to a problem that needs other side of the argument. The to be solved. video suggests: consider quality claims on the opposition’s side and why those claims haven’t changed your mind. TEACHING LITERARY CRITICISM ON RELIGION 126 to and read the Objectives objectives will be presented narration, the instructor learning objectives. orally and in writing for the will paraphrase the class. (See above for the objectives. specific objectives being addressed) Reasons for 5 Benefits: consider both sides to Instructor states the Learners listen and Learning an argument, learn to reasons for learning the read the reasons - Benefits differentiate between strong material and the risks for learning. - Risks and weak counter arguments, avoided. Key points will and learn how to choose strong be bulleted and read counter arguments. aloud for learners to follow. Risks Avoided: counter arguments that are flawed/invalid, counter arguments that agree with your thesis statement, weak counter arguments, and - ultimately- a strong well- developed counter argument with strong evidence. Overview 5 In this lesson we will focus on The instructor will Learners will listen to and watch - Prior a review of a counter describe the prior presentation of Knowledge argument. A handout is knowledge (Main Point) overview with - New provided with strategies to to the new knowledge guiding Knowledge assist students in creating a (How to Support or question(s), - Learning counter argument. A text will Contradict the Main downloads any Strategies be provided with the use of Point). supporting visual cues and narration to materials, and (What you highlight key strategies. (Refer review learning already to handout 4). strategies in order know...what to be successful. you are going to learn...and how you are going to learn it.) TEACHING LITERARY CRITICISM ON RELIGION 127 Prerequisite 5 This section will require Instructor presents Learners will watch Knowledge students to have had previous using visual and audio a short knowledge of a counter tools to review the presentation of argument. A review will be elements needed to prerequisite and provided to students to choose strong counter prior knowledge in activate prior knowledge and arguments correctly. order to prepare to prepare learners for new for new learning learning material. Topics will This will be done material. include the following: through a short video 1. Meaning of a main that will display the Learners will point. ways to evaluate a provide examples 2. What is support or counter argument. and nonexamples (Play after watching contradict the main video here). point that is being Video: Writing A video. Counter Argument asserted. [https://www.youtube .c om/watch?v=nJfDA3s Yt pE] Learning 10 Demonstrate (1) the procedure Instructor - through Learners will watch Guidance to create a strong counter audio and video - will the demonstration - Lecture argument and (2) how to present the video from video and they will - Demo. consider both sides of an the “gain attention” pause it at any argument. section at the point to take notes beginning. or review as Specifically, the lecture and needed. demonstration will include the This will provide a following: visual example for 1. Direct instruction will students to see how be provided on sources can be “refuting opposing evaluated to complete arguments” (Handout, p. 82). an argument map using “Writing 2. Demonstration will Literary Arguments” include a sample (pg. 82) as an example paragraph from the handout (Handout, p. 82). (thus enabling each of 3. Demonstration will the enabling relate the counter objectives) by argument to the assessing and creating. author’s thesis statement. (Refer to handout 1). For the purpose of length and cognitive overload, the terminal objective has been broken into three parts. TEACHING LITERARY CRITICISM ON RELIGION 128 Practice and 10 Practice occurs at each step of Instructor will provide Learners will try Feedback the procedure listed above. the learner with and evaluate their Provided practice will be immediate and thesis statement to untimed and ungraded. effective feedback. The see if it takes a instructor strong stand will provide their against something. rationale as to why an error was incorrect in Learners will have order to provide the multiple learner with an opportunities to opportunity to try practice prior to again their assessment. and improve towards mastery. Learners will be inspired to review If learners have the content prior to corrected their taking their mistakes authentic in a timely manner, assessment. they can move on to their assessment. If learners have not corrected their mistakes in a timely manner, then their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Evaluation and Application: Instructor provides Learners will be Assessment Description-based questions the asked to respond to asking the student to evaluate assessment questions, a variety of their sources of information as rubric, and corrective questions related to good or bad. Further, they will feedback as needed. their evidence from provide an explanation for the Please see the the literature. evidence that is a counter attached argument to their thesis Assessment Plan for statement, which is related to the each enabling objective and the criterion level towards terminal objective. mastery. (Refer to handouts 2 and 3). Retention 10 Performance assessment is Instructor will provide Learners must and Transfer based on the level of success the student with the correctly identify the student has had in refuting rubric for their their refuting the evidence that contradicts performance arguments. their thesis statement. assessment (Refer to handout 2). TEACHING LITERARY CRITICISM ON RELIGION 129 Big Ideas 10 Review the takeaways from Instructor asks the Learners generate this unit and the application of learners to generate three takeaways procedures. Connect the three takeaways and and the strategies declarative knowledge to the how they would apply needed to apply goals of the unit. them to the argument them. map. Advance 10 Connections made to similar Instructor provides a Learners will ask Organizer procedures for making an preview of the next questions about the for the Next assertion - the next lesson in lesson by making a lesson connecting Unit the course. connection between the ideas and knowledge and strategies to the application problems’ next lesson. procedural approach. Total Time 90 Unit 3: How to seek textual evidence from the literature that supports or contradicts the assertion and write it in a box on the literature side. Terminal learning objective. Given a piece of literature, the students will be able to identify evidence from the perspective of literature that supports or contradicts their main argument and write it on the literature side of their argument map. Prerequisite analysis (enabling objectives). Know what “literature” is Know “textual evidence-based literature” Be able to provide support or a contradiction. Be able to complete the literature side of the argument map. Learning activities. After introductions and attention activities, assess prior knowledge of literature and textual evidence-based literature. Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. Provide opportunities for learners to generate their own examples and nonexamples. Model the procedure for providing support or a contradiction. Provide practice and feedback for providing support or a contradiction. Model the procedure to complete the literature side of the argument map. Provide opportunities to transfer knowledge to complete the literature side of the argument map. Assessment. Learners will complete the literature side of the argument map for a given literary text. [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 3: How to seek textual evidence from the literature that supports or contradicts the assertion and write it in a box on the literature side. Lesson 1: What is Literature?] TEACHING LITERARY CRITICISM ON RELIGION 130 Unit Duration: 90 minutes Introduction: Unit 3 has four lessons. This is the first lesson within the third unit of a 6 unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to identify textual evidence from the literature that supports or contradicts their main argument. Also, to teach students how to complete the first part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given a piece of literature, the students will be able to identify evidence from the literature that supports or contradicts their main argument and write it on the literature side of their argument map. Enabling Objective(s): Know what “literature” is Know “textual evidence” Be able to provide support or a contradiction. Be able to complete the literature side of the argument map. Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 9) Handout 1: Argument Map – (Appendix F) Handout 2: Argument Map rubric – (Appendix M) Handout 3: Assessment Plan – (Appendix N) Handout 4: Procedural Questions – (Appendix O) Handout 5: Writing Strategies – (Appendix P) Slideshare: What is literature? [https://www.slideshare.net/dilipbarad/what-is-literature-24453673] – (Appendix K) Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 A question is asked, “What is Instructor will prerecord Learners listen Attention Literature? A short presentation all audio and films any and watch the on what is literature. A definition necessary video. The presentation. of literature appears that states: instructor will begin with Learners will “Literature is the art of written several questions to gain reflect on the TEACHING LITERARY CRITICISM ON RELIGION 131 works, and is not bound to students’ attention. After question being published sources (although, under asking the questions and asked. circumstances unpublished sources waiting for students’ Learners will can be exempt.) Literally answers, the instructor engage in the translated, the word literature will provide a video class with a means “acquaintance with letters” example to assist possible (as in the “arts and letters”).” students with answer to the understanding what is literature. question. Learning 5 Learning objectives presented will The course instructor will Learners will Objectives be introduced in oral and written paraphrase the learning follow along by objectives aloud by form. (Please see the learning means reading and objectives section above for of audio/video narration. listening to the specific objectives.) The learning objectives objectives that will relate to the purpose are read. of the lesson. Reasons for 5 Benefits: a thorough Instructor will state the Learners will Learning understanding of literature, and benefits for learning the listen to and material and the risks - Benefits the ability for students to provide that read the - Risks their own examples and are avoided. The reasons for nonexamples by performing the instructor will state the learning. A task independently with 100% key points, and the visual for accuracy. remainder will be benefits and presented as bullet points risks will be Risks Avoided: understanding on the screen. used in the what literature is, misinterpreting form of a the literature, and ultimately - a presentation well-developed, persuasive that will argument. reference back to the lesson’s attention getter. Overview 5 In this lesson we will focus on a Instructor describes and Learners will - Prior review of the prior knowledge of explains for knowledge watch and Knowledge literature. A handout of connection the previous listen to the - New classification strategies for knowledge (How to presentation of Knowledge identifying the different types of complete an argument overview with - Learning literature with main points will be map) to the new guiding Strategies provided with the use of visual knowledge (What is question(s), cues and narration to highlight literature). download any (What you key strategies. (Refer to handout supplemental already 5). Instructor will also materials, and know...what provide learners with the review any of you are going guiding question(s) that the effective will guide new to learn...and knowledge: learning how you are “How do you identify strategies. going to learn literature?” This question it.) aligns with the “gain attention” step at the beginning of the lesson. TEACHING LITERARY CRITICISM ON RELIGION 132 Prerequisite 5 This section will review Instructor will present Learners will Knowledge information provided in order to using visual and audio read and watch prepare learners for new material tools (video with short and activate prior knowledge. narration) to review presentation Topics will include: prerequisite knowledge on prerequisite 1) Meaning of literature. and he/she will relate that and prior 2) Meaning of textual knowledge to source knowledge in evidence. citations. order to prepare for 3) Examples of Literature. learning 4) Non-Examples of material. literature. Learners will provide examples and nonexamples after watching the presentation. Learning 10 Demonstrate how to identify Utilizing audio and video, Learner Guidance literature. Specifically, the lecture the instructor will present watches the - Lecture and demonstration will include: a video on how to identify demonstration - Demo. (1) Learning how to identify the literature. (Present lecture and can literature: know what Slideshare here.) pause the “literature” is. video at any Slideshare: What is time or review (2) Learning how to support Literature? as needed. their argument: be able to https://www.slideshare.n provide support with the et/dilipbarad/what-is- literature. literature-24453673 (3) Learning how to apply This will provide learners their assertion to the argument map: with a visual guide that will begin with the combining the main speaker providing a brief argument with the explanation of what literature to the argument literature is. Following the map. visual explanation, the video will go through a In order to prevent cognitive few steps of the procedure overload, the terminal objective (thus demonstrating the has been divided into three parts, some of the steps in the each with distinct enabling enabling objectives) for objectives. Therefore, the support providing support or a or a contradiction each follow contradiction. This will be steps for a procedural lesson at divided into the three left and it can stand on its own as procedural steps that are its own procedure. located to the left, with the enabling objectives underneath. Practice and 10 Practice occurs at each step of the Instructor will provide the Learners will Feedback procedure listed above. learner with immediate try and Opportunities will be provided for and effective feedback. support their The instructor will learners to practice providing provide main point that TEACHING LITERARY CRITICISM ON RELIGION 133 support or a contradiction to the their rationale as to why they have with main point. Provided practice will an error was incorrect in the literature. be untimed and ungraded. order to provide the Learners will learner with an have multiple opportunity to try again opportunities and improve towards to practice mastery. prior to their If learners have corrected assessment. their mistakes in a timely Learners will manner, they can move on be inspired to to their assessment. review the content prior If learners have not to taking their corrected their mistakes in authentic a timely manner, then assessment. their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Procedural and Application: Instructor provides the Learners will Assessment An argument map that requires assessment questions, be asked to the literature side to be completed rubric, and corrective complete the feedback as needed. with a literary text due to its Please literature side relation to each enabling objective see the attached of an argument and the terminal objective. Assessment Plan for the map. criterion level towards mastery. (Refer to handouts 1-4). Retention 10 Performance assessment is based Instructor will provide the Learners must and Transfer on the ability to transfer student with the rubric for complete the knowledge to complete the their performance literature side literature side of an argument assessment. (Refer to of an argument map for a given literary text. handout 2). map. Big Ideas 10 Review the takeaways from this Instructor asks the Learners unit and the application of learners to generate three generate three procedures. Connect the takeaways and how they new ideas and procedural knowledge to the goals would apply them to the the strategies of the unit. argument map. needed to apply them. Advance 10 Connections made to similar Instructor provides a Learners will Organizer procedures on how the reader preview of the next lesson ask questions for the Next provides textual evidence from a by making a connection about the Unit piece of literature - the next between knowledge and lesson lesson in the course. application problems’ connecting the procedural approach. ideas and strategies to the next lesson. Total Time 90 TEACHING LITERARY CRITICISM ON RELIGION 134 [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 3: How to seek textual evidence from the literature that supports or contradicts the assertion and write it in a box on the literature side. Lesson 2: What is Textual Evidence?] Unit Duration: 90 minutes Introduction: Unit 3 has four lessons. This is the second lesson within the third unit of a 6 unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to identify textual evidence from the literature that supports or contradicts their main argument. Also, to teach students how to complete the first part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given a piece of literature, the students will be able to identify evidence from the perspective of literature that supports or contradicts their main argument and write it on the literature side of their argument map. Enabling Objective(s): Know what “literature” is Know “textual evidence” Be able to provide support or a contradiction. Be able to complete the literature side of the argument map. Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 10) Handout 1: Criminal injustice: The percentage of African Americans in prison – (Appendix W) Handout 2: Assessment Plan – (Appendix N) Handout 3: Description-based questions – (Appendix Y) Handout 4: Writing Strategies – (Appendix P) Handout 5: Literary Analysis rubric – (Appendix X) Prezi presentation [https://prezi.com/eel25ewa7upe/race-citing-textual-evidence/] – (Appendix K) Video 1: Citation: A (Very) Brief Introduction [https://www.youtube.com/watch?v=IMhMuVvXCVw] – (Appendix K) Video 2: Textual Evidence [https://www.youtube.com/watch?v=T5A-mOqB4Pc] – (Appendix K) Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ TEACHING LITERARY CRITICISM ON RELIGION 135 (Supplantive) Decision (Generative) Gain 5 Short presentation on textual Instructor will Learners listen Attention evidence. A question is provided on prerecord all audio and and watch the the screen that states: “Citation: It is films any necessary video. Learners important to use information from video. The instructor will think the text to support your position will begin with a about the when answering questions.” question to gain question being Followed by the statement: ”R.A.C.E. students’ attention. asked. is a strategy to aid in citing After asking the Learners will information from the text.” question and waiting for engage in the students’ answers, the class with a instructor will provide a possible video example to assist answer to the students with question. understanding why it is important to cite. (Play prezi presentation here). Prezi presentation [https://prezi.com/eel2 5ewa7upe/race-citing- textual-evidence/] By asking students a guiding question it establishes a framework to a problem that needs to be solved. Learning 5 Learning objectives presented will The course instructor Learners will Objectives be introduced in writing for the will paraphrase the read the class. (Please see the learning learning objectives learning objectives section above for specific aloud by means of objectives. objectives.) audio/video narration. The learning objectives will relate to the purpose of the lesson. Reasons for 5 Benefits: being able to cite textual Instructor states the Learners listen Learning evidence correctly in order to reasons for learning the and read the - Benefits provide their readers with the material and the risks reasons for - Risks specific source of where the avoided. Key points will learning. evidence was found. be bulleted and read aloud for learners to Risks Avoided: incorrect format of follow. sources, missing resources’ information, and ultimately- relevant sources that provide readers with strong evidence. Overview 5 In this lesson we will focus on a Instructor describes and Learners will - Prior review of how to cite textual explains for knowledge watch and Knowledge evidence. A handout of procedural connection the previous listen to the - New learning strategies for citing textual knowledge (What is presentation of Knowledge evidence will be provided with the literature) to the new overview with - Learning use of visual cues and narration to knowledge (What is guiding Strategies highlight key strategies. (Refer to textual evidence). question(s), TEACHING LITERARY CRITICISM ON RELIGION 136 handout 4). Instructor will also download any (What you provide learners with supplemental already the guiding question(s) materials, and know...what that will guide new review any of you are knowledge: “How do going you cite a new source of the effective to learn...and information?” This learning how you are question aligns with the strategies. going to “gain attention” step at learn the beginning of the it.) lesson. Prerequisite 10 This section will review information Instructor will present Learners will Knowledge provided in order to prepare using visual and audio read and learners for new material and tools (video with watch short activate prior knowledge. Topics narration) to review presentation will include: prerequisite knowledge on 1) Meaning of textual and he/she will relate prerequisite evidence. that knowledge to and prior source citations. knowledge in (Play video 2 here). order to prepare for Video 2: Textual learning Evidence material. [https://www.youtube.c Learners will om/watch?v=T5A- mOqB4Pc] provide examples and nonexamples after watching the presentation. Learning 10 This lesson will define (1) what Utilizing audio and Learner Guidance textual evidence is and (2) the MLA video, the instructor will watches the - Lecture format for citing textual evidence. present a video on how demonstration - Demo. to identify textual lecture and can Specifically, the lecture and evidence. (Play video 1 pause the demonstration will include: here). video at any (1) Provided opportunities for time or review learners to generate their own Video 1: Citation: A as needed. examples and nonexamples (Very) Brief of textual evidence. Introduction [https://www.youtube.c (2) Model the procedure for om/watch?v=IMhMuVv providing support or a XCVw] contradiction. This will provide (3) Provide practice and feedback for providing learners with a visual support or a contradiction. guide that will begin with the speaker providing a brief explanation of why citing is important. Following the visual explanation, the video will go through a few TEACHING LITERARY CRITICISM ON RELIGION 137 steps of the procedure (thus demonstrating the some of the steps in the enabling objectives) for identifying and solving performance problems related to textual evidence. This will be divided into the three procedural steps that are located to the left, with the enabling objectives underneath. Practice and 10 Practice occurs at each step of the Instructor will provide Learners will Feedback procedure listed above. Provided the learner with try and cite the practice will be untimed and immediate and effective author’s ungraded. feedback. The instructor argument will provide their along with rationale as to why an his/her main error was incorrect in points. order to provide the Learners will learner with an have multiple opportunity to try again opportunities and improve towards to practice mastery. prior to their If learners have assessment. corrected their mistakes Learners will in a timely manner, they be inspired to can move on to their review the assessment. content prior to taking their If learners have not authentic corrected their mistakes assessment. in a timely manner, then their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Identification and Application: Instructor provides the Learners will Assessment Description-based questions asking assessment questions, be asked to the student to identify textual rubric, and corrective respond to a evidence in the provided article, feedback as needed. variety of which is related to each enabling Please see the attached questions objective and the terminal objective. Assessment Plan for the related to (Refer to handout 3). criterion level towards citing sources. mastery. (Refer to handout 2-3, and 5). Performance assessment is based Retention 10 on Instructor will provide Learners must and Transfer the level of success the student has the student with the correctly had in correctly aligning a main rubric for their identify the point to textual evidence based on performance literary theory the given description. assessment. (Refer to based on the TEACHING LITERARY CRITICISM ON RELIGION 138 handout 5). theory’s description. Review the takeaways from this Big Ideas 10 unit Instructor asks the Learners and the application of procedures. learners to generate generate three Connect the declarative knowledge three takeaways and new ideas and to the goals of the unit. how they would apply the strategies them to the argument needed to map. apply them. Advance 10 Connections made to similar Instructor provides a Learners will Organizer procedures for identifying and preview of the next ask questions for the Next applying a literary theory - the next lesson by making a about the Unit lesson in the course. connection between lesson knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 3: How to seek textual evidence from the literature that supports or contradicts the assertion and write it in a box on the literature side. Lesson 3: What is Literary Theory: Supporting Evidence?] Unit Duration: 90 minutes Introduction: Unit 3 has four lessons. This is the third lesson within the third unit of a 6 unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to identify textual evidence from the literature that supports or contradicts their main argument. Also, to teach students how to complete the first part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given a piece of literature, the students will be able to identify evidence from the perspective of literature that supports or contradicts their main argument and write it on the literature side of their argument map. Enabling Objective(s): Know what “literature” is Know “textual evidence” Be able to provide support or a contradiction. Be able to complete the literature side of the argument map. Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 11-12) Handout 1: Ralph Ellison’s “Invisible Man” (prologue) – (Appendix Z) Handout 2: Writing Literary Arguments – (Appendix Q) [http://www.cengage.com/resource_uploads/downloads/1413022812_59427.p df] Handout 3: Writing Strategies – (Appendix P) TEACHING LITERARY CRITICISM ON RELIGION 139 Handout 4: Assessment Questions – (Appendix Y) Handout 5: Literary Analysis rubric – (Appendix X) Video: How to Analyze a Literary Passage: A Step-by-Step Guide – (Appendix K) [http://study.com/academy/lesson/how-to-analyze-a-literary-passage-a-step-by-step-guide.html] Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 The instructor gains the students’ Instructor will Learners listen Attention attention by making a statement: prerecord all audio and and watch the films any necessary video. “Analyzing literature is something video. The instructor Learners that you do all of the time and you will begin with a will reflect on don’t even know it! When you read a question to gain the question magazine or newspaper, a blog, students’ attention. being asked. dissect a cooking recipe, or GPS After asking the Learners will directions. You have to analyze the question and waiting for engage in the map’s directions in order to help you students’ answers, the class with a get from point A to point B.” instructor will provide a possible video example to assist answer to the students with question. understanding how to analyze a literary passage. (Play video here). Video: How to Analyze a Literary Passage: A Step- by-Step Guide http://study.com/acade my/lesson/how-to- analyze-a-literary- passage-a-step-by-step- guide.html Learning 5 Learning objectives presented will The course instructor Learners will Objectives be introduced in oral and written will paraphrase the follow along by form. (Please see the learning learning objectives reading and objectives section above for specific aloud by means of listening to the objectives.) audio/video narration. objectives that The learning objectives are read. will relate to the TEACHING LITERARY CRITICISM ON RELIGION 140 purpose of the lesson. Reasons for 5 Benefits: analyzing a text, Instructor states the Learners listen Learning supporting your argument, and reasons for learning the and read the - Benefits providing theoretical evidence as material and the risks reasons for - Risks proof. avoided. Key points will learning. be bulleted and read Risks Avoided: ignorance of a text, aloud for learners to neglecting an argument, avoiding follow. theoretical evidence, and ultimately - a strong, well-developed theoretical argument with evidence. Overview 10 In this lesson we will focus on a Instructor describes and Learners will review of what textual evidence is. explains for knowledge watch and - Prior A connection the previous listen to the Knowledge handout of declarative knowledge knowledge (What is presentation of - New learning strategies for identifying textual evidence) to the overview with Knowledge analyzing a text will be provided new knowledge (What is guiding - Learning with the use of visual cues and literary theory: question(s), narration to highlight key supporting evidence?) download any Strategies strategies. supplemental (Refer to handout 3). Instructor will also materials, and (What you provide learners with review any of already the guiding question(s) the effective know...what that will guide new learning you are knowledge: “How do strategies. going you provide textual to learn...and evidence with a literary how you are theory?” This question going to aligns with the “gain learn attention” step at the it.) beginning of the lesson. Prerequisite 5 This section will review information Instructor will present Learners will Knowledge provided in order to prepare using visual and audio read and watch learners for new material and tools (video with short activate prior knowledge. Topics narration) to review presentation will include: prerequisite knowledge on prerequisite 1) What is support or a and he/she will relate and prior contradiction that knowledge to knowledge in source citations. order to prepare for learning material. Learning 10 Demonstrate (1) how to use Utilizing audio and Learner Guidance evidence effectively and (2) how to video, the instructor will watches the - Lecture establish credibility. present a video on how demonstration - Demo. to identify textual lecture and can Specifically, the lecture and evidence. (Play video pause the demonstration will include: here). video at any (1) Direct instruction will be time or review provided on “using Video: How to Analyze a as needed. Literary Passage: A evidence effectively” Step- by-Step Guide Learners will (Handout 2, p. 82-83). [http://study.com/acad read the (2) Demonstration will include emy/lesson/how-to- provided a quotation from Ralph analyze-a-literary- handout along TEACHING LITERARY CRITICISM ON RELIGION 141 Ellison’s “Invisible Man” to passage-a-step-by-step- with the provide an example of guide.html lecture. using ] evidence effectively. This will provide (3) Demonstration will relate learners with a visual the quote to critical race guide that will begin theory. with the speaker providing a brief explanation of why evidence is important. Following the visual explanation, the video will go through a few steps of the procedure (thus demonstrating the some of the steps in the enabling objectives) for identifying and solving performance problems related to textual evidence. This will be divided into the three procedural steps that are located to the left. (Refer to handout 2). Practice and 10 Practice occurs at each step of the Instructor will provide Learners will Feedback procedure listed above. Provided the learner with try and relate practice will be untimed and immediate and effective the textual ungraded. feedback. The instructor evidence along will provide their with his/her rationale as to why an literary theory. error was incorrect in Learners will order to provide the have multiple learner with an opportunities opportunity to try again to practice and improve towards prior to their mastery. assessment. If learners have Learners will corrected their mistakes be inspired to in a timely manner, they review the can move on to their content prior assessment. to taking their If learners have not authentic corrected their mistakes assessment. in a timely manner, then their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Identification and Application: Instructor provides the Learners will Assessment Description-based questions asking assessment questions, be asked to TEACHING LITERARY CRITICISM ON RELIGION 142 the student to identify textual rubric, and corrective respond to a evidence that aligns with a literary feedback as needed. variety of theory in the provided article, which Please see the attached questions is related to each enabling objective Assessment Plan for the related to and the terminal objective. criterion level towards literary theory mastery. (Refer to and textual handouts 1-5). evidence. Performance assessment is based Instructor will provide Learners must Retention 10 on the student with the correctly and Transfer the level of success the student has rubric for their identify the had in correctly aligning an article performance literary theory to the literary theory based on the assessment. (Refer to based on the given description. handout 5). theory’s description. Review the takeaways from this Instructor asks the Learners Big Ideas 10 unit learners to generate generate three and the application of procedures. three takeaways and new ideas and Connect the declarative knowledge how they would apply the strategies to the goals of the unit. them to the argument needed to map. apply them. Advance 10 Connections made to similar Instructor provides a Learners will Organizer procedures for completing the preview of the next ask questions for the Next literature side of an argument map - lesson by making a about the Unit the next lesson in the course. connection between lesson knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 3: How to seek textual evidence from the literature that supports or contradicts the assertion and write it in a box on the literature side. Lesson 4: Completing the Literature Side of an Argument Map] Unit Duration: 90 minutes Introduction: Unit 3 has four lessons. This is the fourth lesson within the third unit of a 6 unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to identify textual evidence from the literature that supports or contradicts their main argument. Also, to teach students how to complete the first part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given a piece of literature, the students will be able to identify evidence from the perspective of literature that supports or contradicts their main argument and write it on the literature side of their argument map. Enabling Objective(s): Know what “literature” is Know “textual evidence” TEACHING LITERARY CRITICISM ON RELIGION 143 Be able to provide support or a contradiction. Be able to complete the literature side of the argument map. Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 13) Handout 1: Argument map – (Appendix F) Handout 2: Literary Analysis rubric – (Appendix X) Handout 3: John Gardner’s “Grendel” – (Appendix AA) Handout 4: Assessment Plan – (Appendix N) Handout 5: Writing Strategies – (Appendix P) Handout 6: Assessment Questions – (Appendix Y) Video: SmartArt Graphics (https://www.youtube.com/watch?v=GVoHuYB0XHA) – (Appendix K) Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 The instructor begins by asking Instructor will Learners will Attention students: when you develop an prerecord all audio and reflect on the argument, how do you develop your video for the lesson. By question being literary reasoning for that asking students a asked and they argument? guiding question it will answer it establishes a framework based on their to a problem that needs opinion. to be solved. Learning 5 The lesson’s ‘s learning objectives Using the audio/visual Learners will Objectives will be presented orally and in narration, the instructor listen to and writing for the class. (See above for will paraphrase the read the the specific objectives being objectives. learning addressed) objectives. Reasons for 5 Benefits: being able to visually see Instructor states the The learner Learning the outline of their literature reasons for learning the will listen and - Benefits argument as it is being created. material and the risks read the - Risks that are avoided. The reasons for Risks Avoided: misidentifying the key points will be stated learning. A literature label that needs to be aloud and they will be visual example applied to a specific box, or presented as bullet will be incorrectly creating an points too. provided as a organizational chart rather than an scaffold to argument map for the course. provide students with a visual TEACHING LITERARY CRITICISM ON RELIGION 144 representation of an argument map model. Overview 5 A survey question will be provided The instructor will Learners will - Prior in the form of a participatory describe the prior listen to and Knowledge question that is: How would you knowledge connection watch - New organize an argumentative essay (What is literary theory: presentation Knowledge according to the literature? The supporting evidence) to of - Learning question will relate to adult new knowledge overview with Strategies learning theory to see how students (Completing the guiding will resolve their appropriate argument side of an question(s), (What you arguments. A handout of procedural Argument Map). downloads any already learning strategies will also be supporting know...what provided in order to assist the materials, and you are learner in developing their review going argument. (Refer to handout 5). learning to learn...and strategies in how you are order to be going to successful. learn it.) Prerequisite 5 This section will require students to Instructor presents Learners will Knowledge have had previous experience using visual and audio watch a short developing a chart. A review will be tools to review the presentation provided to students to activate elements needed to of prior knowledge and to prepare develop an argument prerequisite learners for new learning material. map correctly. and prior Topics will include the following: knowledge in This will be done order to (1) What is the literature side through a short prepare for of an Argument Map YouTube video that will new learning display the correct material. elements for an argument map to learners. (Play video here). Video: SmartArt Graphics (https://www.youtube.c om/watch?v=GVoHuYB 0XHA) Learning 10 Demonstrate (1) what the steps are Instructor - through Learners will Guidance for creating an argument map audio and video - will watch the - Lecture followed by (2) how to label the present a scenario from demonstration - Demo. literature section of an argument the “gain attention” video and they map correctly. section at the beginning. will pause it at This will provide a any point to Specifically, the lecture and visual example for take notes or demonstration will include the students to see how review as following: literature can be used as needed. (1) Given the text: Assess prior evidence to complete an knowledge of an argument argument map using map. John Gardner’s “Grendel” as an example (2) The students will identify (thus enabling each of the main point that is being the enabling objectives TEACHING LITERARY CRITICISM ON RELIGION 145 asserted: Provide by assessing and opportunities for learners to creating. (Refer to generate their own examples. handout 3). (3) Complete the literature section of the argument map per the rubric: create the literature section of the argument map. For the purpose of length and cognitive overload, the terminal objective has been broken into three parts. Practice and 10 Practice occurs at each step of the Instructor will provide Learners will Feedback procedure listed above. Provided the learner with try and relate practice will be untimed and immediate and effective the textual ungraded. feedback. The instructor evidence along will provide their with his/her rationale as to why an literature. error was incorrect in Learners will order to provide the have multiple learner with an opportunities opportunity to try again to practice and improve towards prior to their mastery. assessment. If learners have Learners will corrected their mistakes be inspired to in a timely manner, they review the can move on to their content prior assessment. to taking their authentic If learners have not assessment. corrected their mistakes in a timely manner, then their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Identification and Application: Instructor provides the Learners will Assessment Description-based questions asking assessment questions, be asked to the student to identify evidence rubric, and corrective respond to a from the literature that aligns with feedback as needed. variety of their main point at the beginning of Please see the attached questions their argument map, which is Assessment Plan for the related to their related to each enabling objective criterion level towards evidence from and the terminal objective. mastery. (Refer to the literature. handouts 1-6). Performance assessment is based Retention 10 on Instructor will provide Learners must and Transfer the level of success the student has the student with the correctly had in correctly aligning an article rubric for their identify the to the literature based on the given performance literature TEACHING LITERARY CRITICISM ON RELIGION 146 description. assessment. (Refer to based on their handout 2). main point. Review the takeaways from this Big Ideas 10 unit Instructor asks the Learners and the application of procedures. learners to generate generate three Connect the declarative knowledge three takeaways and new ideas and to the goals of the unit. how they would apply the strategies them to the argument needed to map. apply them. Advance 10 Connections made to similar Instructor provides a Learners will Organizer procedures for completing the preview of the next ask questions for the Next literature side of an argument map - lesson by making a about the Unit the next lesson in the course. connection between lesson knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 Unit 4: How to seek evidence from the literary theory that supports or contradicts the assertion and write it in a box on the literary theory side. Terminal learning objective. Given a literary text, the students will be able to identify evidence from the perspective of a literary theory that supports or contradicts their main argument and write it on the literary theory side of their argument map. Prerequisite analysis (enabling objectives). Know what a “literary theory” is Know “textual evidence” Be able to provide support or a contradiction. Be able to complete the religious side of the argument map. Learning activities. After introductions and attention activities, assess prior knowledge of literary theory and textual evidence. Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. Provide opportunities for learners to generate their own examples and nonexamples. Model the procedure for providing support or a contradiction. Provide practice and feedback for providing support or a contradiction. Model the procedure to complete the literary theory side of an argument map. Provide opportunities to transfer knowledge to complete the literary theory side of an argument map. Assessment. Learners will complete the literary theory side of an argument map for TEACHING LITERARY CRITICISM ON RELIGION 147 given literary text. [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 4: How to seek evidence from the perspective of literary theory that supports or contradicts the assertion and write it in a box on the literary criticism side. Lesson 1: What is Literary Theory?] Unit Duration: 90 minutes Introduction: Unit 4 has four lessons. This is the first lesson within the fourth unit of a 6 unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to identify a literary theory that is given and support it with cited textual evidence. Also, to teach students how to complete the first part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given a piece of literature, the students will be able to identify evidence from the perspective of a literary theory that supports or contradicts their main argument and write it on the literary theory side of their argument map. Enabling Objective(s): Know what “literary theory” is Know “textual evidence-based literature” Be able to provide support or a contradiction. Be able to complete the literature theory side of an argument map. Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 14-15) Handout 1: Assessment Plan – (Appendix N) Handout 2: Writing Strategies – (Appendix P) Handout 3: Argument Map – (Appendix F) Handout 4: Argument Map rubric – (Appendix M) PowerPoint: Literary Theory [https://www.canyons.edu/Offices/TLC/PowerPoints/Literary%20theory.pdf] – (Appendix J) Video: Introduction to Literary Theory [https://www.youtube.com/watch?v=MeWPNTcogRY] – (Appendix K) Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ TEACHING LITERARY CRITICISM ON RELIGION 148 (Supplantive) Decision (Generative) Gain 5 Short video that introduces Instructor will Learners listen Attention literary prerecord all audio and and watch the theory to students. A question is films any necessary video. Learners provided on the screen that states: video. The instructor will reflect on “What is Literary Theory?” will begin with a the question Followed by the statement: question to gain being asked. “Literature is a piece of written students’ attention. Learners will work.” Another question is After asking the engage in the proposed that asks the question, question and waiting for class with a “What is theory?” The answer is students’ answers, the possible “Theory is a set of ideas intended to instructor will provide a answer to the explain or deepen something. video example to assist question. Literary theory helps us view a students with work. It highlights different ideas understanding literary that are embedded into a text.” theory. (Play video The video introduces the different here). schools of literary criticism which Video: Introduction to include: “Feminist Criticism, Literary Theory Postcolonial, Postmodern, [https://www.youtube.c Deconstruction, and Marxist om/watch?v=MeWPNTc criticism.” A second question is ogRY] provided on the screen that states: “How do we use these theories?” The answer is: “We analyze a text for clues. We examine the individual pieces. We then see how the pieces fit together, to show us a bigger picture which is not explicitly stated in a text.” Learning 5 Learning objectives presented will The course instructor will Learners will Objectives be introduced in oral and written paraphrase the learning follow along by form. (Please see the learning objectives aloud by means reading and objectives section above for of audio/video narration. listening to the specific The learning objectives will objectives that objectives.) relate to the purpose of the are read. lesson. Reasons for 5 Benefits: the ability to analyze a Instructor will state the Learners will Learning text for clues, see how it fits benefits for learning the listen to and - Benefits together, and to see how it will material and the risks read the - Risks explicitly relate to the text. that are avoided. The reasons for Risks Avoided: misinterpreting a instructor will state the learning. A key points, and the visual for text, misunderstanding the text, remainder will be benefits and relating an inappropriate literary presented as bullet risks will be criticism to the text, and ultimately points on the screen. used in the - a well-developed, cohesive form of a video argument. that will reference back to the lesson’s attention getter. Overview 5 In this lesson we will focus on a Instructor describes and Learners will - Prior review of the prior knowledge of a explains for knowledge watch and Knowledge literary theory. A handout of connection the previous listen to the TEACHING LITERARY CRITICISM ON RELIGION 149 - New procedural learning strategies for knowledge (Completing presentation of Knowledge creating an argument with main the Literature Side of an overview with points will be provided with the Argument Map) to the - Learning use new knowledge (What is guiding Strategies of visual cues and narration to a Literary Theory). question(s), highlight key strategies. (Refer to Instructor will also download any (What you handout 2). supplemental already provide learners with materials, and know...what the guiding question(s) review any of you are that will guide new going knowledge: “How do the effective to learn...and you support a literary learning how you are theory?” This question strategies. going to aligns with the “gain learn attention” step at the it.) beginning of the lesson. Prerequisite 10 This section will review Instructor will present Learners will Knowledge information using visual and audio read and provided in order to prepare tools (video with watch learners for new material and narration) to review short activate prior knowledge. Topics prerequisite knowledge presentation will include: and he/she will relate on 1) Meaning of a literary that knowledge to prerequisite theory source citations. (Play and prior video here). knowledge in order to Video: Introduction to prepare for Literary Theory learning [https://www.youtube.c material. om/watch?v=MeWPNTc ogRY] Learning 10 Define (1) what a literary theory Utilizing audio and Learner Guidance is and (2) the various literary video, the instructor will watches the - Lecture theories that are available. present a video on how demonstration - Demo. Specifically, the lecture and to identify a literary lecture and can theory. (Present slide pause the demonstration will include: here). video at any (1) Learning how to identify a time or review literary theory: know PowerPoint: Literary as needed. what Theory a “literary theory” is [https://www.canyons.e (2) Learn how to to identify du/Offices/TLC/PowerP textual evidence from the oints/Literary%20theor perspective of a literary y.pdf] theory: differentiate the various literary theories This will provide available. learners with a visual (3) Learn how theories support guide that will begin or contradict their main with the speaker argument: be able to providing a brief provide explanation of why support or a contradiction. citing is important. In order to prevent cognitive overload, the terminal objective Following the visual has explanation, the video will go through a few TEACHING LITERARY CRITICISM ON RELIGION 150 been divided into three parts, steps of the procedure (thus each demonstrating the some of with distinct enabling objectives. the steps in the enabling Therefore, the knowledge related objectives) for identifying problems each follow steps for a and solving performance procedural lesson and they can problems related to stand on their own as their own knowledge acquisition. This procedure. will be divided into the three procedural steps that are located to the left, with the enabling objectives underneath. Practice and 10 Practice occurs at each step of the Instructor will provide Learners will Feedback procedure listed above. Provided the learner with try and cite the practice will be untimed and immediate and effective author’s ungraded. feedback. The instructor argument will provide their along with rationale as to why an his/her main error was incorrect in points. order to provide the Learners will learner with an have multiple opportunity to try again opportunities and improve towards to practice mastery. prior to their If learners have assessment. corrected their mistakes Learners will in a timely manner, they be inspired to can move on to their review the assessment. content prior to taking their If learners have not authentic corrected their mistakes assessment. in a timely manner, then their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Procedural and Application: Instructor provides the Learners will Assessment An argument map that requires assessment questions, be asked to the literary theory portion to be rubric, and corrective complete the completed due to its relation to feedback as needed. literary theory each enabling objective and the side of an terminal objective. (Refer to Please see the attached argument map. handout 3). Assessment Plan for the criterion level towards mastery. (Refer to handout 1-4). Retention 10 Performance assessment is based Instructor will provide Learners must and Transfer on the level of success the student the student with the rubric correctly has had in correctly identifying for their performance identify the the literary theory based on the assessment. (Refer to literary theory given description. based on the TEACHING LITERARY CRITICISM ON RELIGION 151 handout 4). theory’s description. Big Ideas 10 Review the takeaways from this Instructor asks the Learners unit and the application of learners to generate three generate three procedures. Connect the takeaways and how they new ideas and declarative knowledge to the would apply them to the the strategies goals of the unit. argument map. needed to apply them. Advance 10 Connections made to similar Instructor provides a Learners will Organizer theories concerning the reader’s preview of the next ask questions for the Next response to literature - the next lesson by making a about the Unit lesson in the course. connection between lesson knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 4: How to seek evidence from the perspective of religion that supports or contradicts the assertion and write it in a box on the religion side. Lesson 2: What is Reader-Response Criticism?] Unit Duration: 90 minutes Introduction: Unit 4 has four lessons. This is the second lesson within the fourth unit of a 6 unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to identify a literary theory that is given and support it with cited textual evidence. Also, to teach students how to complete the first part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given a literary theory, the students will be able to identify evidence from the literature that supports their main argument and write it on the theory side of the argument map. Enabling Objective(s): Know what “reader-response criticism” is Know “textual evidence” Be able to provide support or a contradiction. Be able to complete the literary theory side of an argument map. Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 16) Handout 1: Oedipus Rex by Sophocles – (Appendix BB) Handout 2: Learning Strategies – (Appendix DD) Handout 3: Argument Map – (Appendix F) Handout 4: Argument Map rubric – (Appendix M) Handout 5: Assessment Plan – (Appendix N) Powerpoint: Readers’ Response [https://www.slideshare.net/leniebelandres/readers-response-cticism] – (Appendix K) TEACHING LITERARY CRITICISM ON RELIGION 152 Video: Reader Response Theory [https://www.youtube.com/watch?v=DsZpMZkiZCc] – (Appendix K) Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Action/Decisi Sequence (mins) Learning Activity on Action/ (Supplantive) Decision (Generative) Gain 5 Short video about Reader Response Instructor will prerecord Learners listen Attention Theory. A statement is provided on all audio and films any and watch the the screen that states: “Reader necessary video. The video. Learners response theory stresses the instructor will begin with will reflect on interaction between the reader and several questions to gain the question text. The intentions of the writers students’ attention. After being asked. are asking the questions and Learners will irrelevant since a text can have waiting for students’ engage in the multiple meanings that shift over answers, the instructor class with a time. In this theory, reading is a will provide a video possible transaction, or exchange, in which example to assist students answer to the readers construct meaning as they with understanding what question. progress through a text.” is reader-response theory. (Play video here). Video: Reader Response Theory [https://www.youtube.c om/watch?v=DsZpMZki ZCc] Learning 5 Learning objectives presented will The course instructor Learners will Objectives be introduced in oral and written will paraphrase the follow along by form. (Please see the learning learning objectives reading and objectives section above for specific aloud by means of listening to the objectives.) audio/video narration. objectives that The learning objectives are read. will relate to the purpose of the lesson. Reasons for 5 Benefits: a thorough understanding Instructor will state the Learners will Learning of reader-response theory, and the benefits for learning the listen to and - Benefits ability to apply reader-response material and the risks read the - Risks criticism theory to a literary text in that are avoided. The reasons for order to assist learners’ ability to instructor will state the learning. A perform the task independently key points, and the visual for TEACHING LITERARY CRITICISM ON RELIGION 153 with 100% accuracy. remainder will be benefits and Risks Avoided: misidentifying a presented as bullet risks will be literary text that does not support points on the screen. used in the their assertion as an argument, form of a video misinterpreting reader-response that will criticism theory, and ultimately - a reference back well-developed, persuasive to the lesson’s argument. attention getter. Overview 5 In this lesson we will focus on a Instructor describes and Learners will - Prior review of the prior knowledge of explains the knowledge watch and Knowledge reader-response theory. A handout connection for the listen to the - New of procedural learning strategies for previous knowledge presentation of Knowledge creating an argument with main (What is Feminist overview with - Learning points will be provided with the use Criticism) to the new guiding Strategies of visual cues and narration to knowledge (What is question(s), highlight key strategies. (Refer to Reader-Response download any (What you handout 2). Criticism?) supplemental already materials, and know...what Instructor will also review any of you are going provide learners with the effective to learn...and the guiding question(s) learning how you are that will guide new strategies. going to learn knowledge: “How do it.) you apply reader- response theory to literature?” This question aligns with the “gain attention” step at the beginning of the lesson. Prerequisite 10 This section will review information Instructor will present Learners will Knowledge provided in order to prepare using visual and audio read and watch learners for new material and tools (video with short activate prior knowledge. Topics narration) to review presentation will include: prerequisite knowledge on prerequisite Meaning of reader- 1) response and he/she will relate and prior criticism. that knowledge to knowledge in 2) What textual evidence source citations. order to prepare for supports reader-response learning criticism. material. Learning 10 Demonstrate (1) how to identify Utilizing audio and Learner Guidance reader-response theory and (2) video, the instructor will watches the - Lecture how to apply reader-response present on reader- demonstration - Demo. criticism theory correctly. response criticism lecture and can theory. (Present pause the Specifically, the lecture and presentation here). video at any demonstration will include: time. (1) Learning to determine if the Powerpoint: Readers’ theory applies: knowing Response Learners will what “reader-response [https://www.slideshar provide criticism theory” is. e.net/leniebelandres/re examples and (2) Learning how to identify aders-response-cticism] nonexamples after watching TEACHING LITERARY CRITICISM ON RELIGION 154 textual evidence: know This will provide the video. what “textual evidence” is. learners with a visual (3) Learning how to support guide that will begin with the speaker their argument: be able to providing a brief provide support with explanation of why textual evidence. citing is important. (4) Learning how to apply their Following the visual assertion to the argument explanation, the video map: combining theories will go through a few and evidence found to the steps of the procedure (thus demonstrating the argument map. some of the steps in the enabling objectives) for identifying and solving performance problems related to knowledge acquisition. This will be divided into the three procedural steps that are located to the left, with the enabling objectives underneath. In order to prevent cognitive overload, the terminal objective has been divided into three parts, each with distinct enabling objectives. Therefore, the knowledge related problems each follow steps for a procedural lesson at left and it can stand on its own as its own procedure. Practice and 10 Practice occurs at each step of the Instructor will provide Learners will Feedback procedure listed above. the learner with try and cite Opportunities will be provided for immediate and effective their response learners to generate their own feedback. The instructor that they have examples and nonexamples. will provide their with the text as Provided practice will be untimed rationale as to why an part of reader- and ungraded. error was incorrect in response order to provide the theory. learner with an Learners will opportunity to try again have multiple and improve towards opportunities mastery. to practice prior to their If learners have assessment. corrected their mistakes in a timely manner, they Learners will can move on to their be inspired to assessment. review the TEACHING LITERARY CRITICISM ON RELIGION 155 content prior If learners have not to taking their corrected their mistakes authentic in a timely manner, then assessment. their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Procedural and Application: Instructor provides the Learners will Assessment An argument map that requires the assessment questions, be asked to literary theory portion to be rubric, and corrective complete the completed with a reader-response feedback as needed. literary theory theory due to its relation to each Please see the attached side of an enabling objective and the terminal Assessment Plan for the argument map. objective. (Refer to handout 3). criterion level towards mastery. (Refer to handouts 2-5). Retention 10 Performance assessment is based Instructor will provide Learners must and Transfer on the ability to transfer knowledge the student with the self-report on to complete the literary theory side rubric for their the task of of an argument map. performance completing an assessment. (Refer to argument map. handout 4). Big Ideas 10 Review the takeaways from this Instructor asks the Learners unit and the application of learners to generate generate three procedures. Connect the procedural three new takeaways new ideas and knowledge to the goals of the unit. and how they would the strategies apply them to the needed to argument map. apply them. Advance 10 Connections made to similar Instructor provides a Learners will Organizer procedures on providing the reader preview of the next ask questions for the Next with practice with Reader-response lesson by making a about the Unit criticism - the next lesson in the connection between lesson course. knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 [Teaching Literary Criticism on Religion Lesson Plan and Instructor’s Guide Unit 4: How to seek evidence from the perspective of religion that supports or contradicts the assertion and write it in a box on the religion side. Lesson 3: Reader-response criticism workshop] Unit Duration: 90 minutes Introduction: Unit 4 has four lessons. This is the third lesson within the fourth unit of a 6 unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that TEACHING LITERARY CRITICISM ON RELIGION 156 help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to identify a literary theory that is given and support it with cited textual evidence. Also, to teach students how to complete the first part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given a text, the students will be able to identify evidence from the perspective of a literary theory that supports their main argument and write it on the theory side of their argument map. Enabling Objective(s): Know “textual evidence” Be able to provide support. Be able to complete the theory side of the argument map. Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 17-18) Handout 1: John Donne “Air and Angels” – (Appendix EE) Handout 2: Kate Chopin “The Story of an Hour” – (Appendix FF) Handout 3: Argument Map – (Appendix F) Handout 4: Argument Map rubric – (Appendix M) Handout 5: Assessment Plan – (Appendix N) Handout 6: Learning Strategies – (Appendix DD) Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 A short Q & A session will be Instructor will Learners will Attention provided to see where students are prerecord all audio and reflect on the in the writing process. video for the lesson. By question being asking students a asked and they guiding question it will answer it establishes a framework based on their to a problem that needs opinion. to be solved. Learning 5 The lesson’s ‘s learning objectives Using the audio/visual Learners will Objectives will be presented orally and in narration, the instructor listen to and writing for the class. (See above for will paraphrase the read the the specific objectives being objectives. learning addressed) objectives. Reasons for 5 Benefits: instructor supports Instructor states the Learners listen Learning students with guidance and reasons for learning the and read the TEACHING LITERARY CRITICISM ON RELIGION 157 - Benefits direction, and a better material and the risks reasons for - Risks understanding of the assignment avoided. Key points will learning. and the writing process. be bulleted and read aloud for learners to Risks Avoided: misinterpretation of follow. assignment, incomplete argument map, confusion on the writing assignment, and -ultimately- a coherently strong, well-developed argument map. Overview 5 In this lesson we will focus on The instructor will Learners will - Prior having a workshop to support relate the prior listen to the Knowledge students with their argument map. knowledge (Reader- presentation of - New response criticism) to overview with Knowledge the new knowledge guiding - Learning (Workshop: Practice question(s), Strategies and downloads any (What you Feedback). supporting already materials, and know...what review you are going learning to learn...and strategies in how you are order to be going to learn successful. it.) Prerequisite 10 This section will require students to Instructor provides Learners will Knowledge have had previous knowledge of students with assistance watch a short their argument map assignment. A as needed. presentation of review will be provided to students prerequisite to activate prior knowledge as and prior needed. knowledge in order to activate their prior knowledge as needed. Learning 10 This lesson will not include any kind Instructor will provide a Learners will Guidance of instruction at this time. The visual example for ask for the - Lecture lesson will be a workshop to students to see how instructor’s - Demo. provide students with any further their argument map assistance as assistance needed in order to should look. needed. complete their argument map and essay assignments in class. Practice and 10 Practice occurs at each step of the Instructor will provide Learners will Feedback procedure listed above. Provided the learner with try and practice will be untimed and immediate and effective evaluate their ungraded. feedback. The instructor essays to see if will provide their it takes a rationale as to why an strong stand error was incorrect in against order to provide the something. learner with an Learners will opportunity to try again have multiple and improve towards opportunities TEACHING LITERARY CRITICISM ON RELIGION 158 mastery. to practice prior to their If learners have assessment. corrected their mistakes in a timely manner, they Learners will can move on to their be inspired to assessment. review the content prior If learners have not to taking their corrected their mistakes authentic in a timely manner, then assessment. their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Evaluation and Application: Instructor provides the Learners will Assessment Description-based questions asking assessment questions, be asked to the student to determine their rubric, and corrective respond to a emotional or thoughtful response to feedback as needed. variety of the reading. Please see the attached questions Assessment Plan for the related to their criterion level towards evidence from mastery. (Refer to the literature . handouts 1-3). Retention 10 Performance assessment is based on Instructor will provide Learners must and Transfer the level of success the student has the student with the correctly had in developing their response rubric for their identify their that aligns with their thesis performance responses statement. assessment and/or (Refer to handout 2).. thoughts. Big Ideas 10 Review the takeaways from this unit Instructor asks the Learners and the application of procedures. learners to generate generate three Connect the declarative knowledge three takeaways and takeaways and to the goals of the unit. how they would apply the strategies them to the argument needed to map. apply them. Advance 10 Connections made to similar Instructor provides a Learners will Organizer procedures for for further practice preview of the next ask questions for the Next practice using Reader-response lesson by making a about the Unit criticism - the next lesson in the connection between lesson course. knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 [Fusion of Religion & Literature] Lesson Plan and Instructor’s Guide [Unit 4: How to seek evidence from the perspective of religion that supports or contradicts the assertion and write it in a box on the religion side. Lesson 4: Workshop] TEACHING LITERARY CRITICISM ON RELIGION 159 Unit Duration: 90 minutes Introduction: Unit 4 has four lessons. This is the fourth lesson within the fourth unit of a 6 unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to identify a literary theory that is given and support it with cited textual evidence. Also, to teach students how to complete the first part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given a literary theory, the students will be able to identify evidence from the literature that supports their main argument and write it on the theory side of the argument map. Enabling Objective(s): Know “textual evidence” Be able to provide support or a contradiction. Be able to complete the theory side of the argument map. Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 19) Handout 1: Argument Map rubric – (Appendix M) Handout 2: Assessment Plan – (Appendix N) Handout 3: Assessment Questions – (Appendix O) Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 A short Q & A session will be Instructor will Learners will Attention provided to see where students are prerecord all audio and reflect on the in the writing process. video for the lesson. By question being asking students a asked and they guiding question it will answer it establishes a framework based on their to a problem that needs opinion. to be solved. Learning 5 The lesson’s ‘s learning objectives Using the audio/visual Learners will Objectives will be presented orally and in narration, the instructor listen to and writing for the class. (See above for will paraphrase the read the the specific objectives being objectives. learning TEACHING LITERARY CRITICISM ON RELIGION 160 addressed) objectives. Reasons for 5 Benefits: instructor supports Instructor states the Learners listen Learning students with guidance and reasons for learning the and read the - Benefits direction, and a better material and the risks reasons for - Risks understanding of the assignment avoided. Key points will learning. and the writing process. be bulleted and read aloud for learners to Risks Avoided: misinterpretation of follow. assignment, incomplete argument map, confusion on the writing assignment, and -ultimately- a coherently strong, well-developed argument map. Overview 5 In this lesson we will focus on The instructor will Learners will - Prior having a workshop to support relate the prior listen to the Knowledge students with their argument map. knowledge (Reader- presentation of - New response criticism) to overview with Knowledge the new knowledge guiding - Learning (Workshop: Practice and question(s), Strategies Feedback). downloads any supporting (What you materials, and already review know...what learning you are going strategies in to learn...and order to be how you are successful. going to learn it.) Prerequisite 10 This section will require students to Instructor provides Learners will Knowledge have had previous knowledge of students with assistance watch a short their argument map assignment. A as needed. presentation of review will be provided to students prerequisite to activate prior knowledge as and prior needed. knowledge in order to activate their prior knowledge as needed. This lesson will not include any Learning 10 kind Instructor will provide a Learners will Guidance of instruction at this time. The visual example for ask for the - Lecture lesson will be a workshop to students to see how instructor’s - Demo. provide students with any further their argument map assistance as assistance needed in order to should look. needed. complete their argument map and essay assignments in class. Practice and 10 Practice occurs at each step of the Instructor will provide Learners will Feedback procedure listed above. Provided the learner with try and practice will be untimed and immediate and effective evaluate their ungraded. feedback. The instructor essays to see if will provide their it takes a rationale as to why an strong stand error was incorrect in against TEACHING LITERARY CRITICISM ON RELIGION 161 order to provide the something. learner with an Learners will opportunity to try again have multiple and improve towards opportunities mastery. to practice prior to their If learners have assessment. corrected their mistakes in a timely manner, they Learners will can move on to their be inspired to assessment. review the content prior If learners have not to taking their corrected their mistakes authentic in a timely manner, then assessment. their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Evaluation and Application: Instructor provides the Learners will Assessment Description-based questions asking assessment questions, be asked to the student to determine their rubric, and corrective respond to a emotional or thoughtful response to feedback as needed. variety of the reading. Please see the attached questions Assessment Plan for the related to their criterion level towards evidence from mastery. (Refer to the literature. handouts 1-3). Retention 10 Performance assessment is based Instructor will provide Learners must and Transfer on the level of success the student the student with the correctly has had in developing their rubric for their identify their response that aligns with their performance responses thesis statement. assessment and/or (Refer to handout 2). thoughts. Big Ideas 10 Review the takeaways from this Instructor asks the Learners unit and the application of learners to generate generate three procedures. Connect the declarative three takeaways and takeaways and knowledge to the goals of the unit. how they would apply the strategies them to the argument needed to map. apply them. Advance 10 Connections made to similar Instructor provides a Learners will Organizer procedures for for further practice preview of the next ask questions for the Next practice using Reader-response lesson by making a about the Unit criticism - the next lesson in the connection between lesson course. knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 Unit 5: How to cultivate a willingness to change your mind when the evidence starts mounting against you. TEACHING LITERARY CRITICISM ON RELIGION 162 Terminal learning objective. Given an argument map, learners will summarize their reasoning for remaining with their original assertion or changing their mind when the evidence contradicts their original argument. Prerequisite analysis (enabling objectives). Know “refutation” Be able to change your mind when the evidence contradicts your original argument. Know “connotation” Learning activities. After introductions and attention activities, assess prior knowledge of refutation and connotation. Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. Provide opportunities for learners to generate their own examples and nonexamples. Model the procedure for changing your mind when the evidence contradicts your original argument. Provide practice and feedback for changing your mind when the evidence contradicts your original argument. Assessment. Learners will determine if they will remain with their original assertion or if they will change their mind. Learners will briefly summarize in writing their reasoning for remaining with their original argument or changing their mind using a rubric. [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 5: How to write a refutation to the contradicting evidence. Lesson 1: Learn About a Refutation] Unit Duration: 90 minutes Introduction: Unit 5 has four lessons. This is the first lesson within the fifth unit of a 6 unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to write a refutation or connotation to their evidence. Also, to teach students how to develop their argument in an essay per the rubric. Learning Objective(s) Terminal Objective: Given the learner’s argument, the learner will develop their argument in an essay that will be evaluated based on a rubric. Enabling Objective(s): Know “refutation” Know “contradicting evidence” Know “strong argument” Be able to identify the contradictory evidence TEACHING LITERARY CRITICISM ON RELIGION 163 Be able to develop a strong argument. Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 20) Handout 1: Writing Literary Arguments – (Appendix Q) [http://www.cengage.com/resource_uploads/downloads/1413022812_59427.p df] Handout 2: Argumentative essay rubric – (Appendix GG) Handout 3: Assessment Plan – (Appendix N) Handout 4: Writing Strategies – (Appendix P) Video: What Does It Mean to Rebut an Argument – (Appendix K) [https://www.youtube.com/watch?v=Yh-fC7eBjsg] Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 A short video presentation on a Instructor will Learners will Attention refutation. The video provides a prerecord all audio and reflect on the question which states: What does it video for the lesson. question being mean to rebut an argument? The (Play video here). asked and they video provides an answer to the will answer it question that states: “Refute - To Video: What Does It based on their rebut a statement is to offer clear Mean To Rebut An opinion. evidence or a reasoned argument Argument against it; to refute a statement is to [https://www.youtube.c prove it wrong (neither means om/watch?v=Yh- “contradict” or “deny”.” fC7eBjsg] By asking students a guiding question it establishes a framework to a problem that needs to be solved. Learning 5 The lesson’s ‘s learning objectives Using the audio/visual Learners will Objectives will be presented orally and in narration, the instructor listen to and writing for the class. (See above for will paraphrase the read the the specific objectives being objectives. learning addressed) objectives. Reasons for 5 Benefits: learn the meaning of a Instructor states the Learners listen Learning refutation, how to use it effectively, reasons for learning the and read the - Benefits usage techniques, and an essay that material and the risks reasons for TEACHING LITERARY CRITICISM ON RELIGION 164 - Risks refutes its opponent’s concession. avoided. Key points will learning. be bulleted and read Risks Avoided: a weak refutation, aloud for learners to insufficient evidence for a follow. refutation, a misguided refutation, and -ultimately- a coherently strong, well-developed essay. Overview 5 In this lesson we will focus on The instructor will Learners will - Prior defining a refutation. A handout is relate the prior listen to the Knowledge provided with strategies to assist knowledge presentation - New students in defining a refutation. A (Contradictio- overview with Knowledge text will be provided with the use of n) to the new knowledge guiding - Learning visual cues and narration to (Learn about a question(s), Strategies highlight key strategies. (Refer to Refutation). downloads any (What you handout 4). supporting already materials, and know...what review you are learning going strategies in to learn...and order to be how you are successful. going to learn it.) Prerequisite 10 This section will require students to Instructor presents Learners will Knowledge have had previous knowledge of a using visual and audio watch a short refutation. A review will be tools to review the presentation of provided to students to activate elements needed to prerequisite prior knowledge and to prepare choose strong counter and prior learners for new learning material. arguments correctly. knowledge in Topics will include the following: order to (1) Meaning of a refutation This will be done prepare for (2) Meaning of contradicting through a short video new learning evidence that will display the material. (3) Meaning of a strong ways to refute an argument argument. (4) What is it to identify the (Play video here). contradictory evidence Video: What Does It (5) What is it to develop a strong argument. Mean To Rebut An Argument [https://www.youtube.c om/watch?v=Yh- fC7eBjsg] Learning 10 Define (1) what is a refutation and Instructor - through Learners will Guidance (2) demonstrate how to refute a audio and video - will watch the - Lecture concession. present the video from demonstration - Demo. Specifically, the lecture and the “gain attention” video and they demonstration will include the section at the beginning. will pause it at following: This will provide a any point to (1) Direct instruction will be visual example for take notes or provided on writing a students to see how to review as refutation (Handout, p. 82- refute an opposing needed. 83). argument using “Writing (2) Demonstration will include Literary Arguments” (pg. 82) as an example TEACHING LITERARY CRITICISM ON RELIGION 165 a sample statement from (thus enabling each of the handout (Handout, p. the enabling objectives) 82). by assessing and creating. (3) Demonstration will show (Refer to handout 1). how to weaken the opposing argument. For the purpose of length and cognitive overload, the terminal objective has been broken into three parts. Practice and 10 Practice occurs at each step of the Instructor will provide Learners will Feedback procedure listed above. Provided the learner with try and practice will be untimed and immediate and effective evaluate their ungraded. feedback. The instructor thesis will provide their statement to rationale as to why an see if it takes a error was incorrect in strong stand order to provide the against learner with an something. opportunity to try again Learners will and improve towards have multiple mastery. opportunities to practice If learners have prior to their corrected their mistakes assessment. in a timely manner, they can move on to their Learners will assessment. be inspired to review the If learners have not content prior corrected their mistakes to taking their in a timely manner, then authentic their feedback will assessment. provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Evaluation and Application: Instructor provides the Learners will Assessment Learners will summarize their assessment questions, be asked to opponent’s main points to form a rubric, and corrective evaluate their refutation against the opposing feedback as needed. opposing argument. Please see the attached argument in a Assessment Plan for the variety of criterion level towards questions mastery. (Refer to related to the handouts 2 and 3). refutation. Retention 10 Performance assessment is based Instructor will provide Learners must and Transfer on the level of success the student the student with the correctly has had in refuting the opposing rubric for their identify their argument. performance refuting assessment arguments. (Refer to handout 2). TEACHING LITERARY CRITICISM ON RELIGION 166 Big Ideas 10 Review the takeaways from this Instructor asks the Learners unit and the application of learners to generate generate three procedures. Connect the procedural three takeaways and takeaways and knowledge to the goals of the unit. how they would apply the strategies them to the argument needed to map. apply them. Advance 10 Connections made to similar Instructor provides a Learners will Organizer procedures for the peer review preview of the next ask questions for the Next workshop - the next lesson in the lesson by making a about the Unit course. connection between lesson knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 5: How to cultivate a willingness to change your mind when the evidence starts mounting against you. Lesson 2: Peer Review Workshop] Unit Duration: 90 minutes Introduction: Unit 5 has four lessons. This is the second lesson within the fifth unit of a 6 unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to summarize their reasoning for staying with their original assertion and their alternative ideas found in their counter argument. Also, to teach students how to complete the final part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given an argument map, learners will summarize their reasoning for remaining with their original assertion or changing their mind when the evidence contradicts their original argument. Enabling Objective(s): Know “assertion” Be able to change your mind when the evidence contradicts your original argument. Know “contradiction” Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 21) Handout 1: Writing Literary Arguments – (Appendix Q) [http://www.cengage.com/resource_uploads/downloads/1413022812_59427.pdf] Handout 2: Argumentative Essay example [https://www.mesacc.edu/~paoih30491/ArgumentEssay2.pdf] – (Appendix HH) Handout 3: Thesis Statement rubric – (Appendix JJ) Handout 4: Assessment Plan – (Appendix N) Handout 5: Writing Strategies – (Appendix P) Handout 6: Developing the Thesis Statement – (Appendix II) Video: Writing A Counter Argument [https://www.youtube.com/watch?v=nJfDA3sYtpE] – (Appendix K) TEACHING LITERARY CRITICISM ON RELIGION 167 Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 A short Q & A session will be Instructor will Learners will Attention provided to see where students are prerecord all audio and reflect on the in the writing process. video for the lesson. By question being asking students a asked and they guiding question it will answer it establishes a framework based on their to a problem that needs opinion. to be solved. Learning 5 The lesson’s ‘s learning objectives Using the audio/visual Learners will Objectives will be presented orally and in narration, the instructor listen to and writing for the class. (See above for will paraphrase the read the the specific objectives being objectives. learning addressed) objectives. Reasons for 5 Benefits: instructor support with Instructor states the Learners listen Learning essay, guidance and direction, and a reasons for learning the and read the - Benefits better understanding of the material and the risks reasons for - Risks assignment and the writing process. avoided. Key points will learning. be bulleted and read Risks Avoided: misinterpretation of aloud for learners to essay, incomplete argument map follow. and essay, confusion on the writing assignment, and -ultimately- a coherently strong, well-developed essay. Overview 5 In this lesson we will focus on The instructor will Learners will - Prior having a workshop to support relate the prior listen to the Knowledge students with their argument map knowledge presentation of - New and essay. (Contradiction)to the overview with Knowledge new knowledge guiding - Learning (Workshop: Practice and question(s), Strategies Feedback). downloads any (What you supporting already materials, and know...what review you are learning going strategies in to order to be learn...and successful. how you are TEACHING LITERARY CRITICISM ON RELIGION 168 going to learn it.) Prerequisite 10 This section will require students to Instructor provides Learners will Knowledge have had previous knowledge of students with assistance watch a short their argument map and essay as needed. presentation of assignment. A review will be prerequisite provided to students to activate and prior prior knowledge as needed. knowledge in order to activate their prior knowledge as needed. Learning 10 This lesson will not include any Instructor will provide a Learners will Guidance kind of instruction at this time. The visual example for ask for the - Lecture lesson will be a workshop to students to see how instructor’s - Demo. provide students with any further their paper should look. assistance as assistance needed in order to needed. complete their argument map and essay assignments in class. Practice and 10 Practice occurs at each step of the Instructor will provide Learners will Feedback procedure listed above. Provided the learner with try and practice will be untimed and immediate and effective evaluate their ungraded. feedback. The instructor essays to see if will provide their it takes a rationale as to why an strong stand error was incorrect in against order to provide the something. learner with an Learners will opportunity to try again have multiple and improve towards opportunities mastery. to practice prior to their If learners have assessment. corrected their mistakes in a timely manner, they Learners will can move on to their be inspired to assessment. review the content prior If learners have not to taking their corrected their mistakes authentic in a timely manner, then assessment. their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Evaluation and Application: Instructor provides the Learners will Assessment Description-based questions asking assessment questions, be asked to the student to determine if they will rubric, and corrective respond to a remain with their original assertion feedback as needed. variety of or if they will change their mind. Please see the attached questions Further, learners will briefly Assessment Plan for the related to their summarize in writing their criterion level towards evidence from TEACHING LITERARY CRITICISM ON RELIGION 169 reasoning for remaining with their mastery. (Refer to the literature. original argument or changing their handouts 1-3). mind using a rubric, which is related to each enabling objective and the terminal objective. Retention 10 Performance assessment is based Instructor will provide Learners must and Transfer on the level of success the student the student with the correctly has had in refuting the evidence rubric for their identify their that contradicts their thesis performance refuting statement. assessment arguments. (Refer to handout 2). Big Ideas 10 Review the takeaways from this Instructor asks the Learners unit and the application of learners to generate generate three procedures. Connect the declarative three takeaways and takeaways and knowledge to the goals of the unit. how they would apply the strategies them to the argument needed to map. apply them. Advance 10 Connections made to similar Instructor provides a Learners will Organizer procedures for refuting your preview of the next ask questions for the Next opponent’s argument - the next lesson by making a about the Unit lesson in the course. connection between lesson knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 5: How to cultivate a willingness to change your mind when the evidence starts mounting against you. Lesson 3: Peer Review Workshop] Unit Duration: 90 minutes Introduction: Unit 5 has four lessons. This is the third lesson within the fifth unit of a 6-unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to summarize their reasoning for staying with their original assertion and their alternative ideas found in their counter argument. Also, to teach students how to complete the final part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given an argument map, learners will summarize their reasoning for remaining with their original assertion or changing their mind when the evidence contradicts their original argument. Enabling Objective(s): Know “assertion” Be able to change your mind when the evidence contradicts your original argument. Know “contradiction” Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 22) TEACHING LITERARY CRITICISM ON RELIGION 170 Handout 1: Academic Writing – (Appendix KK) [https://www.lib.uts.edu.au/sites/default/files/attachments/page/Academic%20Writing%20Guide%20Part %201%20-%20Academic%20Writing.pdf] Handout 2: Assessment Plan – (Appendix N) Handout 3: Developing Your Thesis – (Appendix II) Handout 4: Thesis Statement rubric – (Appendix JJ) Handout 5: Writing Strategies – (Appendix P) Video: What is a Contradictory Sentence? – (Appendix K) [https://www.youtube.com/watch?v=GgdYMJe0m88] Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 A short video presentation on a Instructor will Learners will Attention contradictory sentence. The video prerecord all audio and reflect on the provides a question which states: video for the lesson. question being What is a contradictory sentence? (Play video here). asked and they The video provides an answer to will answer it the question that states: Video: What is a based on their Contradictory Sentence? opinion. “Sometimes an oxymoron is intended [https://www.youtube.c to be humorous. A paradox is a om/watch?v=GgdYMJe0 phrase that contradicts itself. A m88] paradox is also used to describe By asking students a something that seems to be guiding question it hypocritical.” establishes a framework to a problem that needs to be solved. Learning 5 The lesson’s ‘s learning objectives Using the audio/visual Learners will Objectives will be presented orally and in narration, the instructor listen to and writing for the class. (See above for will paraphrase the read the the specific objectives being objectives. learning addressed) objectives. Reasons for 5 Benefits: learn sentence agreement, Instructor states the Learners listen Learning definition of a contradiction, reasons for learning the and read the - Benefits avoiding contradictory sentences, material and the risks reasons for - Risks and an essay that agrees in avoided. Key points will learning. meaning. be bulleted and read Risks Avoided: sentences that aloud for learners to contradict, an incomprehensible follow. TEACHING LITERARY CRITICISM ON RELIGION 171 essay, and -ultimately- a coherently strong, well-developed essay. Overview 5 In this lesson we will focus on The instructor will Learners will - Prior avoiding contradictory sentences. A relate the prior listen to and Knowledge handout is provided with strategies knowledge (Changing watch - New to assist students in defining a your Mind Against presentation of Knowledge contradiction. A text will be Contradicting Evidence) overview with - Learning provided with the use of visual cues to the new knowledge guiding Strategies and narration to highlight key (Contradiction). question(s), strategies. (Refer to handout 5). downloads any (What you supporting already materials, and know...what review you are learning going strategies in to learn...and order to be how you are successful. going to learn it.) Prerequisite 10 This section will require students to Instructor presents Learners will Knowledge have had previous knowledge of a using visual and audio watch a short contradiction. A review will be tools to review the presentation of provided to students to activate elements needed to prerequisite prior knowledge and to prepare choose strong counter and prior learners for new learning material. arguments correctly. knowledge in Topics will include the following: This will be done order to (1) Meaning of a contradiction through a short video prepare for (2) What is changing your mind that will display the new learning when the evidence ways to evaluate a material. contradicts your original counter argument. argument. Learning 10 Demonstrate (1) how to make Instructor - through Learners will Guidance sentences agree and (2) how to audio and video - will watch the - Lecture avoid contradictory sentences. present the video from demonstration - Demo. Specifically, the lecture and the “gain attention” video and they demonstration will include the section at the beginning. will pause it at following: (Play video here). any point to (1) Direct instruction will be Video: What is a take notes or provided on writing a review as concise summary Contradictory Sentence? needed. (Handout, [https://www.youtube.c p. 17-18). om/watch?v=GgdYMJe0 Learners will (2) Demonstration will include m88] provide a sample statement from This will provide a examples and the handout (Handout, p. nonexamples visual example for 19). after watching students to see how (3) Demonstration will show video. sources can be how to weaken the evaluated to complete opposing argument’s view. an opposing argument For the purpose of length and and counter argument cognitive overload, the terminal using “Academic objective has been broken into Writing” (pg. 17-18) as three an example (thus parts. enabling each of the TEACHING LITERARY CRITICISM ON RELIGION 172 enabling objectives) by assessing and creating. (Refer to handout 1). Practice and 10 Practice occurs at each step of the Instructor will provide Learners will Feedback procedure listed above. Provided the learner with try and practice will be untimed and immediate and effective evaluate their ungraded. feedback. The instructor thesis will provide their statement to rationale as to why an see if it takes a error was incorrect in strong stand order to provide the against learner with an something. opportunity to try again Learners will and improve towards have multiple mastery. opportunities to practice If learners have prior to their corrected their mistakes assessment. in a timely manner, they can move on to their Learners will assessment. be inspired to review the If learners have not content prior corrected their mistakes to taking their in a timely manner, then authentic their feedback will assessment. provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Evaluation and Application: Instructor provides the Learners will Assessment Description-based questions asking assessment questions, be asked to the student to determine if they will rubric, and corrective respond to a remain with their original assertion feedback as needed. variety of or if they will change their mind. Please see the attached questions Further, learners will briefly Assessment Plan for the related to their summarize in writing their criterion level towards evidence from reasoning for remaining with their mastery. (Refer to the literature . original argument or changing their handouts 2-4). mind using a rubric, which is related to each enabling objective and the terminal objective. Retention 10 Performance assessment is based Instructor will provide Learners must and Transfer on the level of success the student the student with the correctly has had in refuting the evidence rubric for their identify their that contradicts their thesis performance assessment refuting statement. (Refer to handout 4). arguments. Big Ideas 10 Review the takeaways from this Instructor asks the Learners unit and the application of learners to generate three generate three procedures. Connect the declarative takeaways and how they takeaways and knowledge to the goals of the unit. would apply them to the the strategies argument map. needed to apply them. TEACHING LITERARY CRITICISM ON RELIGION 173 Advance 10 Connections made to similar Instructor provides a Learners will Organizer procedures for changing your mind preview of the next ask questions for the Next against the contradicting evidence - lesson by making a about the Unit the next lesson in the course. connection between lesson knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 5: How to cultivate a willingness to change your mind when the evidence starts mounting against you. Lesson 4: Workshop: Practice and Feedback] Unit Duration: 90 minutes Introduction: Unit 5 has four lessons. This is the fourth lesson within the fifth unit of a 6 -unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the mai n point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to summarize their reasoning for staying with their original assertion and their alternative ideas found in their counter argument. Also, to teach students how to complete the final part of an argument map per the rubric. Learning Objective(s) Terminal Objective: Given an argument map, learners will summarize their reasoning for remaining with their original assertion or changing their mind when the evidence contradicts their original argument. Enabling Objective(s): Know “assertion” Be able to change your mind when the evidence contradicts your original argument. Know “contradiction” Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapters 23-24) Handout 1: Developing Your Thesis – (Appendix II) Handout 2: Thesis Statement Rubric – (Appendix JJ) Handout 3: Assessment Plan – (Appendix N) Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). TEACHING LITERARY CRITICISM ON RELIGION 174 Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 A short Q & A session will be Instructor will Learners will Attention provided to see where students are prerecord all audio and reflect on the in the writing process. video for the lesson. By question being asking students a asked and they guiding question it will answer it establishes a framework based on their to a problem that needs opinion. to be solved. Learning 5 The lesson’s ‘s learning objectives Using the audio/visual Learners will Objectives will be presented orally and in narration, the instructor listen to and writing for the class. (See above for will paraphrase the read the the specific objectives being objectives. learning addressed) objectives. Reasons for 5 Benefits: instructor support with Instructor states the Learners listen Learning essay, guidance and direction, and a reasons for learning the and read the - Benefits better understanding of the material and the risks reasons for - Risks assignment and the writing process. avoided. Key points will learning. be bulleted and read Risks Avoided: misinterpretation of aloud for learners to essay, incomplete argument map follow. and essay, confusion on the writing assignment, and -ultimately- a coherently strong, well-developed essay. Overview 5 In this lesson we will focus on The instructor will Learners will - Prior having a workshop to support relate the prior listen to the Knowledge students with their argument map knowledge presentation of - New and essay. (Contradiction)to the overview with Knowledge new knowledge guiding - Learning (Workshop: Practice and question(s), Strategies Feedback). downloads any (What you supporting already materials, and know...what review you are learning going strategies in to learn...and order to be how you are successful. going to learn it.) Prerequisite 10 This section will require students to Instructor provides Learners will Knowledge have had previous knowledge of students with assistance watch a short their argument map and essay as needed. presentation of assignment. A review will be prerequisite provided to students to activate and prior prior knowledge as needed. knowledge in order to activate their prior TEACHING LITERARY CRITICISM ON RELIGION 175 knowledge as needed. Learning 10 This lesson will not include any Instructor will provide a Learners will Guidance kind of instruction at this time. The visual example for ask for the - Lecture lesson will be a workshop to students to see how instructor’s - Demo. provide students with any further their paper should look. assistance as assistance needed in order to needed. complete their argument map and essay assignments in class. Practice and 10 Practice occurs at each step of the Instructor will provide Learners will Feedback procedure listed above. Provided the learner with try and practice will be untimed and immediate and effective evaluate their ungraded. feedback. The instructor essays to see if will provide their it takes a rationale as to why an strong stand error was incorrect in against order to provide the something. learner with an Learners will opportunity to try again have multiple and improve towards opportunities mastery. to practice prior to their If learners have assessment. corrected their mistakes in a timely manner, they Learners will can move on to their be inspired to assessment. review the content prior If learners have not to taking their corrected their mistakes authentic in a timely manner, then assessment. their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Evaluation and Application: Instructor provides the Learners will Assessment Description-based questions asking assessment questions, be asked to the student to determine if they will rubric, and corrective respond to a remain with their original assertion feedback as needed. variety of or if they will change their mind. Please see the attached questions Further, learners will briefly Assessment Plan for the related to their summarize in writing their criterion level towards evidence from reasoning for remaining with their mastery. (Refer to the literature. original argument or changing their handouts 1-3). mind using a rubric, which is related to each enabling objective and the terminal objective. Retention 10 Performance assessment is based Instructor will provide Learners must and Transfer on the level of success the student the student with the correctly has had in refuting the evidence rubric for their identify their that contradicts their thesis performance assessment refuting statement. (Refer to handout 2). arguments. TEACHING LITERARY CRITICISM ON RELIGION 176 Big Ideas 10 Review the takeaways from this Instructor asks the Learners unit and the application of learners to generate generate three procedures. Connect the declarative three takeaways and takeaways and knowledge to the goals of the unit. how they would apply the strategies them to the argument needed to map. apply them. Advance 10 Connections made to similar Instructor provides a Learners will Organizer procedures for refuting your preview of the next ask questions for the Next opponent’s argument - the next lesson by making a about the Unit lesson in the course. connection between lesson knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 Unit 6: How to write a refutation/concession to the contradicting evidence. Terminal learning objective. Given the learner’s argument, the learner will develop their argument in an essay that will be evaluated based on a rubric. Prerequisite analysis (enabling objectives). Know “refutation” Know “contradicting evidence” Know “strong argument” Be able to identify the contradictory evidence Be able to develop a strong argument. Learning activities. After introductions and attention activities, assess prior knowledge of refutation, contradicting evidence, and strong argument. Teach any necessary prerequisite knowledge by providing definitions and examples and nonexamples. Provide opportunities for learners to generate their own examples and nonexamples. Model the procedure to identify the contradictory evidence. Provide practice and feedback to identify the contradictory evidence. Model the procedure to develop a strong argument. Provide opportunities to transfer knowledge to develop a strong argument. Assessment. Learners will summarize their main points to form a refutation against the opposing evidence. Further, learners will apply their strongest arguments with supporting evidence to convince the reader that they have made a compelling argument in an essay that will be evaluated based on a rubric. [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 6: How to write a refutation/concession to the supporting contradicting evidence. TEACHING LITERARY CRITICISM ON RELIGION 177 Lesson 1: Learn About A Concession] Unit Duration: 90 minutes Introduction: Unit 6 has four lessons. This is the first lesson within the sixth unit of a 6-unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to write a refutation or connotation to their evidence. Also, to teach students how to develop their argument in an essay per the rubric. Learning Objective(s) Terminal Objective: Given the learner’s argument, the learner will develop their argument in an essay that will be evaluated based on a rubric. Enabling Objective(s): Know “refutation” Know “concession” Know “strong argument” Be able to identify the contradictory evidence Be able to develop a strong argument. Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapter 25) Handout 1: Writing Literary Arguments – (Appendix Q) [http://www.cengage.com/resource_uploads/downloads/1413022812_59427.p df] Handout 2: Argumentative Essay rubric – (Appendix GG) Handout 3: Assessment Plan – (Appendix N) Handout 4: Writing Strategies – (Appendix P) Video: Refutation of an Argument: Definition & Examples – (Appendix K) [http://study.com/academy/lesson/refutation-of-an-argument-definition-examples-quiz.html] Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 A short video presentation on a Instructor will Learners will Attention refutation and concession. The prerecord all audio and reflect on the video provides a definition of a video for the lesson. question being refutation which states: disproving (Play video here). asked and they an opposing argument. The video will answer it TEACHING LITERARY CRITICISM ON RELIGION 178 then provides a definition of a Video: Refutation of an based on their counterargument with the following Argument: Definition & opinion. definition: “When the writer raises Examples the points of objection to his or her [http://study.com/acad own arguments.” Finally, the video emy/lesson/refutation- then ends with a definition of a of-an-argument- concession which states: “to admit definition-examples- that an opposing view is correct.” quiz.html] By asking students a guiding question, it establishes a framework to a problem that needs to be solved. Learning 5 The lesson’s ‘s learning objectives Using the audio/visual Learners will Objectives will be presented orally and in narration, the instructor listen to and writing for the class. (See above for will paraphrase the read the the specific objectives being objectives. learning addressed) objectives. Reasons for 5 Benefits: develop an understanding Instructor states the Learners listen Learning of a concession, apply a concession reasons for learning the and read the - Benefits to an argument, and contrast a material and the risks reasons for - Risks refutation from a concession. avoided. Key points will learning. be bulleted and read Risks Avoided: a misunderstanding aloud for learners to of a concession, inability to apply a follow. concession to an argument, and the inability to contrast a refutation from a concession. Overview 5 In this lesson we will focus on The instructor will Learners will - Prior defining a concession. A handout is relate the prior listen to the Knowledge provided with strategies to assist knowledge (Learn About presentation - New students in defining a concession. A a Refutation) to the new overview with Knowledge text will be provided with the use of knowledge (Learn About guiding - Learning visual cues and narration to a Concession). question(s), Strategies highlight key strategies. (Refer to downloads any (What you handout 4). supporting already materials, and know...what review you are learning going strategies in to learn...and order to be how you are successful. going to learn it.) Prerequisite 10 This section will require students to Instructor presents Learners will Knowledge have had previous knowledge of a using visual and audio watch a short concession. A review will be tools to review the presentation of provided to students to activate elements needed to prerequisite and prior knowledge and to prepare create a strong prior knowledge learners for new learning material. concession correctly. in order to Topics will include the following: This will be done prepare for new (1) Meaning of a refutation through a short video learning (2) Meaning of contradicting that will display the material. TEACHING LITERARY CRITICISM ON RELIGION 179 evidence ways to refute an Learners will (3) Meaning of a strong argument. (Play video provide argument here). examples and non examples (4) What is it to identify the Video: Refutation of an after watching contradictory evidence Argument: Definition & the video. (5) What is it to develop a Examples strong argument. [http://study.com/acad emy/lesson/refutation- of-an-argument- definition-examples- quiz.html] Learning 10 Define (1) what is a concession and Instructor - through Learners will Guidance (2) demonstrate how to develop a audio and video - will watch the - Lecture good concession. present the video from demonstration - Demo. the “gain attention” video and they Specifically, the lecture and section at the beginning. will pause it at demonstration will include the This will provide a any point to following: visual example for take notes or (1) Direct instruction will be students to see how to review as provided on writing a create a strong needed. concession (Handout, p. 82- concession using “Writing Literary 83). Arguments” (pg. 82) as (2) Demonstration will include an example (thus a sample statement from enabling each of the the handout (Handout, p. enabling objectives) by 82). assessing and creating. (3) Demonstration will show (Refer to handout 1). how to strengthen your argument with a concession. Practice and 10 Practice occurs at each step of the Instructor will provide Learners will Feedback procedure listed above. Provided the learner with try and practice will be untimed and immediate and effective evaluate their ungraded. feedback. The instructor concessions to will provide their see if it takes a rationale as to why an strong stand error was incorrect in against order to provide the something. learner with an Learners will opportunity to try again have multiple and improve towards opportunities mastery. to practice prior to their If learners have assessment. corrected their mistakes in a timely manner, they Learners will can move on to their be inspired to assessment. review the content prior If learners have not to taking their corrected their mistakes authentic in a timely manner, then assessment. TEACHING LITERARY CRITICISM ON RELIGION 180 their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Evaluation and Application: Instructor provides the Learners will Assessment Learners will summarize their main assessment questions, be asked to points to form an effective rubric, and corrective evaluate their concession. feedback as needed. argument in a Please see the attached variety of Assessment Plan for the questions criterion level towards related to the mastery. (Refer to concession. handouts 2 and 3). Retention 10 Performance assessment is based Instructor will provide Learners must and Transfer on the level of success the student the student with the correctly has had in creating a concession rubric for their identify their about their argument. performance assessment concession (Refer to handout 2). argument. Big Ideas 10 Review the takeaways from this Instructor asks the Learners unit and the application of learners to generate three generate three procedures. Connect the procedural takeaways and how they takeaways and knowledge to the goals of the unit. would apply them to the the strategies argument map. needed to apply them. Advance 10 Connections made to similar Instructor provides a Learners will Organizer procedures for learning about preview of the next ask questions for the Next writing the essay - the next lesson lesson by making a about the Unit in the course. connection between lesson knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 6: How to write a refutation/concession to the supporting contradicting evidence. Lesson 2: Workshop] Unit Duration: 90 minutes Introduction: Unit 6 has four lessons. This is the third lesson within the sixth unit of a 6- unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to write a refutation or connotation to their evidence. Also, to teach students how to develop their argument in an essay per the rubric. Learning Objective(s) Terminal Objective: TEACHING LITERARY CRITICISM ON RELIGION 181 Given the learner’s argument, the learner will develop their argument in an essay that will be evaluated based on a rubric. Enabling Objective(s): Know “refutation” Know “concession” Know “strong argument” Be able to identify the contradictory evidence Be able to develop a strong argument. Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapters 26) Handout 1: Argumentative Essay rubric – (Appendix GG) Handout 2: Assessment Plan – (Appendix N) Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 A short Q & A session will be Instructor will Learners will Attention provided to see where students are prerecord all audio and reflect on the in the writing process. video for the lesson. By question being asking students a asked and they guiding question it will answer it establishes a framework based on their to a problem that needs opinion. to be solved. Learning 5 The lesson’s ‘s learning objectives Using the audio/visual Learners will Objectives will be presented orally and in narration, the instructor listen to and writing for the class. (See above for will paraphrase the read the the specific objectives being objectives. learning addressed) objectives. Reasons for 5 Benefits: instructor support with Instructor states the Learners listen Learning essay, guidance and direction, and a reasons for learning the and read the - Benefits better understanding of the material and the risks reasons for - Risks assignment and the writing process. avoided. Key points will learning. be bulleted and read Risks Avoided: misinterpretation of aloud for learners to essay, incomplete argument map follow. and essay, confusion on the writing assignment, and -ultimately- a TEACHING LITERARY CRITICISM ON RELIGION 182 coherently strong, well-developed essay. Overview 5 In this lesson we will focus on The instructor will Learners will - Prior having a workshop to support relate the prior listen to and Knowledge students with their argument map knowledge (Learn About watch - New and essay. a Concession) to the new presentation of Knowledge knowledge (Workshop). overview with - Learning guiding Strategies question(s), downloads any (What you supporting already materials, and know...what review you are going learning to learn...and strategies in how you are order to be going to learn successful. it.) Prerequisit This section will require students to Instructor provides Learners will e 10 have had previous knowledge of a students with assistance watch a short Knowledge concession. A review will be as needed. presentation of provided to students to activate prerequisite prior knowledge and to prepare and prior learners for new learning material. knowledge in Topics will include the following: order to (1) Meaning of a refutation activate their (2) Meaning of contradicting prior evidence knowledge as (3) Meaning of a strong needed. argument (4) What is it to identify the contradictory evidence (5) What is it to develop a strong argument. Learning 10 This lesson will not include any Instructor will provide a Learners will Guidance kind of instruction at this time. The visual example for ask for the - Lecture lesson will be a workshop to students to see how instructor’s - Demo. provide students with any further their paper should look. assistance as assistance needed in order to needed. complete their argument map and essay assignments in class. Practice Practice occurs at each step of the Instructor will provide Learners will and 10 procedure listed above. Provided the learner with try and Feedback practice will be untimed and immediate and effective evaluate their ungraded. feedback. The instructor essays to see if will provide their it takes a rationale as to why an strong stand error was incorrect in against order to provide the something. learner with an Learners will opportunity to try again have multiple and improve towards opportunities mastery. to practice TEACHING LITERARY CRITICISM ON RELIGION 183 prior to their If learners have assessment. corrected their mistakes in a timely manner, they Learners will can move on to their be inspired to assessment. review the content prior If learners have not to taking their corrected their mistakes authentic in a timely manner, then assessment. their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Evaluation and Application: Instructor provides the Learners will Assessment Description-based questions asking assessment questions, be asked to the student to determine if they will rubric, and corrective respond to a remain with their original assertion feedback as needed. variety of or if they will change their mind. Please see the attached questions Further, learners will briefly Assessment Plan for the related to their summarize in writing their criterion level towards evidence from reasoning for remaining with their mastery. (Refer to the literature. original argument or changing their handouts 1 and 2). mind using a rubric, which is related to each enabling objective and the terminal objective. Retention 10 Performance assessment is based Instructor will provide Learners must and Transfer on the level of success the student the student with the correctly has had in refuting the evidence rubric for their identify their that contradicts their thesis performance refuting statement. assessment arguments. (Refer to handout 1). Big Ideas 10 Review the takeaways from this Instructor asks the Learners unit and the application of learners to generate generate three procedures. Connect the declarative three takeaways and takeaways and knowledge to the goals of the unit. how they would apply the strategies them to the argument needed to map. apply them. Advance 10 Connections made to similar Instructor provides a Learners will Organizer procedures for the next workshop - preview of the next ask questions for the Next the next lesson in the course. lesson by making a about the Unit connection between lesson knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 6: How to write a refutation/concession to the supporting contradicting evidence. TEACHING LITERARY CRITICISM ON RELIGION 184 Lesson 3: Workshop] Unit Duration: 90 minutes Introduction: Unit 6 has four lessons. This is the third lesson within the sixth unit of a 6 unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to write a refutation or connotation to their evidence. Also, to teach students how to develop their argument in an essay per the rubric. Learning Objective(s) Terminal Objective: Given the learner’s argument, the learner will develop their argument in an essay that will be evaluated based on a rubric. Enabling Objective(s): Know “refutation” Know “concession” Know “strong argument” Be able to identify the contradictory evidence Be able to develop a strong argument. Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapters 27-28) Handout 1: Argumentative Essay rubric – (Appendix GG) Handout 2: Assessment Plan – (Appendix N) Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 A short Q & A session will be Instructor will prerecord Learners will Attention provided to see where students are all audio and video for the reflect on the in the writing process. lesson. By asking students question being a guiding question it asked and they establishes a framework will answer it to a problem that needs based on their to be solved. Learning 5 The lesson’s ‘s learning objectives Using the audio/visual Learners will Objectives will be presented orally and in narration, the instructor listen to and TEACHING LITERARY CRITICISM ON RELIGION 185 writing for the class. (See above for will paraphrase the read the the specific objectives being objectives. learning addressed) objectives. Reasons for 5 Benefits: instructor support with Instructor states the Learners listen Learning essay, guidance and direction, and a reasons for learning the and read the - Benefits better understanding of the material and the risks reasons for - Risks assignment and the writing process. avoided. Key points will learning. be bulleted and read Risks Avoided: misinterpretation of aloud for learners to essay, incomplete argument map follow. and essay, confusion on the writing assignment, and -ultimately- a coherently strong, well-developed essay. Overview 5 In this lesson we will focus on The instructor will Learners will - Prior having a workshop to support relate the prior listen to and Knowledge students with their argument map knowledge (Learn About watch - New and essay. a Concession) to the new presentation of Knowledge knowledge (Workshop). overview with - Learning guiding Strategies question(s), (What you downloads any already supporting know...what materials, and you are review going learning to learn...and strategies in how you are order to be going to successful. learn it.) Prerequisite 10 This section will require students to Instructor provides Learners will Knowledge have had previous knowledge of a students with assistance watch a short concession. A review will be as needed. presentation of provided to students to activate prerequisite prior knowledge and to prepare and prior learners for new learning material. knowledge in Topics will include the following: order to (6) Meaning of a refutation activate their (7) Meaning of contradicting prior evidence knowledge as needed. (8) Meaning of a strong argument (9) What is it to identify the contradictory evidence (10) What is it to develop a strong argument. Learning 10 This lesson will not include any Instructor will provide a Learners will Guidance kind of instruction at this time. The visual example for ask for the - Lecture lesson will be a workshop to students to see how instructor’s - Demo. provide students with any further their paper should look. assistance as assistance needed in order to needed. complete their argument map and essay assignments in class. TEACHING LITERARY CRITICISM ON RELIGION 186 Practice and 10 Practice occurs at each step of the Instructor will provide Learners will Feedback procedure listed above. Provided the learner with try and practice will be untimed and immediate and effective evaluate their ungraded. feedback. The instructor essays to see if will provide their it takes a rationale as to why an strong stand error was incorrect in against order to provide the something. learner with an Learners will opportunity to try again have multiple and improve towards opportunities mastery. to practice prior to their If learners have assessment. corrected their mistakes in a timely manner, they Learners will can move on to their be inspired to assessment. review the content prior If learners have not to taking their corrected their mistakes authentic in a timely manner, then assessment. their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Evaluation and Application: Instructor provides the Learners will Assessment Description-based questions asking assessment questions, be asked to the student to determine if they will rubric, and corrective respond to a remain with their original assertion feedback as needed. variety of or if they will change their mind. Please see the attached questions Further, learners will briefly Assessment Plan for the related to their summarize in writing their criterion level towards evidence from reasoning for remaining with their mastery. (Refer to the literature. original argument or changing their handouts 1 and 2). mind using a rubric, which is related to each enabling objective and the terminal objective. Retention 10 Performance assessment is based Instructor will provide Learners must and Transfer on the level of success the student the student with the correctly has had in refuting the evidence rubric for their identify their that contradicts their thesis performance assessment refuting statement. (Refer to handout 1). arguments. Big Ideas 10 Review the takeaways from this Instructor asks the Learners unit and the application of learners to generate generate three procedures. Connect the declarative three takeaways and takeaways and knowledge to the goals of the unit. how they would apply the strategies them to the argument needed to map. apply them. TEACHING LITERARY CRITICISM ON RELIGION 187 Advance 10 Connections made to similar Instructor provides a Learners will Organizer procedures for the next workshop - preview of the next ask questions for the Next the next lesson in the course. lesson by making a about the Unit connection between lesson knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 [Teaching Literary Criticism on Religion] Lesson Plan and Instructor’s Guide [Unit 6: How to write a refutation/concession to the supporting contradicting evidence. Lesson 4: Workshop] Unit Duration: 90 minutes Introduction: Unit 6 has four lessons. This is the fourth lesson within the sixth unit of a 6-unit course on how to think clearly and rationally. Performance problems in school are often due to the lack of critical skills that help students to find the main point of an author’s argument to perform the learning task and achieve the learning objective. Therefore, the purpose of this unit is to teach students how to write a refutation or connotation to their evidence. Also, to teach students how to develop their argument in an essay per the rubric. Learning Objective(s) Terminal Objective: Given the learner’s argument, the learner will develop their argument in an essay that will be evaluated based on a rubric. Enabling Objective(s): Know “refutation” Know “concession” Know “strong argument” Be able to identify the contradictory evidence Be able to develop a strong argument. Lesson Materials Access to a computer with internet access Book: The Grapes of Wrath (Chapters 29-30) Handout 1: Argumentative Essay rubric – (Appendix GG) Handout 2: Assessment Plan – (Appendix N) Learner Characteristic Accommodations Learners will take the hybrid course in-person and online. The course will provide digital readings for added text to the argument map. Facilitator’s Notes This is a hybrid course. The presentation will take place online, while the practice and feedback will take place in class. Timely feedback will need to be offered by the course instructor in order to provide students with synchronous practice and assessments. Please see details below for specific Instructor activities (Supplantive events of instruction). TEACHING LITERARY CRITICISM ON RELIGION 188 Instructional Activities Instructional Time Description of the Instructor Learner Sequence (mins) Learning Activity Action/Decision Action/ (Supplantive) Decision (Generative) Gain 5 A short Q & A session will be Instructor will prerecord Learners will Attention provided to see where students all audio and video for the reflect on the are in the writing process. lesson. By asking students question being a guiding question it asked and they establishes a framework will answer it to a problem that needs based on their to be solved. opinion. Learning 5 The lesson’s ‘s learning objectives Using the audio/visual Learners will Objectives will be presented orally and in narration, the instructor listen to and writing for the class. (See above will paraphrase the read the for the specific objectives being objectives. learning addressed) objectives. Reasons for 5 Benefits: instructor support with Instructor states the Learners listen Learning essay, guidance and direction, and reasons for learning the and read the - Benefits a better understanding of the material and the risks reasons for - Risks assignment and the writing avoided. Key points will learning. process. be bulleted and read aloud for learners to Risks Avoided: misinterpretation follow. of essay, incomplete argument map and essay, confusion on the writing assignment, and - ultimately- a coherently strong, well-developed essay. Overview 5 In this lesson we will focus on The instructor will Learners will - Prior having a workshop to support relate the prior listen to the Knowledge students with their argument map knowledge (Workshop) presentation - New and essay. to new knowledge overview with Knowledge (Workshop). guiding - Learning question(s), Strategies downloads any (What you supporting already materials, and know...what review you are learning going strategies in to order to be learn...and successful. how you are going to learn it.) Prerequisite 10 This section will require students Instructor provides Learners will Knowledge to have had previous knowledge students with assistance watch a short of a concession. A review will be as needed. presentation of provided to students to activate prerequisite prior knowledge and to prepare and prior learners for new learning knowledge in material. order to Topics will include the following: activate their (1) Meaning of a refutation TEACHING LITERARY CRITICISM ON RELIGION 189 (2) Meaning of contradicting prior evidence knowledge as (3) Meaning of a strong needed. argument (4) What is it to identify the contradictory evidence (5) What is it to develop a strong argument. Learning 10 This lesson will not include any Instructor will provide a Learners will Guidance kind of instruction at this time. visual example for ask for the - Lecture The lesson will be a workshop to students to see how instructor’s - Demo. provide students with any further their paper should look. assistance as assistance needed in order to needed. complete their argument map and essay assignments in class. Practice and 10 Practice occurs at each step of the Instructor will provide Learners will Feedback procedure listed above. Provided the learner with try and practice will be untimed and immediate and effective evaluate their ungraded. feedback. The instructor essays to see if will provide their it takes a rationale as to why an strong stand error was incorrect in against order to provide the something. learner with an Learners will opportunity to try again have multiple and improve towards opportunities mastery. to practice prior to their If learners have assessment. corrected their mistakes in a timely manner, they Learners will can move on to their be inspired to assessment. review the content prior If learners have not to taking their corrected their mistakes authentic in a timely manner, then assessment. their feedback will provide a detailed explanation and learners will have the opportunity to engage in additional practice. Authentic 10 Evaluation and Application: Instructor provides the Learners will Assessment Description-based questions assessment questions, be asked to asking the student to determine if rubric, and corrective respond to a they will remain with their feedback as needed. variety of original assertion or if they will Please see the attached questions change their mind. Further, Assessment Plan for the related to their learners will briefly summarize in criterion level towards evidence from writing their reasoning for mastery. (Refer to the literature. remaining with their original handouts 1 and 2). argument or changing their mind using a rubric, which is related TEACHING LITERARY CRITICISM ON RELIGION 190 to each enabling objective and the terminal objective. Performance assessment is based Retention 10 on Instructor will provide Learners must the level of success the student and Transfer has the student with the correctly had in refuting the evidence that rubric for their identify their contradicts their thesis statement. performance refuting assessment arguments. (Refer to handout 1). Review the takeaways from this Big Ideas 10 unit Instructor asks the Learners and the application of procedures. learners to generate generate three Connect the declarative knowledge three takeaways and takeaways and to the goals of the unit. how they would apply the strategies them to the argument needed to map. apply them. Advance 10 Connections made to similar Instructor provides a Learners will procedures for the next workshop Organizer - preview of the next ask questions for the Next the next lesson in the course. lesson by making a about the Unit connection between lesson knowledge and connecting the application problems’ ideas and procedural approach. strategies to the next lesson. Total Time 90 TEACHING LITERARY CRITICISM ON RELIGION 191 Appendix F: Argument Map Name: ________________________________________________ TEACHING LITERARY CRITICISM ON RELIGION 192 Appendix G: Course Syllabus ABCD College Religion 107: Literary Analysis on Religion Fall 2017 Instructor: Brian Morton, Ed.D. Office: Hum 1216 Dr. Morton’s Phone: (818) 758-0300 Email: bmorton@usc.edu COURSE OVERVIEW This course is designed to explore literary criticism on religion by approaching literary criticism with an emphasis in religion. We will explore five broad theoretical approaches: critical theory of religious thought, deconstruction, literary criticism, and literary theory. The course will examine literary criticism to analyze a text for learners to discern the meaning from a religious text. Finally, the course will integrate deconstruction and literary theory to promote an analysis of literature with life, cultural history, and the artistic judgement of a literary text. Class Meetings: Tuesday and Thursday from 4-5:30pm Contacting and Meeting Dr. Morton Outside of class meeting times, the instructor can be reached by email (bmorton@usc.edu), in person during office hours, or by phone (310) 678-3274. Email and office hours are the best way to get in touch with the course instructor. Course Objectives Students are expected to attain the course learning objectives that are provided below. Critique literary texts and explore the connections made across sacred texts. Apply literary theories to literary texts and provide reasoning to support the argument in oral discussions and writing. Analyze religious texts critically and evaluate the effectiveness of such texts with the appropriate support. Develop the ability to read works of literary, literature theory, and religious literature, and deploy ideas from these texts in their own reading and writing. Reflect on your religious identity and apply its teachings to a literary text. All assignments that are done in class, and any assignments that are given to be completed outside of class time, have been designed to help students complete the course objectives for this course. TEACHING LITERARY CRITICISM ON RELIGION 193 COURSE READINGS: “Air and Angels” by John Donne “An Occurrence at Owl Creek Bridge” by Ambrose Bierce “The Canterbury Tales” by Geoffrey Chaucer “Everyman” by Anonymous “Grendel” by John Gardner Heart of Darkness by Joseph Conrad “Invisible Man” by Ralph Ellison Life in the Iron-Mills by Rebecca Harding Davis “Oedipus rex” by Sophocles One Flew Over the Cuckoo’s Nest by Ken Kesey “Sinners in the Hands of an Angry God” by Jonathan Edwards “Sonnet 116” by William Shakespeare “The Story of an Hour” by Kate Chopin “To Lucasta, Going to War” by Richard Lovelace “To My Dear and Loving Husband” by Anne Bradstreet *Note: Please bring all assigned readings to class on the day that they are assigned. Class Participation, Preparation, and Punctuality Class Participation Class activities will involve group discussions that will occur at every class meeting and all students will be required to participate. Student participation will involve asking questions and discussing the required readings as a class either in class discussions or small groups. Preparation Students are required to read all required readings PRIOR to class and be prepared to participate during in-class discussions. Punctuality TEACHING LITERARY CRITICISM ON RELIGION 194 Besides coming to class prepared and ready to engage in the class discussions, it is essential that all students come to class on time. As a collective group, we will work together to make sure class begins and ends on time. COURSE ASSIGNMENTS Argument Map (25% of grade) - Learners will be required to complete an argument map as part of their grade in the course. The argument map will serve as a graphic organizer to assist students with the development of their essay. Learners will receive scaffolded instructions to further assist them in completing portions of their argument map throughout the duration of the course. Capstone Portfolio (25% of grade) - Learners will be required to produce a portfolio to assess their acquired knowledge. They will analyze relationships between religions and literary theories that appropriately tie in with a particular piece of literature. Students are expected to submit their capstone assessment prior to the last day of class and they must satisfactorily pass the course with a minimal grade of “C” or better. They will be assessed according to the following criteria that can be found on the course rubric (i.e. organization, level of content, development, grammar and mechanics, style. and format). Class Discussions (25% of grade) - Learners are required to partake in class discussions that will be graded according to a rubric that will be included in the capstone portfolio. Persuasive Essay (25% of grade) - Learners will be required to deconstruct a piece of literature utilizing a chosen literary criticism and a literary text of their choice. Learners will need a literary theory to deconstruct a piece of literature to make the connection between a literary text and literary criticism. Learners will be evaluated based on their correct usage of English grammar, organization, punctuation, syntax, and the content covered in their capstone assessment. MLA Style All assignments submitted to the course instructor MUST adhere to the MLA style format. Late Assignments Late assignments will not be accepted. Students who have an illness or suffer from a serious personal emergency should contact the course instructor for an accommodation to make up the course content. Plagiarism Please consult El Camino college’s policy about producing original work. Any work that is produced without a proper citation is considered plagiarized. Anyone who decides to copy from other sources without providing a proper citation of that source has committed plagiarism and will suffer severe consequences from the college (i.e. course failure and expulsion). Absences After two absences, each subsequent absence will result in a grade deduction of 10% from the final course grade. TEACHING LITERARY CRITICISM ON RELIGION 195 COURSE GRADING SCALE: Final grades for the Literary Analysis on Religion course will be applied to the following grading scale: A = 100 - 90 points C = 79 - 70 points F = 59 - 0 points B = 89 - 80 points D = 69 - 60 points COURSE SCHEDULE: Week/Day Unit Lesson Topic Week 1/Tuesday Unit 1: How To Place The Main Course Overview Introduction Point Being Asserted At The Top Of The Argument Map Week 1 (Thursday) Unit 1: How To Place The Main Lesson 1 How to create Point Being Asserted At The Top the main point Of The Argument Map Week 2 (Tuesday) Unit 1: How To Place The Main Lesson 2 How to Point Being Asserted At The Top determine Of The Argument Map the main point Week 2 (Thursday) Unit 1: How To Place The Main Lesson 3 How to cite Point Being Asserted At The Top textual evidence Of The Argument Map Week 3 (Tuesday) Unit 1: How To Place The Main Lesson 4 How to complete Point Being Asserted At The Top an argument Of The Argument Map map Week 3 (Thursday) Unit 2: How to evaluate evidence Lesson 1 Differentiating as good or bad depending on sources whether it supports or contradicts with your assertion. Give some “extra credit” for those arguments that contradict your assertion. Unit 2: How to evaluate evidence Lesson 2 Critique Week 4 (Tuesday) as good or bad depending on information whether it supports or contradicts with your assertion. Give some “extra credit” for those arguments that contradict your assertion. Unit 2: How to evaluate evidence Lesson 3 Main point Week 4 (Thursday) as good or bad depending on whether it supports or contradicts with your assertion. Give some “extra credit” for those TEACHING LITERARY CRITICISM ON RELIGION 196 arguments that contradict your assertion. Unit 2: How to evaluate evidence Lesson 4 How to support Week 5 (Tuesday) as good or bad depending on or contradict whether it supports or the main point contradicts with your assertion. Give some “extra credit” for those arguments that contradict your assertion. Unit 3: How to seek textual Lesson 1 What is Week 5 (Thursday) evidence from the literature that literature? supports or contradicts the assertion and write it in a box on the literature side. Unit 3: How to seek textual Lesson 2 What is Week 6 (Tuesday) evidence from the literature that textual supports or contradicts the evidence? assertion and write it in a box on the literature side. Unit 3: How to seek textual Lesson 3 What is Week 6 (Thursday) evidence from the literature that literary theory: supports or contradicts the supporting assertion and write it in a box on evidence? the literature side. Unit 3: How to seek textual Lesson 4 Completing the Week 7 (Tuesday) evidence from the literature that literature side of supports or contradicts the an argument assertion and write it in a box on map the literature side. Unit 4: How to seek evidence from Lesson 1 What is Week 7 (Thursday) the literary theory that supports literary theory? or contradicts the assertion and write it in a box on the literary theory side. Unit 4: How to seek evidence from Lesson 2 What is reader- Week 8 (Tuesday) the literary theory that supports response or contradicts the assertion and criticism? write it in a box on the literary theory side. Unit 4: How to seek evidence from Lesson 3 Reader-response Week 8 (Thursday) the literary theory that supports criticism or contradicts the assertion and workshop write it in a box on the literary theory side. TEACHING LITERARY CRITICISM ON RELIGION 197 Unit 4: How to seek evidence from Lesson 4 Workshop Week 9 (Tuesday) the literary theory that supports or contradicts the assertion and write it in a box on the literary theory side. Unit 5: How to cultivate a Learn about Week 9 (Thursday) willingness to change your mind Lesson 1 a refutation when the evidence starts mounting against you. Unit 5: How to cultivate a Lesson 2 Peer review Week 10 (Tuesday) willingness to change your mind workshop when the evidence starts mounting against you. Unit 5: How to cultivate a Lesson 3 Peer review Week 10 (Thursday) willingness to change your mind Workshop when the evidence starts mounting against you. Unit 5: How to cultivate a Lesson 4 Workshop: Week 11 (Tuesday) willingness to change your mind Practice & when the evidence starts Feedback mounting against you. Unit 6: How to write a Lesson 1 Learn about Week 11 (Thursday) refutation/concession to the a concession contradicting evidence. Unit 6: How to write a Lesson 2 Workshop Week 12 (Tuesday) refutation/concession to the contradicting evidence. Week 12 (Thursday) Unit 6: How to write a Lesson 3 Workshop refutation/concession to the contradicting evidence. Week 13 (Tuesday) Unit 6: How to write a Lesson 4 Workshop refutation/concession to the contradicting evidence. TEACHING LITERARY CRITICISM ON RELIGION 198 Appendix H: The Intellectual Student Reflection (1) Can you describe a situation that is, or was, emotionally significant to you? (2) Can you describe what you did in response to that situation? (3) What specifically was going on in the situation? (analyze the situation) (4) What did you learn about yourself TEACHING LITERARY CRITICISM ON RELIGION 199 Appendix I: Reading Religious Texts and Writing Interpretive Essays (Transcript) Slide 1 Let’s start with an overview … Slide 2 In religious studies one must critically and scholarly analyze the texts. This scholarly interpretation differs from a believers’ interpretation. Slide 3 Most religious texts stand at the center of religious beliefs and are considered to be of the utmost authority. Slide 4 Although this is the standard for most religious institutions, it is not an absolute, as exemplified through the Buddhist traditions. The term ‘Exegesis”: A keyword we often see in the discussion on interpreting religious texts (mainly biblical) which means to ‘draw out’ and comes from the Greek words “out of” and “to lead”. In this discussion, we won’t use the term ‘exegesis’ and instead will refer to the same concept as ‘interpretation’ or ‘approach’. Examples of religious/sacred texts: Qur’an, Bhadavad Gita, Bible (New and Old Testament), Book of Mormon. Scholarly Approach Scholarly readings of religious texts ask different questions than theological readings, often utilizing either historical or literary approaches. They also take into consideration current issues, which affect the way that texts are read (gender-conscious, environmental, … etc). There are numerous different ways that scholars can interpret texts: historical (events, figures, context), literary (how do texts look as literature … style, voice) or the reader response approach (takes into account individual biases and experiences and lets the readers individual perspective shape the reading of the texts). Let’s play an analysis game! By using the three aforementioned scholarly approaches, let’s analyze three excerpts from sacred texts. Historical Approach: The historical approach consists of understanding a text through its historical setting or its historical issues. This could include key figures, events, social customs, where the text may have been drawn from, which historical events it is referring to and asking why this matters. The Prelude to all Chapters in the Book of Mormon the Book of Jacob begin by placing events into a historical context: Jacob and Joseph seek to persuade men to believe in Christ and keep his commandments-Nephi dies-Wickedness prevails among the Nephites. About 544-421 B.C. TEACHING LITERARY CRITICISM ON RELIGION 200 Literary Approach: The literary approach focuses on the literary devices, grammar, and narration utilized throughout the text. This can be done by analyzing the text’s tone, voice, characterization, genre, plot, development, and producing a summary. We will be looking at an excerpt from 1st Corinthians in the New Testament. This verse has become extremely over used in pop culture and is often highlighted for its literary merit rather than its theological implications. It is derived from the New Testament, which very few people know when citing it. “Love is patient, love is kind. It does not envy, it does not boast, it is not proud. 5 It does not dishonor others, it is not self-seeking, it is not easily angered, it keeps no record of wrongs. 6 Love does not delight in evil but rejoices with the truth. 7 It always protects, always trusts, always hopes, always perseveres.” Reader Response: The reader response approach focuses on the experience the reader has whilst reading the text, instead of focusing on the historicity behind the text. This approach recognizes that all readers bring aspects of themselves (their gender, socio-economic class, or ethnicity) while interpreting a text. This excerpt is drawn from Dinah of the Old Testament. “Now Dinah, the daughter Leah had borne to Jacob, went out to visit the women of the land. 2 When Shechem son of Hamor the Hivite, the ruler of that area, saw her, he took her and raped her. 3 His heart was drawn to Dinah daughter of Jacob; he loved the young woman and spoke tenderly to her. 4 And Shechem said to his father Hamor, “Get me this girl as my wife.” Issues There are numerous issues, which can arise when reading religious texts. The issue of Language: One of the primary issues involves the fact that the vast majority of texts were not originally written in the language that they are being read in. This means that they have been translated to appeal and be accessible to wider audiences. Like all translations, there is a risk of elements in the text getting “lost in translation”. The issue forces both believers and scholars to consider what exactly they are reading and its relationship to the original text and message. Taking this overview into consideration, writing a critical essay surrounding a sacred text can be overwhelming. However, by taking certain measures, an engaged interpretation is entirely possible. TEACHING LITERARY CRITICISM ON RELIGION 201 Eight Steps to Writing a Successful Interpretive Essay Find a text of suitable length. Often in this situation, the shorter is the better because much can get lost when undergraduate students attempt to tackle too long a passage in one essay. Read through different translations of the text to ensure that you have a complete and informed understanding of its intentions. One should read the introduction to the text as well as dictionary or encyclopedia articles, which summarize without analyzing. Determine the genre of the passage you are reading. For example: Poetry, law, prayer, song, historical record, mantra, dream, letter, legal agreement, ethical teaching, philosophical argument. Engage in literary analysis. Figure out the function of the texts, what is sacred within the tradition, decide how you would summarize it to figure out the main points and ideas. Engage in historical analysis: who it is written by, who it is written for, are they looking to place the text within the time period it is written in or is it meant for the past/future. Is the specific passage dealing with a particular historical event or time frame? Engage in a compositional analysis of the text: for who, by who, why? Do your own thinking about the text before you look at alternative sources. Although at an undergraduate level no one is asking for something that has never been said before, make sure that you properly consider what you’re reading before looking to secondary sources. One can use secondary sources to supplement ideas but in an interpretive paper there should be evidence of individual creative analysis and proper understanding of the text. In order to reference secondary sources, make sure to cite them properly in order to resist plagiarism. Revise all steps. And... Congratulations! You have written a fantastic interpretive essay of a sacred text! TEACHING LITERARY CRITICISM ON RELIGION 202 Appendix J: Handout Links Annapolis Christian School. (2016). Paragraph Map Rubric. Retrieved from https://www.aacsonline.org/Customized/...9th.../Paragraph_Map_Rubric98414.pd f Bennett, S. (2014). R.a.c.e. citing textual evidence. Retrieved from https://prezi.com/eel25ewa7upe/race-citing-textual-evidence/ Cengage. (n.d.). Writing literary arguments. Retrieved from http://www.cengage.com/resource_uploads/downloads/1413022812_59427.pd f Edutopia.org. (n.d.). Literary analysis rubric - edutopia. Retrieved from https://www.edutopia.org/pdfs/stw/edutopia-stw-yesprep-rubric-literary-analysis.pdf Ellison, R. (1952). Invisible man. Retrieved from http://bpi.edu/ourpages/auto/2010/5/11/36901472/Ralph%20Ellison%20- %20Invisible%20Man%20v3_0.pdf Facinghistory.org. (n.d.). Writing strategies - facing history and ourselves. Retrieved from https://www.facinghistory.org/sites/default/files/Writing_Strategies.pdf Garcia, E. (2015). Mla style guide – quick & easy. Retrieved from https://library.csun.edu/egarcia/documents/mlacitation_quickguide.pdf Haglund, K., Holliman, A., & Lussier, C. (2017). Literary Theory. Retrieved from https://www.canyons.edu/Offices/TLC/PowerPoints/Literary%20theory.pdf Instructure. (2017). Source evaluation rubric: Print & online. Retrieved from https://helix.instructure.com/courses/17/files/1552/download Literary Analysis Paper/Rubric. (n.d.). Retrieved from TEACHING LITERARY CRITICISM ON RELIGION 203 https://laredo.instructure.com/courses/1330618/files/61449407/download?wrap=1 Programs in International Educational Resources. (2017). Argumentative essay rubric. Retrieved from https://pier.macmillan.yale.edu/sites/default/files/files/Argumentative%20essay%20rubric. pdf Readwritethink.org. (2017). Persuasion Map. Retrieved from www.readwritethink.org/files/resources/printouts/persuasion%20map.pd fUniversity of Arkansas Pulaski Tech. (n.d.). Source evaluation checklist. Retrieved from https://www.uaptc.edu/docs/default-source/ua- ptc-libraries/source-evaluation-checklist.pdf?sfvrsn=7f390433_2 University of Washington. (2017). Developing your thesis/claim. Retrieved from https://depts.washington.edu/owrc/Handouts/Developing%20Your%20Thesis.pdf Whitaker, M. (2013). Criminal injustice: the percentage of african-americans in prison. Retrieved from http://www.msnbc.com/politicsnation/criminal-injustice-the-percentage-african Winston-Salem/Forsyth County Schools. (2017). Thesis statement rubric. Retrieved from https://www.wsfcs.k12.nc.us/cms/lib/NC01001395/Centricity/Domain/1060/Thesis%20Sta tement%20rubric.pdf TEACHING LITERARY CRITICISM ON RELIGION 204 Appendix K: Presentation & Video Links Barad, D. (2013). What is literature? Retrieved from https://www.slideshare.net/dilipbarad/what-is-literature-24453673 Belandres, L. (2015). Reader’s response criticism. Retrieved from https://www.slideshare.net/leniebelandres/readers-response-cticism CrashCourse. (2016). How to Argue - Philosophical Reasoning: Crash Course Philosophy #2. Retrieved from https://www.youtube.com/watch?v=NKEhdsnKKHs Dean, B. (2013). Introduction to literary theory. Retrieved from https://www.youtube.com/watch?v=MeWPNTcogRY eHowEducation. (2013). How can i make my assertion sentence stronger? :English & grammar. Retrieved from https://www.youtube.com/watch?v=n7bfHzlzaY8 EnglishClass212. (2015). Writing a Counterargument. Retrieved from https://www.youtube.com/watch?v=nJfDA3sYtpE GCFLearnFree.org. (2013). Word 2013: SmartArt Graphics. Retrieved from https://www.youtube.com/watch?v=GVoHuYB0XHA Gentry, A. (n.d.). Refutation of an Argument: Definition & Examples. Retrieved from https://study.com/academy/lesson/refutation-of-an-argument-definition-examples- quiz.html Godin, K. (2017). How to analyze a literary passage: A step-by-step guide. Retrieved from http://study.com/academy/lesson/how-to-analyze-a-literary-passage-a-step-by-step- guide.html Jennings, D. (2017). How to use sources to write essays and evaluate evidence. Retrieved from http://study.com/academy/lesson/how-to-use-sources-to-write-essays-and-evaluate- evidence.html TEACHING LITERARY CRITICISM ON RELIGION 205 Libncsu. (2014). Citation: A (very) brief introduction. Retrieved from https://www.youtube.com/watch?v=IMhMuVvXCVw Mena, X. (2011). Sami and the thesis statement. Retrieved from https://www.youtube.com/watch?v=Cde23AKYhPI Miller, V. (2013). Textual evidence. Retrieved from https://www.youtube.com/watch?v=T5A-mOqB4Pc MsLamm1. (2016). Reader response theory. Retrieved from https://www.youtube.com/watch?v=DsZpMZkiZCc New Sparky. (2017). What does it mean to rebut an argument. Retrieved from https://www.youtube.com/watch?v=Yh-fC7eBjsg Pourciau, L. (2017). Organize an argumentative essay using a persuasion map. Retrieved from https://learnzillion.com/lesson_plans/5148-organize-an-argumentative- essay-using-a-persuasion-map Raiyah, M. (2012). Feminist criticism. Retrieved from https://www.slideshare.net/mraiyah/feminist-criticism-12714692 Shmoop. (2016). MLA Style Citing. Retrieved from https://www.youtube.com/watch?v=HKXjaql9qhE Sparky Marketips. (2017). What is a contradictory sentence? Retrieved from https://www.youtube.com/watch?v=GgdYMJe0m88 Tasoku01. (2016). Feminist criticism. Retrieved from https://www.youtube.com/watch?v=dFqKqDOP9L4 TheSeahorseProject. (2014). Finding the Main Argument in Academic Writing. Retrieved from https://www.youtube.com/watch?v=PsT4N7UXe0U TEACHING LITERARY CRITICISM ON RELIGION 206 Tomalty, M. (2013). Reading Religious Texts and Writing Interpretive Essays. Retrieved from https://prezi.com/s_kfv_li_csf/reading-religious-texts-and-writing-interpretive-essays/ UoGLibrary. (2013). Cite Your Sources: When / Why to Cite. Retrieved from https://www.youtube.com/watch?v=ziG9LtIjRUU TEACHING LITERARY CRITICISM ON RELIGION 207 Appendix L: Textbook Questionnaire Age 18-20 o 21-30 o 31-40 o 41-50 o 50+ Gender Male o Female o Prefer not to say Years of Experience Reading Literature 1-5 o 6-10 o 11-15 o 16-20 o 20+ Years of Experience Reading Religious Literature 1-5 o 6-10 o 11-15 o 16-20 o 20+ Refer to the course syllabus, how many of the literature (short stories, poems, novels, etc.) have you previously read? 0 o 1-5 o 6-10 o 11-15 TEACHING LITERARY CRITICISM ON RELIGION 208 Appendix M: Argument Map Rubric ARGUMENT MAP RUBRIC _____________________________________________________________________________________________________________________ Student Name: ________________________________________________________________ Requirements for Acceptance: MLA formatting attempted (heading, header, margins, double spaced) Includes citations Includes Works Cited with at least 5 sources All sections of map appear complete Site Visit Confirmation Form attached Argument Sufficient Needs Development Inadequate Points Claim (content) Claim (clarity) Reason 1 Reason 2 Reason 3 Identifies the root cause(s) of the problem (e.g. a particular kind of sin/brokenness) (4) Is clear, direct, and precise (2) Clearly explains how/why the root cause leads to the problem (2) Clearly explains how/why the root cause leads to the problem (2) Clearly explains how/why the root cause leads to the problem (2) Identifies cause(s) of the problem, but needs to identify a particular kind of sin/brokenness (2) Is intelligible but further revision of wording is needed (1) Attempts to explain but further revision is needed (1) Attempts to explain but further revision is needed (1) Attempts to explain but further revision is needed (1) Is missing or does not identify a cause (0) Is vague, confusing, or difficult to identify (0) Does not support the claim or is difficult to identify (0) Does not support the claim or is difficult to identify (0) Does not support the claim or is difficult to identify (0) ________ / 12 x3 = ________ / 36 TEACHING LITERARY CRITICISM ON RELIGION 209 Appendix N: Literary Analysis on Religion: Assessment Plan Goals. Develop critical thinkers who can use various literary theories to analyze literature and evaluate its effectiveness towards providing alternative views of the world found in the literature. Extract information from the literature they critique and utilize literary theories as a means to support their reasoning to support their conclusion. Search for the truth in discussions and readings. Objectives. Critique texts and explore the implications of those texts. Apply literary theories to literary texts and provide reasoning to support the argument in oral discussions and writing. Analyze literature and religious texts critically and evaluate the effectiveness of such texts with the appropriate support. Develop the ability to read works of literary, literature theory, and religious literature, and deploy ideas from these texts in their own reading and writing. Outcome Criteria. Develop critical thinking, researching skills and strategies within the context of the course. Assessment Method. Produce a portfolio to assess the acquired knowledge. Analyze relationships between religions and literary theories that appropriately tie in with a particular piece of literature. Demonstrate understanding of a text by engaging in writing activities, including choosing and applying the appropriate religions and literary theories to include in a paper that follows an outline. Partake in class discussions that will be graded according to a rubric that will be included in the capstone portfolio. Deconstruct a piece of literature utilizing a chosen literary criticism of their choice. (Learners will need a literary theory to deconstruct a piece of literature to make the connection between literature and literary criticism.) Type of Feedback. Evaluation based on their correct usage of English grammar, organization, punctuation, syntax, and the content covered in their capstone assessment. Course Assessment according to the following criteria that can be found on the course rubric: Organization, Level of content Development Grammar and mechanics Style and format TEACHING LITERARY CRITICISM ON RELIGION 210 Appendix O: Procedural Questions Can you explain what the main point is of your argument map and how it relates to your citation? Alternative: Can you explain what the main point of your citation is and how it relates to your argument map? What rationale can be given for citing textual evidence on an argument map? How can I convince others that God isn’t angry in Jonathan Edwards’ sermon “Sinners in the Hands of an Angry God” and convince them that Edwards utilizes religion to evoke fear into his followers? How might I cite my sources correctly? What do you think the main point of your argument map should be? TEACHING LITERARY CRITICISM ON RELIGION 211 Appendix P: Writing Strategies GATHERING AND ANALYZING EVIDENCE Use these strategies during the unit. Once students understand the prompt and have begun to form opinions on the broad issues, they are ready to dig into the historical content. The strategies in this section help students think about what they are reading and learning. Historical reasoning requires students to focus on evidence, perspective, and interpretation. 1 By closely investigating a wide variety of primary and secondary sources, students begin to develop their own arguments. One of the challenges in supporting students-as-writers and students-as- historians is in helping them understand how to work with evidence. Specifically, they need practice offering accurate and persuasive evidence, considering the source and credibility of the evidence, and citing sufficient and contextualized evidence that demonstrates their understanding of the historical period. 2 These activities help students engage with the evidence, and they precede the work of actually synthesizing the evidence and crafting a thesis statement. Students are not yet expected to begin their formal essay. The purpose of this section is to have students thinking critically about the relationship between the historical content in the Facing History and Ourselves: Holocaust and Human Behavior unit and the writing prompt. This section includes both written and oral strategies. Discussions let students build their own understanding and “rehearse” their thinking before writing 3 ; even the strongest students are challenged to revise and refine their thinking when their peers offer opposing views. Discussions also let teachers listen in to gauge how well the group or specific individuals understand the content, in order to provide clarification or differentiated support as needed. TEACHING LITERARY CRITICISM ON RELIGION 212 STRATEGY 6. EVIDENCE LOGS AND INDEX CARDS Writing Focus: Students collect evidence to defend their argument Common Core Alignment: Draw evidence from informational texts to support analysis, reflection, and research. (WHST.11-12.9) Rationale Students need a central place to organize and revisit the textual evidence they collect. This will help them to create a clear and coherent thesis. As students study history, they will interrogate primary sources to find evidence to answer at least one of the prompts. Collecting evidence will allow students to weigh the possible sides of the argument and eventually craft a thesis that they are able to defend. Having the evidence in a central location or structure helps students review the history and pick clear and relevant reasons to support their thinking. Procedure Introduce one or several of the evidence logs to your class before you start studying the history. Explain that as you study different documents and watch different historical footage, students will record textual evidence to use in their formal essays. Explain that the goal throughout the unit is to collect evidence from multiple perspectives and keep it in their interactive notebooks to use throughout the unit. Students will then later review the variety of evidence and use it both to determine and support their argument. As they collect evidence, make sure that students are recording the details of each primary or secondary source. Model for students the type of information they need to include about each source (author, title, publisher, date, page, type of source). You might want to keep a poster on the wall to remind students or give them a handout they can tape into their notebooks. Helpful resources for you and students include (both of these sites post information about MLA and APA styles): Cornell Library Citation Management Page Purdue Online Writing Lab (OWL)—Research and citation Note: Included in this section are two evidence logs.. We anticipate and hope that you will modify, adapt, and create evidence logs to best fit the needs of your particular students and classroom context. TEACHING LITERARY CRITICISM ON RELIGION 213 (Reproducible 6.1) Sample Evidence Log Who was What role(s) did What How does this happened? involved? people connect to Source information (Document name, play? the prompt? who said it, date, etc.) TEACHING LITERARY CRITICISM ON RELIGION 214 (Reproducible 6.2) Generic Evidence Log Writing Prompt: Summary—What information from Information Source this source addresses the Doc # Citation writing about rank prompt? author/creator (1–3) 1 2 TEACHING LITERARY CRITICISM ON RELIGION 215 (Reproducible 6.3) Index card Front of the card contains information such as: What information from this source addresses the prompt? Back of the card contains information about the source such as: Source Citation: Quality of source (1-3): Why did you give it this ranking? TEACHING LITERARY CRITICISM ON RELIGION 216 STRATEGY 7. ANNOTATING AND PARAPHRASING SOURCES Writing Focus: Students learn to search and annotate texts for evidence. Common Core Alignment: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (WHST.11-12.8) Draw evidence from literary or informational texts to support analysis, reflection, and research. (WHST.11-12.9) Rationale In order to craft strong arguments about historical events, students need to understand primary and secondary source documents. Careful reading is integral to powerful writing. Annotating text—by underlining key words or writing notes, questions, and margin notes to oneself—often helps students with this close and careful reading. This careful structured reading, in turn, has been found to lead to improved writing. 4 Students learn to make notes that address the validity and bias of evidence, the perspective of the source, and their own interpretation. 5 Procedure Note: Annotating can and should occur throughout the unit. Below is a procedure you might use to introduce the purpose of annotating and to get started. Students will need regular practice, reinforcement, and feedback on their annotations in order for this type of careful reading to become routine. 4 Show students sample annotations—your own or from other students. Ask students what they see. 5 Ask students why they think historians annotate as they read. Discuss the value of the following: a way of “talking to the text” 6 and having a dialogue with yourself 7 as you read a way to slow down your thinking as you read hard text, so you read more closely, “thoughtfully, mindfully, intentionally” 8 an opportunity to sort out the material: what you understand and what is still puzzling 9 TEACHING LITERARY CRITICISM ON RELIGION 217 a way to keep track of your thinking as you read so you can revisit and use that thinking later when you are debating or when you are writing your essay Model annotating a short primary source document in front of the class. Be sure you model both simple summarizing/paraphrasing and more complex critical thinking as you read. Options: • Circle or underline key words; tell students why these seem important. • Put a question mark by ideas you don’t understand or find puzzling. • Summarize key historical events and ideas: Does this make sense? What does this say? What does this mean? • Write phrases or sentences that express your reactions and interpretations. • Note the author’s intentions and assumptions. Give students a short text to annotate on their own or in small groups. Circulate to give them feedback on their annotations. After they have read and annotated, have students compare their annotations. o What did you write? o How did it help you? How were your peers’ annotations different? Ask students to annotate throughout the unit. Periodically remind them of the essential question and writing prompt as a way to help them focus their thinking as they read. What should they be paying attention to? Check their annotations. Give students feedback. Write your own thinking back to them or talk with students about their margin notes. What strikes you? What ideas seem worth pursuing? Remind students that they should use these margin notes when they write their essays. Variation Students annotate electronically using online tools or software. TEACHING LITERARY CRITICISM ON RELIGION 218 STRATEGY 8. COLLECTING AND SHARING EVIDENCE Writing Focus: Find additional evidence from historical documents and peers to support an argument. Common Core Alignment: Gather relevant information from multiple authoritative print and digital sources. (WHST.11-12.8) Develop claim(s) and counterclaims fairly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline -appropriate form and in a manner that anticipates the audience’s knowledge level, concerns, values and possible biases. (WHST.11-121b) Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (SL.11-12.1) Rationale Students need to interrogate and investigate multiple primary sources and ideas to stimulate their thinking and find evidence for their argument. Teachers can also use these strategies as a way to have students share their work with peers. Students will practice being active listeners or readers—an essential skill for learning new information. Below are three possible strategies: Gallery Walk; Give One, Get One; and Two-Minute Interview. Choose the one that best suits your students and classroom. A. Gallery Walk Procedure Preparation. Start by organizing primary source documents around the classroom, either on walls or placed on tables. The most important factor is that the texts are spread far enough apart to reduce significant crowding. Instruct Students on How to Walk Through the Gallery. You might want them to take informal notes, use a graphic organizer, or create an evidence bank as they view the “gallery.” You may also want them to interact with the documents by writing questions, defining terms, or adding information to a document. Debriefing the Gallery Walk and Journal Writing. Spend some time reviewing what students posted and recorded to make sure information is accurate. It is also important to give students the opportunity to ask questions about items in the Gallery Walk that may be confusing. TEACHING LITERARY CRITICISM ON RELIGION 219 B. Give One, Get One Procedure Preparation. Ask students to divide a sheet of paper into two vertical columns. Label the left side “Give One” and the right side “Get One.” Response to the Question. Ask students to respond to a question such as “Do you think the United States bears some responsibility for what happened in Europe in the 1940s? Why or why not?” Students should write their ideas on the left-hand column on their paper. They do not need to write complete sentences; responses can be in list form. Give One, Get One. Tell students to walk around and find a partner. Each partner “gives,” or shares, items from his or her list. For example, Partner A shares his/her responses until Partner B hears something that is not already on his/her list. Partner B writes the new response in the right column on the paper, along with Partner A’s name. Once Partner B has “gotten” one, the roles switch. Students repeat this process with other peers until time runs out. C. Two-Minute Interview Procedure Preparation. Ask students to create a list of questions they have about the historical case study or the evidence they have collected. Alternatively, you can ask students to respond to a question such as “Do you think bystanders can shape society by their inaction? Why or why not?” (Use Reproducible 8.1 to help students organize their thinking during this activity.) Two-Minute Interviews. Divide the class in half randomly. Place chairs in two long rows, facing each other. Students will sit facing each other. Tell students that they will have two minutes to interview each other. One row of students will ask the questions, listen carefully, and take notes. The other row will answer. After two minutes, have one row of students move down so that everyone has a new partner to share evidence or ideas with. Continue this activity until you feel that students have gathered enough evidence or shared enough ideas to generate a full-class discussion. Debriefing All Three Strategies After each of these strategies, you will want to debrief in a class discussion and/or a journal write. See guidelines for discussion in the box below. Prompts for journal writing include: How might you respond to the essay prompt now? What did you learn today? How does this information relate to the essay prompt? What else do you want to know? TEACHING LITERARY CRITICISM ON RELIGION 220 Teacher’s role: As the students share their ideas, keep notes. Pay particular attention to: patterns of insight, understanding, or strong historical reasoning patterns of confusion, historical inaccuracies, or facile connections, or thinking that indicates students are making overly simplified comparisons between past and present The goal is for students to share text-based evidence effectively and accurately. The following categories can guide you, the teacher, as you listen to your students’ discussion. Listen for: Factual and interpretive accuracy: offering evidence that is correct and interpretations that are plausible Persuasiveness of evidence: including evidence that is relevant and strong in terms of helping to prove the claim Sourcing of evidence: noting what the source is and its credibility and/or bias Corroboration of evidence: recognizing how different documents work together to support a claim Contextualization of evidence: placing the evidence into its appropriate historical context 10 As students debrief, weave in feedback. Affirm their insights. Highlight strong historical reasoning and text-based arguments. Choose one or two misconceptions about the content to address. Point out areas where students may want to reevaluate the ways they are connecting past and present. TEACHING LITERARY CRITICISM ON RELIGION 221 (Reproducible 8.1) Two-Minute Interviews Question I asked Person I interviewed Notes/thoughts/new questions that I now have TEACHING LITERARY CRITICISM ON RELIGION 222 STRATEGY 9. EVALUATING EVIDENCE Writing Focus: Students will sort and sift through evidence to prepare to write their essays. Common Core Alignment: Draw evidence from informational texts to support analysis, reflection, and research. (WHST.11-12.9) Rationale Students need to be able to evaluate evidence in order to craft a strong argument. Scholars focused on historical reasoning note that evidence-based interpretations are central to the discipline. 11 Historians must be able to source evidence (noting author’s intentions, assumptions, and motivations), contextualize evidence (situating a historical document in the time and place in which it was created), and corroborate evidence (comparing multiple historical documents to help one make sense and determine acceptable facts). 12 They must also determine what evidence is most persuasive and how to account for evidence that conflicts with their central claim. The strategy below is a hands-on way to get students to begin to sort and sift evidence, determining what it means and why it matters. Procedure 1. In advance: Draft a claim that the class will work with. It could be an answer to one of the prompts, or it could be some other claim related to the unit that is independent of the specific formal writing prompts. Things to keep in mind include: It must be arguable: something that could be true but isn’t necessarily true. It must be a claim that requires students to grapple with evidence. Gather a variety of evidence from the Facing History unit: texts, photographs, primary sources, etc. Include: some evidence that could be used to help prove the claim some evidence that could be used to help disprove the claim some evidence that could be used either way, depending on the interpretation some evidence that is simply irrelevant to the claim Note: If you choose to use their evidence logs, try to photocopy them before the class so that students can cut each piece of evidence onto a separate strip of paper. The physical act of manipulating evidence is key to the effectiveness of this activity. TEACHING LITERARY CRITICISM ON RELIGION 223 2. In class: As you begin this activity with students, explain some things that historians consider when working with evidence: Factual accuracy: How do we know the evidence is correct? Relevance: To what extent does this evidence relate to the topic/question at hand? Persuasiveness: Is this evidence powerful in convincing us of the claim? Source: Where does the evidence come from? How credible is the source? What biases exist? On the board, write the claim the class will work with. Distribute the collected evidence to table groups or ask them to take out their evidence logs. Invite them to “sort and sift” the evidence they might use to help prove the claim. Different table groups may sort and sift differently, which is appropriate. They could organize the evidence by what proves and disproves the claim, by what is relevant or irrelevant to the activity, etc. The goal is for students to be able to justify/explain the decisions they make. After the task, debrief the activity using some of the following prompts: How has this activity helped them think about this specific evidence? What did they learn by doing this activity that they might apply when choosing and analyzing evidence in their own argumentative writing? Reiterate the criteria historians tend to use when working with evidence: o accuracy o relevance o persuasiveness o source After the activity and throughout the rest of this unit, have students evaluate the evidence they collect by going through this sorting and sifting activity. Remind students that their essays will be much stronger if they choose strong, specific, and appropriate evidence to defend their claims. TEACHING LITERARY CRITICISM ON RELIGION 224 STRATEGY 10. RELEVANT OR NOT? Writing Focus: Using this strategy, students will be able to distinguish between evidence that is relevant to support an argument and evidence that is not relevant to support an argument. Common Core Alignment: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. (WHST.11-12.1a) Rationale After students collect evidence, they need to evaluate which evidence best suits their needs. One important step in learning how to support an argument (in speaking or writing) is determining which evidence to use. The purpose of this strategy is to help students distinguish between relevant and irrelevant evidence so that they can make appropriate selections for their essays. Procedure Modeling. In this exercise, students will identify evidence that is relevant to prove a particular claim. This activity is most effective if students have a basic command of the concept of relevance. Therefore, we suggest modeling this process with a few examples. You can start with a non- history-based example like this one and then test students’ understanding on a history-based example. Examples Claim: Cell phones should not be allowed in school. Which of the following pieces of evidence address the above claim? Cell phones distract from the learning environment. Students who text or play games on their phones during class do not hear directions or miss learning important content. Many students today bring cell phones to school. Cell phones are more affordable now than they were in 2000. In surveys, some students report using their cell phones to cheat on exams. Ask students which of the four pieces of evidence are not relevant to proving this claim. Here are some ideas to bring up during a discussion of this question: “A” and “D” are both relevant to the claim. “B” provides accurate information but is irrelevant to proving the claim. “C” may or may not be accurate. It is also irrelevant to the claim. TEACHING LITERARY CRITICISM ON RELIGION 225 Group Work. Continue to have students practice this exercise individually or in groups. Provide historical claims for students, and have each individual or group come up with three pieces of evidence that might be used to support the claim. Two of these selections should represent relevant evidence—evidence that addresses the particular argument. One of these selections should be accurate and credible but not relevant to proving that particular argument. Explain to students that they will present their argument and three pieces of evidence to the whole class (or to another group) and that the audience will have to determine which evidence is relevant and which is irrelevant. TEACHING LITERARY CRITICISM ON RELIGION 226 STRATEGY 11. LEARNING TO INFER Writing Focus: Infer from primary and secondary sources. Common Core Alignment: Draw evidence from informational texts to support analysis, reflection, and research. (WHST.11-12.9) Rationale Inference requires students to take something from the text, combine it with some existing background knowledge, and make a new connection. Show them how you do this as a more expert historian. In order to write convincingly about primary and secondary source documents, students must first be able to interpret those documents. Students need support in moving beyond the literal meaning in the texts to making inferences about significance. Teaching students how historians infer, naming that process for them, and giving them opportunities to practice inferring orally will help prepare them to transfer that skill to their written historical analysis. This strategy is more inquiry-based, allowing students to first make inferences and then learn the formal concept of inference. Research indicates that both authentic inquiry and explicit instruction help students as writers. Be sure you balance out this inquiry strategy with some of the strategies in this same section that offer more explicit instruction. Procedure 1. Give students a real-world scenario that requires them to infer. (Do not name inference yet for your students.) For example, share a tidbit of gossip or something from a current event. 2. Using that real-world example, name what they did when they inferred. Ask: • What was the text or data? • What was their background knowledge? • How do they automatically put the two together for the “aha” that is inference? 3. Model how you infer as a historian. • Read or write up some data. • Tell them your background knowledge. • Show them how you put the two together to make an inference or interpretation. The options below show two specific scaffolds to teach students how to infer. Choose one to use with your students. OPTION A: It says I say And so 13 13 Kyleen Beers, When Kids Can’t Read: What Teachers Can Do (Heinemann, 2003). TEACHING LITERARY CRITICISM ON RELIGION 227 It says . . . I say . . . And so . . . (the text or data) (my background (put the two together to knowledge) make an inference) OPTION B: INFERENCE EQUATION 14 I notice + I already know = So now I am thinking . . . I notice (the text or data) + I already know (my background knowledge) = So now I am thinking (put the two together to make an inference) . I notice . . . + I already know . . . = So now I am thinking . . . TEACHING LITERARY CRITICISM ON RELIGION 228 STRATEGY 12. ASSESSING SOURCE CREDIBILITY Writing Focus: Students practice media literacy by determining which sources they can trust for credible, accurate, and persuasive evidence. Common Core Alignment: Gather relevant information from multiple authoritative print and digital sources . . . assess the strengths and limitations of each source. (WHST.11-12.8) Rationale Especially now that students have access to a limitless amount of information posted on the Internet, it is critical that they develop strong media literacy skills. As students gather information, they need to evaluate the credibility of their sources. What perspective does this source represent? Why should this source be trusted? What makes this source more or less credible than other sources? Resources that provide additional information about source evaluation include: Project Look Sharp Purdue Online Writing Lab: Evaluating Sources of Information Procedure Brainstorm. Students may not be aware of how often they practice evaluating sources. For example, they might hear a rumor and know not to believe the information. You can begin this exercise by asking students to respond to the question: How do you decide when to trust what you see, hear, or read? Record a list on the board of criteria they use or steps they take to determine if a source is credible. Create a Checklist. Based on students’ responses and your additional ideas, create a checklist students can use to determine if a source is trustworthy. Items on the checklist might include: • Information can be backed up by another source or sources. • Author/creator is an expert on the topic. • Author/creator experienced the situation firsthand. • Information is published by a credible institution (a business that could get into a lot of trouble if it printed inaccurate information), such as a major newspaper, PBS, Library of Congress, a major museum, etc. You can also make a checklist for possible reasons not to trust a source, such as: It has an anonymous author or creator and there is no way to determine if the author is an expert on this subject. Information is not published by an organization; it’s unclear who else stands by this information. Information in this source contradicts much of the information you have read elsewhere. TEACHING LITERARY CRITICISM ON RELIGION 229 • No references are provided for this information; there’s no way to find out if this information is true or false. Group Work. Pass out documents and have groups or pairs evaluate the same source or sources and then compare their rankings. You might use the sample source evaluation form (Reproducible 12.1). Individual Work and Assessment. For homework, you can ask students to find and evaluate a source on their own. Completed source evaluation forms will tell you the degree to which students have mastered this skill. You also might wish to have a discussion about the credibility of Wikipedia, a source that many students are quick to use, as it comes up first in many search-engine results. Wikipedia puts neutrality and reliability alerts on some of its pages. You could have students compare the pages for “Desegregation busing in the United States” and “Selma to Montgomery marches.” Key questions to ask students might be: Why do you think one page received an alert message while the other did not? What does the phrase “the neutrality of this article is disputed” mean? Why is that important to think about as you collect evidence? How do you know when you can trust the information on Wikipedia? Where else might you go to verify an idea listed on Wikipedia? (Reproducible 12.1) Source Evaluation Form: Why Should You Trust This Source? Why Shouldn’t You Trust This Source? Part 1: Basic Source Information Author/creator: Year published/created: Published by: Type of source (newspaper, photograph, article, law, etc.): Other information about this source: Part 2: Rank the Trustworthiness of This Source: _________ 3 = very trustworthy, 2 = trustworthy, 1 = some reservations, 0 = not trustworthy TEACHING LITERARY CRITICISM ON RELIGION 230 Information is backed up by several other sources (includes citations __ and/or you have seen similar information in other credible sources). Information is published by a credible institution (a business that could get __ into a lot of trouble if it printed inaccurate information), such as a major newspaper, PBS, Library of Congress, a major museum, etc. Part 3: Bias/Perspective What do you know about the author/creator of this source? What bias or perspective does this source represent? What is the creator in favor of or against? What are the strengths of this source? What information can the author/creator reliably present? (Example: A zoologist would be a more reliable source about elephants than a dentist.) TEACHING LITERARY CRITICISM ON RELIGION 231 STRATEGY 13. SUCCESSFUL ONLINE RESEARCH Writing Focus: Students analyze and collect evidence to defend their argument. Common Core Alignment: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (WHST.11-12.8) Rationale Students need to understand how to most effectively search for relevant, trusted information on the Web. As students study history, they will interrogate primary and secondary sources to find evidence that will allow them to eventually craft a thesis that they are able to defend. Being able to use advanced searching techniques will ensure students are able to access the latest and most useful information. Procedure We highly recommend you use the following resources to help you create online research activities in your classroom: Teaching History With Technology, from EdTech Teacher http://thwt.org/index.php/research This web page gives a wealth of information about online research in the history classroom. It includes a list of student-friendly search engines and links to collections of primary sources. In addition, there are video tutorials about advanced Google searches, evaluating source credibility, and creating online bookmarks with students. Google Lesson Plans http://www.google.com/insidesearch/searcheducation/lessons.html You might also visit lesson plans created by Google to help students learn how to search effectively with Google. There are beginner, intermediate, and advanced lessons available. TEACHING LITERARY CRITICISM ON RELIGION 232 B. CRAFTING A THESIS AND ORGANIZING IDEAS Use these strategies after the unit. Once students have had an opportunity to engage with the evidence, they can begin to integrate, synthesize, and categorize their ideas. In this section, teachers can challenge students to sort out “What is my perspective on this issue?” Much of historical thinking and writing involves forming strong arguments or interpretations based on the core concepts in history: Why does this matter? How did this happen? What motivated people in the past to think and act in the ways they did? How do we know what we know? How was this past situation similar to present-day situations? The prompts are designed to engage students in these big questions. Note: We placed crafting a thesis after students have had many opportunities throughout the unit to examine and understand the evidence. A recent study found that college professors express concern that many students leap to writing a thesis before they have explored their ideas in sufficient detail. 15 Here, crafting a thesis and organizing ideas are paired, as a way to help students begin to integrate, synthesize, and categorize their ideas. TEACHING LITERARY CRITICISM ON RELIGION 233 STRATEGY 14. TAKING A STAND ON CONTROVERSIAL ISSUES: SPEAKING AND LISTENING STRATEGIES Writing Focus: Students will practice using evidence to make and defend an argument. Common Core Alignment: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level, concerns, values and possible biases. (WHST.11-12.1b) Initiate and participate effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (SL.11-12.1) Rationale Speaking and listening strategies give students early practice with explaining how evidence supports their position. These strategies also support students’ critical thinking, since students consider an issue from multiple perspectives. Engaging in speaking and listening can be an effective writing exercise before an essay assignment because it brings out arguments for or against a thesis. It can also be effective after writing a first draft of an essay; often, a classroom discussion will clarify thinking and help a student locate the part of their argument to revise. Because these strategies involve sharing opinions, often in a passionate way, set a contract before this activity. Reiterate your class rules about respect for the opinions and voices of others; call for them to be honest but not insulting. Readdress ways to constructively disagree with one another, and require that when offering their opinion or defense of their stance, they speak from the “I,” rather than from an accusatory “You.” A. Barometer Procedure Preparation. Place “Strongly Agree” and “Strongly Disagree” signs at opposite ends of a continuum in your room. Or you can post any statement and its opposite at two ends of a continuum. Any argument or thesis statement can be used for this activity. Give students a few minutes to respond to the prompt in writing before you ask them to “take a stand.” “Take a Stand.” Ask students to stand on the spot of the line that represents their opinion, telling them that if they stand on either extreme they are absolute in their agreement or disagreement. They may also stand anywhere in between the two extremes, depending on how much they agree or disagree with the statement. TEACHING LITERARY CRITICISM ON RELIGION 234 Explain Positions. Once students have lined up, ask them to explain why they have chosen to stand where they are. Encourage students to refer to evidence and examples when defending their stance. If students are persuaded to change their opinion, ask them to move along the continuum to show their new thinking. SPAR (Spontaneous Argumentation) Procedure Preparation. Divide class in half. Assign one side to be the pro position and the other side to be the con position. Have students move their desks so they are sitting opposite an opponent. Write a debatable proposition on the board. 2. Brainstorm Arguments. Give students one to two minutes to write down their arguments and evidence for or against the proposition. Opening Statements. The students will be “SPARring” with the person sitting across from them. Each student (pro and con) presents a one-minute opening statement making his/her case while the other listens quietly and takes notes. Discussion. Give students 30 seconds to prepare ideas for what they want to say to their opponent. Invite each side to engage in a three-minute discussion during which they may question their opponent’s reasoning or examples or put forth new ones of their own. Closing Statements. Give students 30 seconds or one minute to prepare a closing statement. Each student presents a one-minute closing statement while the other listens quietly, and then the roles reverse. C. Final Word This strategy is a way for students to talk without having the competitiveness that can accompany debate in the classroom. Procedure Preparation. Divide students into groups of four and have them position themselves so that they are in a circle. Prompts. Create a list of claims for students to respond to or ask students to write their own claims (thesis statements). Sharing in Small Groups. Ask each group to choose someone to begin. The first few times that you do “Final Word,” remind students of the procedure before you officially begin. The first student has 30 seconds to respond to the claim or share his or her thesis statement. After 30 seconds, the person to the right of the first student has a chance to react to the thesis. This student can choose to respond to the first student or simply give his or her own information. After 30 seconds, the third student speaks, following the same rules. Continue the process with the fourth student. After the fourth student, the first student now gets to have the “Final Word.” He or she receives an additional 30 seconds to respond to the comments of the group, to argue for his or her point, or to summarize the thoughts of the group. In the next round, a different student should begin. TEACHING LITERARY CRITICISM ON RELIGION 235 A Few Notes: • No students should speak when it is not their turn to talk. The goal is for each student to have 30 seconds that are entirely his or hers. • If a student doesn’t talk for his or her entire 30 seconds, the group should wait for the time to run out before the next person begins. Debrief After any of these activities, engage your class in a discussion. Questions to ask include: • What were the arguments for and against the issue? • What did you learn during the activity? How does this information relate to the essay prompt? • What value is to be gained from students arguing positions with which they don’t agree? • What were the strongest arguments? Which arguments were the weakest? What role does evidence play in creating an argument? Teacher’s role: As students share their ideas, keep notes. Pay particular attention to: • patterns of insight, understanding, or strong historical reasoning • patterns of confusion, historical inaccuracies, or facile connections, or thinking that indicates students are making overly simplified comparisons between past and present The goal is for students to share text-based evidence effectively and accurately. The following categories can guide you, the teacher, as you listen to your students’ discussion. Listen for: Factual and interpretive accuracy: offering evidence that is correct and interpretations that are plausible Persuasiveness of evidence: including evidence that is relevant and strong in terms of helping to prove the claim Sourcing of evidence: noting what the source is and its credibility and/or bias Corroboration of evidence: recognizing how different documents work together to support a claim Contextualization of evidence: placing the evidence into its appropriate historical context 16 • As students debrief, weave in feedback. Affirm their insights. Highlight strong historical reasoning and text-based arguments. Choose one or two misconceptions about the content to address. Point out areas where students may want to reevaluate the ways they are connecting past and present. 16 Monte-Sano, “Beyond Reading Comprehension.” TEACHING LITERARY CRITICISM ON RELIGION 236 STRATEGY 15. BUILDING ARGUMENTS THROUGH MINI-DEBATES Writing Focus: Students will practice using evidence to make and defend an argument. Common Core Alignment: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level, concerns, values and possible biases. (WHST.11-12.1b) Rationale This strategy helps students work with two key components of Toulmin’s model of argument: claim and evidence. They are not yet being asked to provide analysis or a “warrant” explaining how the evidence proves the claim/reason. Procedure Create a list of items, with or without your students, which could be used to answer the prompt. Write each item on a separate index card. Divide the class into groups or pairs. Pass out one card to each group. Together, each group is responsible for preparing an argument connecting the subject of their card to the prompt. They should After each pair or group has filled out its card, hold a mini-debate in the classroom. Pick a card at random and ask the pair with that card to provide evidence for this topic. The rest of the class should listen to the evidence and try to argue against it. Continue the mini-debates until most or all students have had a chance to defend the topic they were assigned. After this exercise, ask students to write in their journals and note the three pieces of evidence that they found most compelling in the discussions. They may use this in their papers later on. TEACHING LITERARY CRITICISM ON RELIGION 237 STRATEGY 16. LINKING CLAIMS AND EVIDENCE WITH ANALYSIS Writing Focus: Analyze evidence. Common Core Alignment: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level, concerns, values and possible biases. (WHST.11-12.1b) Rationale Analysis/explanation is the link or the “glue” that holds the evidence and claim together, 17 explaining how and why the evidence helps prove the claim. The ability to analyze evidence is central to the study of history; students need to read data or source documents and be able to form interpretations or conclusions. Students benefit from opportunities to analyze and explain evidence orally, as “thinking,” before trying to put that thinking into more formal written form in the body paragraphs of their essays. Students need to learn how to craft “warrants,” 18 a basic explanation of how their evidence proves their claim. One good way for them to learn this is to give them various pieces of evidence and various claims and have them practice connecting the two. Procedure This strategy is best used immediately after the Building Arguments strategy. After completing the card activity, ask students to link the claims with the evidence. Which evidence proves which claims? Use a three-column chart to record answers. (See Reproducible 16.1.) • Left: Claims. Teacher completes in advance, listing claims students need to prove. • Middle: Evidence. Students complete first. They either paste in evidence that has been cut up into strips or write in evidence they gather themselves. • Right: Analysis. Students complete last. This is where they explain how the evidence in the middle connects or proves the claim on the left. Ask them to justify their choices, using the following prompts: • What does this piece of evidence prove? What makes you say that? • How does this piece of evidence prove X? Explain your thinking. • What else might this evidence prove? • Why is this evidence important? • What does this evidence show? 17 Andrea A. Lunsford and John J. Ruszkiewicz, Everything’s an Argument, 2nd ed. (New York: Bedford/St. Martin’s, 2001), 95. 18 Stephen Toulmin, The Uses of Argument (Cambridge, UK: Cambridge University Press, 1958). TEACHING LITERARY CRITICISM ON RELIGION 238 (Reproducible 16.1) Three-Column Chart Linking Claims, Evidence, and Analysis CLAIM EVIDENCE ANALYSIS → (How does the evidence prove the claim?) (Student first finds evidence (Student then links the (Teacher provides to evidence the claim.) support the claim.) with the claim.) TEACHING LITERARY CRITICISM ON RELIGION 239 STRATEGY 17. THESIS SORTING Writing Focus: Students will identify several possible thesis statements that address the same essay prompt and evaluate the strengths and weaknesses of each. Common Core Alignment: Write arguments focused on discipline-specific content; introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons and evidence. (WHST.11-12.1a) Rationale This strategy promotes critical thinking, since in crafting a thesis students are required to put their own ideas in conversation with the text. Sometimes a prompt directs students to one obvious thesis statement when there are actually other more nuanced arguments they could make. The purpose of this activity is to help generate the possible arguments that could be made based on the same prompt and for students to understand the elements of a successful thesis. Procedure Make Sure Students Understand the Prompt. See the Dissecting the Prompt strategy on page 23. Brainstorm Options. This could be done as a small group or a whole-class activity. Before having students do a thesis brainstorm for the first time, you might want to model it using a different prompt. Students Practice Writing Excellent, Good, and Weak Thesis Statements. After you feel that students understand how to write a thesis, put them into groups of two or three. Ask them to write three thesis statements on different slips of paper. One thesis should be excellent, one good, and one intentionally weak. Before this step, you might want to review the criteria for a good thesis. In general, a good thesis: • takes a clear stance on an issue, • addresses all elements of the prompt, and • can be defended with evidence. An especially strong thesis presents an especially original argument and/or articulates a nuanced or more refined argument. Students Categorize and Sort Thesis Statements. After each group has practiced writing different thesis statements, pass out a list of thesis statements that you have already written. We recommend cutting these up so that each statement is on a separate strip of paper. Make sure your list includes excellent, good, and weak theses. You can also include some of the statements that students just wrote in their groups. TEACHING LITERARY CRITICISM ON RELIGION 240 In the same groups, ask students to try to categorize the thesis statements into the categories of excellent, good, and weak. Make sure they are using some of the above criteria to make their decisions. After the groups are finished, ask students to walk around the room and visit other groups’ categories. Tell students to notice how different groups interpreted or categorized the same thesis statements. Debrief and Assessment. When students return to their original lists, have a class discussion about what they noticed. Where in the class does there seem to be disagreement? confusion? consistency? What is the difference between an excellent, good, and weak thesis statement? During the discussion, make sure you correct any clear misunderstandings about thesis statements. As an informal assessment, ask groups to pick two thesis statements in the weak and good categories. Tell the group to edit each thesis statement so that they feel it can move up one category (from weak to good or from good to excellent). TEACHING LITERARY CRITICISM ON RELIGION 241 STRATEGY 18. TUG FOR TRUTH This strategy is adapted from and used with the permission of Project Zero. 19 Writing Focus: Students practice evidence-based reasoning skills. Common Core Alignment: Write arguments focused on discipline-specific content; introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons and evidence. (WHST.11-12.1a) Rationale This strategy encourages students to reason carefully about the “pull” of various factors that are relevant to a question of truth. It also helps them appreciate the deeper complexity of matters of truth that can appear black and white on the surface. Procedure This strategy builds on students’ familiarity with the game of tug-of-war to help them understand the complex forces that “tug” at either side of a question of truth. The strategy uses a rope or a diagram to represent pulls toward true or false in evaluating a claim. The tug-of-war is between true and false. Help students think about the various factors that tug at one side of the rope or the other, as well as other considerations related to the issue. Identify a question of truth—a controversial claim that something is true or false— where you know there is some evidence on both sides that students can bring forward. Ask students if they have an opinion about it. Draw a tug-of-war diagram on the board (or tape a piece of rope on the wall and use self-stick notes to make it more dramatic). Explain that students can add two kinds of things. One is evidence—tugs in the yes or true direction or in the no or false direction. The other thing to add is a question about the tug-of-war itself, a question that asks for more information or about “what if”—if we tried this or we tried that, what would the results be? Finish the lesson by asking students what new ideas they have about the question of truth: • Can we decide now? • Do some people lean one way and some the other? • Is the best answer in a “gray area”—most of the time true but not always, or true half the time? 19 “Introduction to Thinking Routines,” accessed October 22, 2011, http://pzweb.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03b_Introduction .html. TEACHING LITERARY CRITICISM ON RELIGION 242 STRATEGY 19. REFUTING COUNTERARGUMENTS Writing Focus: Students learn to write and challenge counterarguments. Common Core Alignment: Write arguments focused on discipline-specific content; introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons and evidence. (WHST.11-12.1a) Rationale In order to write a strong argumentative paper, students need to both anticipate and refute counterarguments to their thesis. This strategy asks students to focus specifically on counterclaims that others may have when reading their ideas. It also promotes critical thinking, since considering and refuting counterarguments requires students to consider an issue from multiple points of view. Procedure In the tenth grade, students are required to include a counterargument in their essay. Using an argument the class has brainstormed, show students how someone might respond with a counterargument. Then have the class help you refute this counterargument, drawing on historical evidence. You might want to do this twice before asking students to refute counterarguments on their own. Students can use Reproducible 19.1 to practice working with counterarguments. They can complete worksheets with a partner. Students begin with their own worksheet by completing row 1. Then, they switch with their partner and complete row 2. Next, they switch back and complete row 3. Finally, they end with their partner’s paper when completing row 4. At the end of this exercise, students can discuss which of the arguments on the page is the strongest and why. This strategy can also be used to help students prepare for a SPAR debate (see Strategy 14). TEACHING LITERARY CRITICISM ON RELIGION 243 (Reproducible 19.1) Sample Counterargument Worksheet WORD BANK Useful language to use when making and refuting counterarguments Some might Nevertheless believe But Even so Despite On the one hand On the other hand While It is true Yet Howeve In contrast To some extent Although Admittedly r It might seem that What this argument fails to account for 1. Argument This thesis is true because . . . 2. Counterargument Yet some people argue . . . • Refutation But.. . Response On the other hand . . . TEACHING LITERARY CRITICISM ON RELIGION 244 PROVING YOUR POINT THROUGH LOGICAL REASONING IN BODY PARAGRAPHS Use these strategies after the unit. Once students have identified and organized their thesis, arguments, and evidence, they are ready to begin crafting these ideas into coherent paragraphs. Argumentative essays typically have one “central” argument (the thesis or central claim) and multiple smaller arguments in which the author presents a claim or reason, cites evidence, and offers analysis. This analysis, technically called a “warrant,” is the glue holding claims and evidence together. In this section, we include strategies to help students practice linking claims, evidence, and analysis orally. We also include ways to help students learn more flexible ways to present those ideas so their writing feels fresh, not formulaic. Many teachers offer students a mini-lesson on an aspect of writing, such as outlining or using transitions, and then give them class time to apply these lessons to their own writing. One of the challenges in supporting students-as- writers is in giving them enough freedom to find their own voice and providing sufficient structure to help them craft a thoughtful, thorough, well-organized essay. Some students will benefit from having clear guidelines, such as graphic organizers to complete, especially if this is their first experience writing a formal, argumentative essay. Students who already understand the basic components of an essay may not need these supports. TEACHING LITERARY CRITICISM ON RELIGION 245 STRATEGY 20. CLAIMS, DATA, AND ANALYSIS Writing Focus: Analyze evidence in writing. Common Core Alignment: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level, concerns, values and possible biases. (WHST.11-12.1b) Rationale Strong body paragraphs include claims, evidence or “data,” and analysis or “warrants”. 20 Writers can visualize these three components as a balancing scale. The three components can be put in any order; students need not perceive this as a “formula” to follow. The ability to analyze evidence is central to the study of history; students need to read data or source documents and be able to form interpretations or conclusions. Once students have had many chances to practice analyzing and explaining evidence orally, they can begin to put their thinking into a more formal written structure: the body paragraphs of their argumentative essay. We want students to move away from formulaic body paragraphs (in which they always introduce a claim first, then cite evidence, and then explain how the evidence proves the claim). Once students understand Toulmin’s model for argument—in which one states a claim, provides evidence, and then explains how the evidence proves the claim—they can start to mix and match these three elements more flexibly. Procedure Show students an example of a strong analytical paragraph. (This could be a paragraph from a former student or from Reproducible 20.1). Discuss the ideas in the paragraph. What is the author claiming? Proving? Then discuss how the author crafts his or her argument. On chart paper or on your computer projected to a Smartboard, draw the balancing scale. Label the two scales “claim” and “evidence.” Label the fulcrum “analysis/warrant.” Put this chart somewhere that allows you to refer back to it in the coming weeks. 20 Stephen Toulmin, The Uses of Argument (Cambridge, UK: Cambridge University Press, 1958). TEACHING LITERARY CRITICISM ON RELIGION 246 On a big strip of paper, or on your computer projected to a Smartboard, write a simple real-world claim for which you can cite evidence. (Perhaps use a claim that says something positive about the students as a group—e.g., “This class is very responsible”—or about some current event/issue at school. You could also use an example from your current Facing History unit or a previous unit they all will remember.) Next, ask students to cite evidence to prove the claim (e.g., “We come to class prepared,” “We ask questions when we need help”). Write the evidence on a separate big strip of paper or in a different type color on your computer. Then, ask them to provide warrants to link the evidence to the claim (e.g., “Students who are responsible know that it is their job to understand the material and aren’t shy about asking for help if they are confused. That’s how you get smarter”). Again, write this on a third big strip of paper or in a third type color on your computer. Physically manipulate the three strips, or cut and paste on the computer, to show students the various ways these three sentences could be linked. After you show each variation, ask students to talk with a partner about whether they think this variation makes sense, is effective, etc. After all three, ask students to talk about which was best and why. They should be able to determine that there is in fact no “best”—just different ways of including these various components of an argument. Ask students to do the same thing for a claim for their essay and have a partner critique it. Extension After trying out different kinds of analysis, try writing your sentence strips in different orders. What do you gain or lose from each structure? 1, 2, 3 (claim, evidence, analysis) 2, 1, 3 (evidence, claim, analysis) 3, 1, 2 (analysis, claim, evidence) (See Reproducible 20.1) TEACHING LITERARY CRITICISM ON RELIGION 247 (Reproducible 20.1) Claims, Evidence, and Analysis Here are different ideas for how you can link claims and evidence with analysis. • Make an inference. (It seems that happened. because of , ) • Give an opinion. (The decision to do was dangerous because)... Give a reason. (He made this choice because . . .) Give an effect. (Because of this decision . . .) Explain the importance. (This is significant because . . .) Compare and contrast with something. (This is different from because . . .) Make an “if, then” statement. (If this happened, then . . .) Make a connection to another event or to ideas, past or present. (This is similar to . . .) TEACHING LITERARY CRITICISM ON RELIGION 248 STRATEGY 21. USING EXEMPLARS (OR MENTOR TEXTS) Writing Focus: Students will be able to identify the different parts of successful formal argumentative writing. Common Core Alignment: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (WHST.11-12.4) Rationale Using models or mentor texts engages students actively in inquiry, helping them to envision what strong writing looks and sounds like and to construct criteria for their own writing. Procedure Locate Exemplars. Both student and “expert” (professional) writing can be used as exemplars. Students can read entire essays or only one paragraph. Exemplars you might use include writing by your students; your own writing; professional writing, such as newspaper editorials; and the student writing from this resource, found in Reproducibles 22.1, 25.1, and 28.1. Active Reading of Exemplars. Often it is easier to recognize qualities of effective (and ineffective) writing when texts are read aloud. Ask a volunteer to read the exemplar aloud while the rest of the class marks up the text. Students can underline main ideas and place question marks near sentences that are unclear. You might ask students to distinguish between evidence and analysis of this evidence. Evaluating Exemplars. Whether students are reading one exemplar or several, it helps to give them a rubric they can use to evaluate the writing. Ideally, this is the same rubric that will be used to evaluate their writing. By participating in a discussion about the strengths and weaknesses of writing, students gain a deeper understanding of what they should aspire to produce in their own writing. Reflective Journal Writing. Possible prompts for reflection include: What makes some writing better than other writing? What lessons from this exercise will you apply to your own writing? Variation Fill in the Essay: To help build particular writing skills, you could distribute incomplete exemplar essays to students and ask them to fill in the missing parts. For example, you could have students read several body paragraphs and then ask them to write an introduction or conclusion for that essay. Or you could give students an exemplar with only claims and evidence and ask them to add analysis. TEACHING LITERARY CRITICISM ON RELIGION 249 Strategy 22. Using Graphic Organizers to Organize Writing Writing Focus: Students will organize main ideas, evidence, and analysis before they begin writing. Common Core Alignment: Write arguments focused on discipline-specific content; introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons and evidence. (WHST.11-12.1a) Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level, concerns, values and possible biases. (WHST.11-12.1b) Rationale Graphic organizers can help students put their ideas in a logical order and notice where they need more information. You might have all students complete a graphic organizer before writing (or typing) their essays, or you might make this an option for students. By breaking a whole paper into smaller, clear tasks, graphic organizers are especially helpful for students who are unfamiliar with formal essay writing or who struggle with organizing ideas in writing. One of the challenges in supporting students-as-writers is in giving them enough freedom to find their own voice and providing sufficient structure to help them craft a thoughtful, thorough, well-organized essay. We know that most educators teach students of varying abilities and therefore need several different avenues into an assignment. The graphic organizers that follow are suggestions to use with some of your students who may need extra scaffolds to outline a writing assignment. Some students will benefit from having clear structures, such as graphic organizers to complete, especially if this is their first experience writing a formal, argumentative essay. Students who already understand the basic components of an essay may not need these supports. Procedure Select a Graphic Organizer to Use. There are many ways to visually organize an essay. Some samples are included here as Reproducibles, or you can also find other examples on the Web, including the Sandwich Graphic Organizer and the Persuasion Plan. A graphic organizer provided in this packet uses the MEAL structure to help students organize their ideas: Main idea (argument) Evidence that supports that main idea TEACHING LITERARY CRITICISM ON RELIGION 250 Analysis to explain how the evidence proves the main idea Link between the argument and the thesis statement Model How to Complete It. You might show students what an organizer looks like that is complete, or you can complete an organizer together with students. Most teachers only require students to write words and phrases on their graphic organizers, not complete sentences. Whatever you decide, be sure to communicate this to students. Students Complete the Graphic Organizer in Class and/or at Home. Often it can help students to have a partner review their work and help them when they get stuck. Review Graphic Organizers before Students Begin Writing or Typing Their Essays. Often teachers sign off on students’ outline or graphic organizer before students proceed to the writing phase. If students begin the writing with clearly organized ideas, they are less likely to be frustrated with the task of crafting coherent sentences. TEACHING LITERARY CRITICISM ON RELIGION 251 Reproducible 22.1. Sample Concept Map Graphic Organizer Directions: Fill in the circles with your thesis and arguments. Connect relevant evidence to each argument. Argument 1: Thesis: Argument 3: Argument 2: TEACHING LITERARY CRITICISM ON RELIGION 252 (Reproducible 22.2) Outlining Your Essay: Graphic Organizer for Body Paragraph (with feedback sheet) OUTLINE FOR BODY PARAGRAPH #____ THESIS (The purpose of my paper is to prove . . .): ARGUMENT (This thesis is true because . . .): Evidence to support argument (with Analysis: This evidence supports my citation): argument because . . . 1. 2. 3. (Optional) COUNTERARGUMENT (Some people argue . . .): Evidence to refute counterargument Analysis: This evidence (with citation): refutes the counterargument because . . . TEACHING LITERARY CRITICISM ON RELIGION 253 Feedback on Body Paragraph Outline Author’s name: Editor’s name: This is for feedback on body paragraph #____ Clarity of argument: ____ points • Argument supports thesis statement. (1 point) • Argument does not support thesis statement. (0 points) Strength of evidence: ____ points • Includes two or more pieces of relevant, high-quality evidence. (3 points) • Includes one piece of relevant, high-quality evidence. (2 points) • Evidence provided but does not support argument or is not high-quality—not from sources we have used in class or other approved source. (1 point) • Relevant counterargument is refuted with evidence. (1 point) • No evidence provided. (no points) Citing sources: ___ points • Cites all sources appropriately. (2 points) • Cites sources but does not always follow proper format. (1 point) • No citations. (no points) Analysis: ___ points • Clearly explains how evidence supports argument. (2 points) • Explains how some, but not all, evidence supports argument. (1 point) • Does not explain how evidence supports argument. (0 points) Suggested next steps: TEACHING LITERARY CRITICISM ON RELIGION 254 STRATEGY 23. SENTENCE-STRIP PARAGRAPHS Writing Focus: Students will learn to organize their thinking into paragraphs. Common Core Alignment: Write arguments focused on discipline-specific content; introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons and evidence. (WHST.11-12.1a) Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level, concerns, values and possible biases. (WHST.11-12.1b) Rationale This strategy can be used to help students organize introductory, body, and concluding paragraphs. It has students moving around sentences on slips of paper to help them learn how to organize their ideas in a paragraph. It also should remind students of the earlier analysis activities that they used when crafting their thesis and organizing their ideas. Procedure Preparation. Divide students into groups of four or five. Cut strips of paper and give each group at least ten. This activity could also be done with students working individually or in pairs. Write Sentences on Strips of Paper. Students write one sentence on each strip. The type of paragraph you focus on for this activity will determine what you ask groups to write on their slips. For example, if you are using this activity to help students write introductory paragraphs, you would want one group to record possible hooks for the essay, another group to record sentences that would go in the background section, and another group to record possible thesis statements. If you are using this activity to help students write body paragraphs, you might assign a group a particular argument and have them record possible evidence on separate strips of paper. Share Strips. Students can either tape their strips to a large piece of paper or leave them on their table. Build a Paragraph. Individually or in groups, have students go around the room looking for ideas to help build their paragraphs. Sometimes teachers have students tape the selected strips in order to create a paragraph. Students can also record the sentences or ideas they want to use on a graphic organizer, such as their Inverted Pyramid (see Strategy 25). TEACHING LITERARY CRITICISM ON RELIGION 255 Fill in Gaps. After students build a paragraph with sentence strips, ask them to fill in gaps with new sentences. Gaps might include transition words linking one idea to the next or analysis that explains how evidence connects to the main idea of the paragraph. Sentence starters you might use to help students add analysis statements include: • This evidence shows that . . . • Therefore . . . • These examples demonstrate . . . • Because _____________, then _______________. • Clearly, this suggests that . . . • This evidence is an example of . . . • This reveals that . . . Variation Using Exemplars: To help students practice organizing ideas, you can cut an exemplar essay, such as the one included in the Using Exemplars teaching strategy, into sentence strips and then have students place these sentences in an order that makes sense. TEACHING LITERARY CRITICISM ON RELIGION 256 FRAMING AND CONNECTING IDEAS IN INTRODUCTIONS AND CONCLUSIONS Use these strategies after the unit. As students develop their argument, it is also important that they keep the “So what?” question in mind. A central mission of Facing History is to help students make connections between history and the choices they make in their own lives. We want them not only to engage with the evidence logically but also to engage emotionally and ethically, considering implications for the present and the future. When writing a formal essay, students demonstrate that they can make these big conceptual connections mostly in the opening and closing paragraphs. In this section, we include strategies that support students in first making those connections to the here and now and then expressing those connections in ways that are clear and compelling to their audience. TEACHING LITERARY CRITICISM ON RELIGION 257 STRATEGY 24. INTRODUCTIONS: INVERTED PYRAMID iting Focus: Students will write an organized introductory paragraph, including a hook, background information, and thesis. Common Core Alignment: Write arguments focused on discipline-specific content; introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons and evidence. (WHST.11-12.1a) Rationale The Inverted Pyramid is a structure that represents how an introductory paragraph is typically organized. This strategy helps students understand the content that needs to be included in an introduction and visualize where it should be placed. This activity might be most appropriate when students are ready to write their papers, after they have selected their thesis and homed in on their arguments. Procedure Preparation. For this activity students can use a graphic organizer, or they can draw their own upside-down pyramids in their notebooks. The pyramid should be divided into three sections. Ask Students to Label the Pyramid. Tell them that this pyramid represents the introduction to their paper. Give them the following terms and definitions and ask them to label where on the pyramid they think it makes sense to place this information. You could also ask students to label these parts on a persuasive essay you give to them as an exemplar. Hook: A hook is a sentence or question that captures the reader’s attention— by addressing something that connects to their lives or providing particularly interesting or surprising information. It can also be a general statement that sets the tone for the essay. Background Information: To understand an essay, readers often need some background information on a topic. For example, your reader may never have heard about Central High School or Little Rock, Arkansas, or Jim Crow segregation. Writers often use the introduction to provide readers with the basic facts needed to understand the essay. Thesis Statement: The point of an argumentative essay is to persuade the reader to believe a claim you are making. The main claim of your essay is called the thesis statement. Have Students Review Other Sample Introductions. As students read examples of introductions, ask them to label the hook, the background information, and the thesis statement. Ask them questions about the sample paragraphs: What do you like about the introduction? Is anything missing? How might you enhance or rework this introduction? TEACHING LITERARY CRITICISM ON RELIGION 258 STRATEGY 25. CONCLUSIONS: TEXT-TO-TEXT, TEXT- TO-SELF, TEXT-TO-WORLD Writing Focus: Students will identify connections between the ideas in their essays and their own lives and gather ideas they might use in their concluding paragraph. Common Core Alignment: Provide a concluding statement or section that follows from or supports the argument presented. (WHST.11-12.1e) Rationale In the conclusion of an essay, students help the reader understand how the ideas in the essay connect to other events in the past and present. This helps the reader appreciate why the ideas in the essay matter. Text- to-Text, Text-to-Self, Text-to-World is a strategy that helps students develop the habit of making these connections. It can be used to help students prepare for writing a conclusion, after they have written the body paragraphs of their essay. Procedure Preparation. Students need a copy of their essay for this activity. You might also want to prepare a graphic organizer for them to do this activity. Or they could answer the questions in a notebook or journal. Active Reading with Text-to-Text, Text-to-Self, Text-to-World. Below are sample directions and prompts you can use with this strategy: • Text-to-Text—How do the ideas in your essay remind you of another text (story, book, movie, song, document, etc.)? • Text-to-Self—How do the ideas in your essay relate to your own life, ideas, and experiences? • Text-to-World—How do the ideas in your essay relate to the larger world— past, present, and future? Debrief and Journal Writing. Students gain a deeper understanding of their essays, their classmates, and the world around them when they have the opportunity to discuss their responses with peers. Students can share their responses with a partner, in small groups, or as part of a larger discussion. Why? Possible journal prompts include: What ideas are on your mind now about how to conclude your paper? Of all the ideas you recorded, which one is the most interesting to you? TEACHING LITERARY CRITICISM ON RELIGION 259 STRATEGY 26. FISHBOWL Writing Focus: Students will discuss the relevance of the ideas in their essay and practice thinking they will use in their concluding paragraph. Common Core Alignment: Provide a concluding statement or section that follows from or supports the argument presented. (WHST.11-12.1e) Rationale As thinkers and writers, students need practice contributing to and listening to a discussion. The Fishbowl is a teaching strategy that helps students practice being contributors and listeners in a discussion. Students ask questions, present opinions, and share information when they sit in the Fishbowl circle while students on the outside of the circle listen carefully to the ideas presented and pay attention to the process. Then the roles reverse. This strategy is especially useful when you want to make sure all students participate in the discussion, help students reflect on what a good discussion looks like, and provide a structure for discussing controversial or difficult topics. Procedure Preparing Students for the Fishbowl. For the purpose of helping students write conclusions for their essays, you might have students write about one of the following questions in their journals before beginning the Fishbowl discussion: • How do the ideas in your paper connect to life today? What is the same? What may be different? • What would you like someone to learn from reading your essay? • What did you learn from the Educator’s Guide unit? • What questions are on your mind after writing this essay? The Text-to-Text, Text-to-Self, Text- to-World strategy also can be used to prepare students to participate in a Fishbowl discussion about the relevance of their essays. Setting Up the Room. A Fishbowl requires a circle of chairs (the “fishbowl”) and enough room around the circle for the remaining students to observe what is happening in the “fishbowl.” Sometimes teachers place enough chairs for half of the students in the class to sit in the “fishbowl,” while other times teachers limit the chairs in the “fishbowl.” Typically having six to twelve chairs allows for a range of perspectives while still giving each student an opportunity to speak. The observing students often stand around the “fishbowl.” Discussing Norms and Rules of the Discussion. There are many ways to structure a Fishbowl discussion. Sometimes half the class will sit in the “fishbowl” for 10– 15 minutes, and then the teacher will say, “Switch.” At this point the listeners enter the “fishbowl,” and the speakers become the audience. Another common Fishbowl format is the “tap” system. When students on the outside of the TEACHING LITERARY CRITICISM ON RELIGION 260 “fishbowl” wish to join the discussion, they gently tap a student on the inside, and the two students switch roles. Regardless of the particular rules you establish, you want to make sure these are explained to students beforehand. You also want to provide instructions for the students in the audience. What should they be listening for? Should they be taking notes? Before beginning the Fishbowl, you may wish to review guidelines for having a respectful conversation. Sometimes teachers ask audience members to pay attention to how these norms are followed by recording specific aspects of the discussion process, such as the number of interruptions, respectful or disrespectful language used, or speaking times. (Who is speaking the most? The least?) Debriefing the Fishbowl Discussion and Journal Writing. After the discussion, you can ask students to reflect on the ideas they heard that might be relevant for the conclusions of their essays. What ideas and questions interested them the most? TEACHING LITERARY CRITICISM ON RELIGION 261 E. REVISING AND EDITING TO IMPACT YOUR AUDIENCE Use these strategies after the unit. Throughout the drafting of their essay, and after students have a complete rough draft, students need opportunities to rethink, revise, and refine their understanding. Students can substantially improve their logic and expression when they receive clear, specific, constructive feedback. 21 They also become better readers of their own writing when they analyze and critique others’ writing—both “mentor texts” from the real world 22 and their peers’ writing. During the revising stage, students clarify, reorganize, and strengthen the content of their paper. They might add evidence or elaborate on their analysis. Revising often involves adding transitions to connect ideas and moving content from one paragraph to another. This section provides two sorts of “revising” strategies: peer feedback and self-assessment. Getting feedback from peers and teachers can help students recognize where their ideas are unclear and what they need to do to make their essay stronger. Students can also evaluate their own essay using the sample rubric. Note: While Facing History sees the importance of copyediting one’s writing to address grammar, spelling, or punctuation errors, in this resource we emphasize the broader challenges of helping students continue to reexamine the historical content and issues and to develop and express their thinking clearly. Teachers may want to help students understand the distinction between “revising” (which literally means “to look again”), or reworking one’s ideas, and the much more specific task of copyediting to make one’s writing clear and error-free. After students are confident in the content and organization of their writing, they can move on to edit and spell-check their paper. During editing, teachers may want to provide mini-lessons on trouble spots for students (e.g., properly citing sources, using commas, etc.). 21 Richard Beach and Tom Friedrich, “Response to Writing,” in Handbook of Writing Research, ed. C. A. McArthur, S. Graham, and J. Fitzgerald (New York: The Guilford Press, 2006), 222–234. 22 Katie Wood Ray, Study Driven: A Framework for Planning Units of Study in the Writing Workshop (Portsmouth, NH: 2006). TEACHING LITERARY CRITICISM ON RELIGION 262 STRATEGY 27. 3-2-1 Writing Focus: Students will read a peer’s essay and provide specific feedback. They will also receive feedback on their own writing. Common Core Alignment: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (WHST.11-12.5) Rationale This activity provides a quick, structured way for students to give and receive feedback. The 3-2-1 prompt can be adjusted to suit the needs of particular students and specific assignments. Teachers have also found that using this strategy can help them streamline the feedback-giving process. As students give each other feedback, again remind them that your focus is broader than this specific essay. You are teaching “the writer, not the writing.” 23 Encourage peers to focus on each other’s growth and persistence as writers. Procedure Answering 3-2-1 Prompt. After students read a paper (either their own or a peer’s paper), ask them to identify: Three things the writer did well Two next steps the writer could take to make the paper better One question they have about the paper You can vary this prompt to suit specific aspects of the writing journey. For example, students could be asked to identify: One thesis statement Two arguments that support the thesis Three pieces of evidence that support each argument or Three transition words Two sources cited properly One source that still needs to be cited Students can record their responses on editing sheets, on the essay itself, or on exit cards. Debriefing. Use students’ 3-2-1 responses to help evaluate where students may need more support for their writing. What are they able to locate in each other’s papers? What questions keep popping up? Lucy Calkins, The Art of Teaching Writing (Portsmouth, NH: Heinemann, 1994). TEACHING LITERARY CRITICISM ON RELIGION 263 STRATEGY 28. ADDING TRANSITIONS Writing Focus: Students will identify functions of transition words and phrases and add such words as needed to make their essays more clear and coherent. Common Core Alignment: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. (WHST.11-12.1c) Rationale Transitions help the reader connect one idea to the next and often distinguish a well-organized paper from a difficult-to-read paper. Many students need instruction on how and when to add transitions to their writing. It is often helpful to wait until the revision process to add transitions to a paper. Procedure Give Students a List of Transition Words. Many websites post lists of transition words, like this thorough list from Michigan State University. Here is a shorter list of transition words and phrases you might use to get started: To express a similar idea: also, furthermore, in addition, likewise, moreover, similarly To express something that is a result of something else: accordingly, as a result, consequently, for this reason, therefore, thus To demonstrate a point: for example, for instance, for one thing To compare and contrast: on the one hand, on the other hand, on the contrary, rather, similarly, yet, but, however, still, nevertheless, in contrast To show when something happens in a sequence of events: to begin with, in the first place, at the same time, next To summarize: in conclusion, in summary, to summarize, finally Help Students Recognize the Value of Transition Words. One way to do this is to have students read a paragraph or two from a textbook with the transition words removed. Then have them read the same text again, with the transition words inserted. Have Students Mark on Their Papers Where Transition Words Belong. You might ask students to place a star at specific places where they expect to see transition words, such as at the beginning of each body paragraph and between sentences in the body paragraphs. Students Add Transitions to Their Papers. Using a transition word list, ask students to add a minimum number of transition words to their paper (perhaps five to seven). They can work on this individually and then trade papers with a partner to check each other’s work. TEACHING LITERARY CRITICISM ON RELIGION 264 STRATEGY 29. BACKWARDS OUTLINE Writing Focus: Students will get feedback on their own writing, particularly the organization of their essay. Common Core Alignment: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (WHST.11-12.4) Rationale When students have to create an outline of a paper they are reading, it not only helps them pay attention to the structure of the writing (main idea, supporting evidence, etc.) but also provides important feedback to the writer. Procedure Have Students Find Partners or Assign Partners. Alternatively, you can collect papers and pass them out randomly. Just be sure that no student ends up with his or her own paper. Creating Backwards Outlines. Sample directions: • You will create an outline of the paper you are reading. • The outline must include the thesis, main arguments, and supporting details you find in the paper. • You do not have to write in complete sentences. Just capture the main words and phrases. It is often helpful to create a blank outline for students to fill in for this exercise. (See Reproducible 31.1.) You can provide a sample completed outline so that students understand that they do not have to rewrite the entire essay on the outline. Review Feedback and Add Comments. You can collect the essays and the outlines as a way to evaluate the degree to which students can identify the different parts of a paper. Then you can add your own responses and return the paper, with the outline, to the writer. Students Revise Papers. Based on what is missing on their outline, students should revise their paper. If this is the first time you are using this strategy, you might want to review how students will know what they need to do next. For example, if they notice a blank section of their outline, their first step can be to fill in that section. TEACHING LITERARY CRITICISM ON RELIGION 265 (Reproducible 29.1) Blank Argumentative Essay Outline (Adapt this outline to fit the assignment.) INTRODUCTION Hook: Background information: 1) _____________________________________________ _________________________________________________________________ _________________________________________________________________ Thesis: FIRST BODY PARAGRAPH Main idea: Supporting evidence: 1) _______________________________________________ _________________________________________________________________ _________________________________________________________________ SECOND BODY PARAGRAPH Main idea: Supporting evidence: 1) _________________________________________________ _________________________________________________________________ _________________________________________________________________ THIRD BODY PARAGRAPH Main idea: Supporting evidence: 1) _______________________________________________ _________________________________________________________________ _________________________________________________________________ TEACHING LITERARY CRITICISM ON RELIGION 266 CONCLUSION Thesis restated: Why are the ideas in this paper important? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ TEACHING LITERARY CRITICISM ON RELIGION 267 STRATEGY 30. CONFERRING Writing Focus: Students will get specific help on areas of need in their writing and formulate next steps for revision. Common Core Alignment: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (WHST.11-12.5) Rationale Meeting one-on-one with students is often the most effective way to help a student improve his or her writing. Feedback is most helpful for students when it is both oral and written, and conferences allow for both. Conferences can be short, especially if everyone comes prepared, and they typically happen during class time. They can be in the form of a conversation, where students are given time to explain their thinking. For students who need special assistance, you might also confer with them outside of class time. As you confer with students to respond and give feedback, remember that your focus is broader than this specific essay. You are teaching “the writer, not the writing.” 24 Name and celebrate students’ growth and persistence as writers. Procedure Setting Up Effective Conditions for Conferring. One of the most important questions to think about when deciding to confer with students about their writing is: What will the rest of the class do while I am working one-on-one with students? Often teachers give students time in class to work independently on their papers or other coursework while conferences take place. Sometimes teachers schedule individual student conferences during a class test. Teachers can also invite parents or other volunteers to help out with the rest of the class on days when conferences will take place. Conferences do not work well if the teacher is constantly interrupted by off-task students, so be sure to plan this time well. Preparing for the Conference. Conferences also work best when students use this time wisely. They only get a few minutes (typically five minutes) with the teacher, so this time should focus on areas where the student has questions and/or needs help moving to the next level. Students should bring at least three specific concerns to the conference. Sentence starters that students can complete prior to the conference include: • I am confused by . . . • I don’t know how to . . . • I need help with . . . 24 Lucy Calkins, The Art of Teaching Writing (Portsmouth, NH: Heinemann, 1994). 92 TEACHING LITERARY CRITICISM ON RELIGION 268 • I am stuck by . . . • How can I make ________________ better? To help complete these statements, students should edit their own papers prior to the conference and/or have their papers edited by a peer. Students should bring these editing sheets to the conference. Conferring. Students can begin the conference by explaining where they need help. When you have time to read papers in advance, you can also present one or two areas you would like to address during the conference. During the conference, many teachers help students complete a “next steps” card or section on their editing sheet, which details exactly what the student plans on doing after the conference. Students should leave a conference with two or three next steps. More than that is usually overwhelming. Post-Conference. After conferences are over, you might debrief with the class about how the conferences went. What makes for successful conferences? What could students and the teacher do better next time? These reflections can happen in writing or through a class discussion. They often provide helpful ideas that can be used to improve conferences the next time around. TEACHING LITERARY CRITICISM ON RELIGION 269 STRATEGY 31. READ-ALOUDS Writing Focus: Students will read another paper and provide specific feedback. They will also receive feedback on their own writing. Common Core Alignment: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (WHST.11-12.5) Rationale Hearing papers read aloud can be a helpful step in the editing process because it often allows us to notice things we may miss when reading a paper silently. Procedure Have Students Pair Up. While students can read their own paper aloud, it can also be more useful for them to hear their paper read by someone else. It is best to pair students up for this exercise. Read-Aloud (Round One). Have students take turns hearing their paper read aloud. Before students begin, you might want to model an appropriate speed at which to read so that the listener can process the information. Note-Taking and Debrief. After hearing their papers read aloud, students should take a few minutes to record notes on their essay about sections they want to revise. They may even read sentences aloud to themselves a second time. Repeat. Repeat this process to give both students the opportunity to hear their paper read aloud. TEACHING LITERARY CRITICISM ON RELIGION 270 F. PUBLISHING/SHARING/REFLE CTING Use these strategies after the unit. It is important to end the writing process with an opportunity for students to share what they wrote with their peers or an outside audience. Thinkers write for many purposes; the purpose of formal writing is to express an idea to an audience. In this section, we include strategies and suggestions for how students can make their thinking public. We also include ways that students can think about what they learned about the topic and about themselves as writers. TEACHING LITERARY CRITICISM ON RELIGION 271 STRATEGY 32. REFLECTING ON THE PROCESS Writing Focus: Students will reflect on the writing journey, celebrate their successes, and formulate a plan for growing in their writing. Common Core Alignment: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences. (WHST.11-12.10) Rationale The purpose of formal writing is to share one’s ideas with readers. When students have engaged in authentic inquiry about a topic, they need an authentic audience. Giving students time to reflect on their writing helps them learn more about their thinking and their writing styles. It also allows students to pause and celebrate the aspects of their writing they are proud of, which in turn will encourage them to approach the next writing task with confidence. Finally, it can also help them discover the gaps in their writing skills and make them more aware of their personal needs when writing another formal paper. Procedure In journals, ask students to answer as many of the questions as they can. Have them attach their thinking to the final draft of their essays. What aspect of your paper makes you the most proud? What would you do differently next time? Why? After working on this paper, what have you learned about being a good writer and the journey of writing? What was the biggest challenge for you? What tools or activities helped you write this paper? What could you have done to help yourself write a better essay? What else could have helped you write a better paper? What other support would you have liked from your peers or teacher? What do you need to learn to take your writing to the next level? Do you think being able to present your ideas clearly in writing is important? Why or why not? What surprised you about writing this paper? TEACHING LITERARY CRITICISM ON RELIGION 272 STRATEGY 33. ONLINE PUBLISHING Writing Focus: Students will share their work with a broader audience through the Internet or an internal website. Common Core Alignment: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (WHST.11-12.6) Rationale Students need to share their work with an authentic audience outside of their classroom. This will help them to gather additional feedback and evaluate the power and potential of their writing. Currently, over half of teenagers produce content for the Internet, and having students think critically about how, why, and where they share content can help students be better overall producers and consumers of online content. Procedure Share this video clip 25 with students. Have students consider the following: In this clip, Justin Reich states that the audience for your class work should not just be your teacher, but a wider global audience. Do you agree with his ideas? Why or why not? Thinking about Audience. Teacher and students should think about what of their writing they would like to share with a larger audience and why. For example, students could choose the work they are most proud of, or the class could vote on a few pieces. Some guiding questions might include: Who did you think was the audience for your work on this writing project? Does knowing you will have a particular audience (outside of your teacher) require you to change or adapt your writing? Why or why not? Can you add additional resources (through links or images) that would enhance the online presence of your writing? Exploring Online Platforms. Once students decide on an audience they want to share their work with, students may need to explore what sites, forums, or tools could help them reach that audience. Students could work in small groups to search sites that match their intended audiences. Have students search three to five sites with search key words the teacher and group come up with and then answer the following questions about each site. •Who runs this site? •What is the reputation of the organization or site? •How is this site used and by whom? •Could I/would I use this to share my schoolwork? 25 Justin Reich, co-director of EdTechTeacher (http://www.edtechteacher.org/), and author of Best Ideas for Teaching with Technology: A Practical Guide for Teachers by Teachers, is a doctoral candidate at the Harvard University School of Education and project manager of the Digital Collaborative Learning Communities Project, funded by the Hewlett Foundation. TEACHING LITERARY CRITICISM ON RELIGION 273 Would I receive feedback from this site? What might be the benefits or drawbacks from sharing on this site? Once students have explored their sites and compared answers to the questions, bring all students back to the larger group to share their findings, being sure to explain at least one of the sites to the rest of the class, including what they explored and how it works. Students and teacher may decide that their writing does not fit an external site they explored. This realization can be an important one because it shows students thinking critically about their work, the audience, and the responsibility and vulnerability that comes from sharing online. The class may decide to share within the school or between classes by setting up their own internal website. This would allow student work to be posted and commented on by classmates. This approach can give students a similar experience within a controlled environment. Below are some sites you may want to employ for class writing projects. Wikis (www.wikispaces.com) Blogs (www.edublogs.org, www.blogger.com) Online discussions (www.ning.com) TEACHING LITERARY CRITICISM ON RELIGION 274 Appendix Q: Writing Literary Arguments CHAPTER 5 WRITING LITERARY ARGUMENTS Most of the essays you write about literature are expository — that is, you write to give information to readers. For example, you might discuss the rhyme or me- ter of a poem or examine the interaction of two characters in a play. (Most of the student essays in this book are expository.) Other essays you write may be liter- ary arguments that is, you take a position on a debatable topic and attempt to change readers’ minds about it. The more persuasive your argumentative essay, the more likely readers will be to concede your points and grant your conclusion. When you write a literary argument, you follow the same process you do when you write any essay about a literary topic. However, because the purpose of an ar-gument is to convince readers, you need to use some additional strategies to pres-ent your ideas. Planning a Literary Argument Choosing a Debatable Topic Frequently, an instructor will assign a topic or specify a particular literary work for you to discuss. Your first step will be to decide exactly what you will write about. Because an argumentative essay attempts to change the way readers think, it must focus on a debatable topic, one about which reasonable people may disagree. Fac-tual statements — statements about which reasonable people do not disagree — are therefore inappropriate as topics for argument. Factual Statement: Linda Loman is Willy Loman’s long- suffering wife in Arthur Miller’s play Death of a Salesman. Debatable Topic: More than a stereotype of the long- suffering wife, Linda Loman in Arthur Miller’s play Death of a Salesman is a multidimensional character. In addition to being debatable, your topic should be narrow enough for you to develop within your page limit. After all, in an argumentative essay, you will have TEACHING LITERARY CRITICISM ON RELIGION 275 80 Chapter 5 • Writing Literary Arguments to present your own ideas and supply convincing support while also pointing out the strengths and weaknesses of opposing arguments. If your topic is too broad, you will not be able to discuss it in enough detail. Finally, your topic should be interesting. Keep in mind that some topics — such as the significance of the wall in Robert Frost’s poem “Mending Wall” — have been written about so often that you will probably not be able to say anything very new or interesting about them. Instead of relying on an overused topic, choose one that enables you to write something original. Developing an Argumentative Thesis After you have chosen your topic, your next step is to state your position in an ar-gumentative thesis — one that takes a strong stand. Properly worded, this thesis statement will lay the foundation for the rest of your argument. One way to make sure that your thesis actually does take a stand is to formu-late an antithesis — a statement that takes an arguable position opposite from yours. If you can construct an antithesis, you can be certain that your thesis state-ment takes a stand. If you cannot, your thesis statement needs further revision to make it argumentative thesis. Thesis Statement: The last line of Richard Wright’s short story “Big Black Good Man” indicates that Jim was fully aware all along of Olaf’s deep-seated racial prejudice. Antithesis:The last line of Richard Wright’s short story “Big Black Good Man” indicates that Jim remained unaware of Olaf’s feelings toward him. Whenever possible, test your argumentative thesis statement on your class-mates — either informally in classroom conversations or formally in a peer-re-view session. CHECKLIST Developing an Argumentative Thesis Can you formulate an antithesis? Does your thesis statement make clear to readers what position you are taking? Can you support your thesis with evidence from the text and from research? TEACHING LITERARY CRITICISM ON RELIGION 276 Planning a Literary Argument 81 Defining Your Terms You should always define the key terms you use in your argument. For example, if you are using the term narrator in an essay, make sure that readers know you are referring to a first-person, not a third-person, narrator. In addition, clarify the dif-ference between an unreliable narrator — someone who misrepresents or misin-terprets events — and a reliable narrator — someone who accurately describes events. Without a clear definition of the terms you are using, readers may have a very difficult time understanding the point you are making. Defining Your Terms Be especially careful to use precise terms in your thesis statement. Avoid vague and judgmental words, such as wrong, bad, good, right, and immoral. Vague: The poem “Birmingham Sunday (September 15, 1963)” by Langston Hughes shows how bad racism can be. Clearer: The poem “Birmingham Sunday (September 15, 1963)” by Langston Hughes makes a moving statement about how destructive racism can be. Considering Your Audience As you plan your essay, keep your audience in mind. For example, if you are writ-ing about a work that has been discussed in class, you can assume that your read-ers are familiar with it; include plot summaries only when they are needed to ex-plain or support a point you are making. Keep in mind that you will be addressing an academic audience — your instructor and possibly some students. For this rea-son, you should be sure to follow the conventions of writing about literature as well as the conventions of standard written English (for information on the con-ventions of writing about literature, see the checklist in Chapter 2, p. 000.) When you write an argumentative essay, always assume that you are address-ing a skeptical audience. Remember, your thesis is debatable, so not everyone will agree with you — and even if your readers are sympathetic to your position, you cannot assume that they will accept your ideas without question. The strategies you use to convince your readers will vary according to your re- lationship with them. Somewhat skeptical readers may need to see only that your argument is logical and that your evidence is solid. More skeptical readers, how-ever, may need to see that you understand their positions and that you concede some of their points. Of course, you may never be able to convince hostile read-ers that your conclusions are legitimate. The best you can hope for is that these TEACHING LITERARY CRITICISM ON RELIGION 277 82 Chapter 5 • Writing Literary Arguments readers will acknowledge the strengths of your argument even if they remain skep-tical about your conclusion. Refuting Opposing Arguments As you develop your literary argument, you may need to refute — that is, to dis- prove — opposing arguments by demonstrating that they are false, misguided, or illogical. By summarizing and refuting opposing views, you more opposing argu- ments seem less credible to readers; thus, you strengthen your case. When an op-posing argument is so strong that it cannot be easily dismissed, however, you should concede the strength of the argument and then point out its limitations. Notice in the following paragraph how a student refutes the argument that Homer Barron, a character in William Faulkner’s short story “A Rose for Emily,” is gay. Opposing A number of critics have suggested that Homer argument Barron, Miss Emily’s suitor, is gay. Certainly, there is some evidence in the story to support this Concession interpretation. For example, the narrator points out that Homer “liked the company of men” (Faulkner 000) and that he was not “a marrying man” (Faulkner 000). In addition, the narrator describes Homer as wearing yellow gloves when he took Emily for drives. According to the critic William Greenslade, in the 1890s yellow Refutation was associated with homosexuality (24). This evidence, however, does not establish that Homer is gay. During the nineteenth century, many men preferred the company of other men (as many do today). This, in itself, did not mean they were gay. Neither does the fact that Homer wore yellow gloves. According to the narrator, Homer was a man who liked to dress well. It is certainly possible that he wore these gloves to impress Miss Emily, a woman he was trying to attract. Using Evidence Effectively Supporting Your Literary Argument Many literary arguments are built on assertions — s tatements made about a de- batable topic — backed by evidence — supporting examples in the form of refer- ences to the text, quotations, and the opinions of literary critics. For example, if you stated that Torvald Helmer, Nora’s husband in Henrik Ibsen’s play A Doll House, is as much a victim of society as his wife is, you could support this assertion with relevant quotations and examples from the play. You could also paraphrase, summarize, or quote the ideas of literary critics who also hold this opinion. Re-member, only assertions that are self-evident (All plays include charac- TEACHING LITERARY CRITICISM ON RELIGION 278 Using Evidence Effectively 83 ters and dialogue) or factual (A Doll House was published in 1879) need no supporting evidence. All other kinds of assertions require support. NOTE: Your thesis statement is an assertion that your entire essay sup-ports. Keep in mind, however, that you can never prove your thesis con-clusively — if you could, there would be no argument. The best you can do is provide enough evidence to establish a high probability that your thesis is reasonable. Establishing Credibility Some people bring credibility with them whenever they write. When a well- known literary critic evaluates the contributions of a particular writer, you can as-sume that he or she speaks with authority. (Although you might question the critic’s opinions, you do not question his or her expertise.) But most people do not have this kind of credibility. When you write a literary argument, you must con-stantly work to establish credibility. Clear reasoning, compelling evidence, and strong refutations go a long way to-ward making an argument solid. But these elements in themselves are not enough to create a convincing literary argument. In order to persuade readers, you have to satisfy them that you have credibility — which you can do by demonstrating knowledge, maintaining a reasonable tone, and presenting yourself as someone worth listening to. Demonstrating Knowledge One way to establish credibility is by presenting your own carefully considered ideas about a subject. A clear argument and compelling support can demonstrate to readers that you know what you are talking about. You can also show readers that you have thoroughly researched your subject. By referring to important sources of information and by providing accurate docu- mentation for your information, you present evidence that you have done the necessary background reading. Including a range of sources — not just one or two — suggests that you are well acquainted with your subject. Remember, how-ever, questionable sources, inaccurate (or missing) documentation, and factual errors can undermine your credibility. For many readers, an undocumented quo-tation or even an incorrect date can call an entire argument into question. Maintaining a Reasonable Tone Your tone — your attitude toward your readers or subject — is almost as important as the information you convey. Talk to your readers not at them. If you lecture your readers or appear to talk down to them, you will alienate them. Remember that readers are more likely to respond to a writer who seems balanced and respectful than one who seems strident or conde-scending. As you write your essay, use moderate language, and qualify your statements so that they seem reasonable. Try to avoid words and phrases such as all, never, always, and in every case, which can make your points seem simplistic, exaggerated, or TEACHING LITERARY CRITICISM ON RELIGION 279 84 Chapter 5 • Writing Literary Arguments unrealistic. Also, avoid absolute statements. For example, the statement, In “Doe Season,” the ocean symbolizes Andy’s attachment to her mother, leaves no room for other possible interpretations. A more measured and accurate statement might be, In “Doe Season,” the symbol of the ocean might suggest Andy’s identification with her mother and her re-alization that she is becoming a woman. Presenting Yourself as Someone Worth Listening To When you write a literary argument, you should try to present yourself as someone your readers will want to listen to. Make your argument confidently, and don’t apologize for your views. For example, do not use phrases such as “In my opinion” and “It seems to me,” which undercut your credibility. Be consistent, and be careful not to contradict yourself. Finally, avoid the use of I (unless you are asked to give your opinion or to write a reaction statement), and avoid slang and colloquialisms. Being Fair Argument promotes one point of view over all others, so it is seldom objective. However, college writing requires that you stay within the bounds of fairness and that you avoid bias — conclusions based on preconceived ideas rather than on ev-idence. To make sure that the support for your argument is not misleading or dis-torted, you should follow the guidelines below: Avoid distorting evidence. Distortion is misrepresentation. Writers some-times misrepresent the extent to which critical opinion supports their thesis. For example, by saying that “many critics” think that something is so when only one or two do, they try to make a weak case stronger than it actually is. Avoid quoting out of context. When you take words from their original set-ting and use them in another, you are quoting out of context. When quot a source’s words out of their original context, you can change the meaning of what someone has said or suggested. For example, you are quoting out of context if you say, Emily Dickinson’s poems are so idiosyn-cratic that they do not appeal to readers. . . . when your source says, “Emily Dickinson’s poems are so idiosyncratic that they do not appeal to readers who are accustomed to safe, conventional subjects.” By eliminating a key portion of the sentence, you alter the meaning of the original. In context, the original sentence indicates only that readers who are used to “safe, conventional subjects” (not all readers) dislike Dickin-son’s poetry. Avoid slanting. When you select only information that supports your case and ignore information that does not, you are guilty of slanting. In your lit- erary arguments, include examples that represent a fair range of evidence, not just examples that support your thesis. The same holds true for the sources that you provide from your research. Consult books and articles that represent a cross-section of critical opinion about your subject. If you find TEACHING LITERARY CRITICISM ON RELIGION 280 Using Evidence Effectively 85 that such a cross-section does not exist, you may need to modify your thesis. Only by doing this can you be sure that you are not misleading readers. Avoid using unfair appeals. Traditionally, writers of arguments use three types of appeals to influence readers: (1) logical appeals, which address a reader’s sense of reason, (2) emotional appeals, which play on a reader’s emotions, and (3) ethical appeals, which emphasize the credibility of the writer. Problems arise, however, when these appeals are used unfairly. For example, writers can use logical fallacies — flawed arguments — to fool readers into thinking a conclusion is logical when it is not (see Chapter 4 for a discussion of logical fallacies). Writers can also use inappropriate emotional appeals — appeals to prejudice, for example — to influence readers. And finally, writers can undercut their credibility if they use ques- tionable support — books and articles written by people who have little or no expertise on the topic. This is especially true when information is ob- tained from the Internet, where the credentials of the writer may be diffi-cult or impossible to assess. CHECKLIST Being Fair Have you distorted evidence? Have you quoted material out of context, changing the meaning of a statement by focusing on certain words and ignoring others? Have you slanted information, selecting material that supports your points and ignoring information that does not? Have you used any unfair appeals? Using Visuals as Evidence Visuals— pictures, drawings, diagrams, and the like — can add a persuasive di- mension to your essay. Because visual images have an immediate impact, they can sometimes make a good literary argument even better. In a sense, visuals are an- other type of evidence that can support your thesis. For example, suppose you are writing an essay about the play Trifles in which you argue that Mrs. Wright’s quilt is an important symbol in the play. In fact, your research leads you to conclude that the process of creating the quilt by piecing together its log cabin pattern par-allels the process by which the two female characters in the play determine why Mrs. Wright murdered her husband. The addition of a photograph of a quilt with a log cabin pattern such as the one shown below could not only eliminate several paragraphs of description but also help support your conclusion. Of course, not all visuals will be appropriate or effective for a literary argu-ment. Before using a visual, make certain it actually supports the point you make. If it does not, it will distract readers and thereby undercut your argument. To en-sure that readers understand the purpose the visual is supposed to serve, introduce TEACHING LITERARY CRITICISM ON RELIGION 281 86 Chapter 5 • Writing Literary Arguments FPO it with a sentence that establishes its context; then, discuss its significance, pay-ing particular attention to how it helps you make your point. Organizing a Literary Argument In its simplest form, a literary argument — like any argumentative essay — consists of a thesis statement and supporting evidence. And, like other argumen-tative essays, literary arguments frequently use additional strategies to win audi-ence approval and to overcome potential opposition. Elements of Literary Arguments Introduction: The introduction should orient readers to the subject of your essay, presenting the issue you will discuss and explaining its sig-nificance. 5.Thesis statement: In most literary arguments, you will present your the-sis statement in your introduction. However, if you think your readers may not be familiar with the issue you are discussing (or if it is very con-troversial), you may want to postpone stating your thesis until later in the essay — possibly until after the background section. 6.Background: In this section, you can survey critical opinion about your topic, perhaps pointing out the shortcomings of these approaches. You can also define key terms, review basic facts, or briefly summarize the plot of the work or works you will discuss. Arguments in support of your thesis: Here you present your assertions and the evidence to support them. It makes sense to move from least controversial to most controversial point or from most familiar to continued on next page TEACHING LITERARY CRITICISM ON RELIGION 282 Organizing a Literary Argument 87 least familiar idea. In other words, you should begin with arguments that your readers are most likely to accept and then deal with those that re-quire more discussion and more evidence. B Refutation of opposing arguments: In a literary argument, you should summarize and refute the most obvious arguments against your thesis. If you do not address these opposing arguments, doubts about your posi-tion will remain in your readers’ minds. If the opposing arguments are relatively weak, refute them after you have presented your own argu-ments. However, if the opposing arguments are strong, concede their strengths and discuss their limitations before you present your own ar-guments. C Conclusion: Your conclusion will often restate your thesis as well as the major arguments you have made in support of it. Your conclusion can also summarize key points, remind readers of the weaknesses of oppos-ing arguments, or underscore the logic of your position. Many writers like to end their essays with a strong last line — for example, a quotation or memorable statement that they hope will stay with readers after they finish the essay. TEACHING LITERARY CRITICISM ON RELIGION 283 Appendix R: MLA Citation Guide MLA Style Guide – Quick & Easy By Eric Garcia Updated: Wednesday, November 04, 2015 at 4:26 p.m. General Guidelines | In-Text Citation | In-Text Examples Books | Anthology | Reference Material | Newspapers | Magazine | Journals | Webpage | Online Book | eBook Source: MLA Handbook for Writers and Research Papers, 7 th Edition, 2009 For Further Assistance Contact Your Instructor or Librarian Examples here are based on... Modern Language Association. MLA Handbook for Writers of Research Papers. New York: MLA, 2009. Print. General Guidelines Your list of references should begin on a separate page, with the title "Works Cited". Arrange entries alphabetically, using the last name of the author. If no author is given, alphabetize by the title, eliminating any initial A, An, or The. Begin each entry at the left margin. Indent the following lines one-half inch from the left margin. Double-space within each entry, and between each entry. Follow carefully the punctuation, underlining, and capitalization in the examples. Shorten the name of the publishing company by eliminating articles (A, An, or The), business abbreviations (Co., Inc., Ltd.), and descriptive words (Books, House, Press). However, when citing a University Press, add the abbreviation "UP" (Ohio State UP). If the publisher’s name is the name of one or more persons, cite the first surname only (Abrams). In-Text Citation Parenthetical references The list of Works Cited at the end of your paper tells your reader what resources you used to write your paper. To avoid plagiarism or taking credit for ideas that are not your own, you must also indicate in the text of your paper precisely what is borrowed from a source and where to locate that information in the source. The in-text citation usually appears in parentheses and corresponds directly to an entry in your list of Works Cited. The author's last name and the page number are usually enough to indicate the location in the source. If the author's name is used in the sentence, do not repeat it in the citation. TEACHING LITERARY CRITICISM ON RELIGION 284 In-Text Examples Sellers had expressed that the market changed in the 17 th century (91- Author’s name in text 92). …Sellers view on economic growth is not widely embraced among Author’s name in reference Historians (Cassell 9). Multiple authors of a work The literature also indicates (Hamilton and Spruill 231) that modest improvements have been made to training programs. Two locations Sellers market and democracy theory does have merit (91-92, 261). Two works cited (Salzman 38; Sellers 198) References to volumes and pages (Crowell 4: 19-22) Corporate authors (Chrysler Group, 2009 Annual Report 36-39) Work with no author (Time 22) Book with One Author Author’s last name, First name and Middle initial [if available]. Italicize Title. Publication Location: Publishing Company, Year. Print. Example (5.5.2): Koenig, Gloria. Iconic LA: Stories of LA’s Most Memorable Buildings. Glendale: Balcony, 2000. Print. 11 Book with Two Or Three Authors 1 3 1 4 - First author’s last name, First name and Middle initial [if available], Second author's First name and Last name, and Third author's First name and Last name. Italicize Title. Publication Location: Publishing Company, Year. Print. Example (5.5.4): Landau, Robert, and John Pashdag. Outrageous L.A. San Francisco: Chronicle, 1984. Print. TEACHING LITERARY CRITICISM ON RELIGION 285 Book with More Than Three Authors First author’s last name, First name and Middle initial [if available], et al. Italicize Title. Publication Location: Publishing Company, Year. Print. Example (5.5.4): Gebhard, David, et al. A Guide to Architecture in San Francisco & Northern California. Santa Barbara: Peregrine, 1973. Print. Book with Editor’s & No Author Editor’s last name, First name and Middle initial [if available], ed. Italicize Title. Publication Location: Publishing Company, Year. Print. Example (5.3.5 & 5.5.4): Weisser, Susan Ostrov, ed. Women and Romance: A Reader. New York: New York UP, 2001. Print. Book with Author & Editor Author’s last name, First name and Middle initial [if available]. “Title of Work in Quotations.” Italicize Book Title. Ed. Editor’s First name Middle initial [if available] and Last name. Publication Location: Publishing Company, Year. Pages. Print. Example (5.5.6): Sheppard, Michael. “Assessment: From Reflectivity to Process Knowledge.” Handbook for Practice Learning in Social Work and Social Care: Knowledge and Theory. Ed. Joyce Lishman. London: Jessica Kingsley, 2007. 128-137. Print. Book with Two Editor Editor’s last name, First name and Middle initial [if available], Editor’s First name Last name, eds [editors]. Title of Book. Publication Location: Publishing Company, Year. Print. Example (5.5.14): Townsend, Tony, and Richard Bates, eds. Handbook of Teacher Education: Globalization, Standards and Professionalism in Times of Change. Dordrecht: Springer, 2007. Print. TEACHING LITERARY CRITICISM ON RELIGION 286 Anthology (Essay, short story, poem, or other work that appears within a collection of literary pieces) Author's last name, First name and Middle initial [if available]. "Title or Description of the Essay/Short Ptory/Poem." Italicize Title of Book. Editor or Compiler (write Trans., Ed., or Comp.). Ed. or Comp. First name Last name. Publication Location: Publishing Company, Year. Print. Example (5.5.6): Orwell, George. “Such, Such Were the Joys.” The Art of the Personal Essay: An Anthology from the Classical Era to the Present. Ed. Philip Lopate. New York: Anchor-Doubleday, 1994. Print. Reference Books If the article or entry is signed, place the author's name first; if it is unsigned, give the title first. For well-known reference works, it is not necessary to include full publication information. Include only the title of the reference source, edition, and date of publication. Encyclopedia "Title of Article or Entry." Title of Reference Work. Edition. Year. Format. Example (5.5.7): "Los Angeles." The New Encyclopaedia Britannica: Macropaedia. 15th ed. 1998. Print. Dictionary – signed Author's last name, First name and Middle initial. "Title of Article or Entry." Title of Reference Work. Editor's First name and Last name. Edition. Number of volumes in set. Publication Location: Publishing Company, Year. Format. Example (5.5.7): TEACHING LITERARY CRITICISM ON RELIGION 287 Tuner, Thornton F. "Mission." A Dictionary of Architecture and Building. Ed. Russell Sturgis. 1st ed. 3 Vols. New York: Macmillan, 1902. Print. Article from a newspaper Author's last name, First name and Middle initial. "Title of Article." Italicize Title of Newspaper Day Month Year of publication, edition: page number(s). Format. Example (5.4.5): Ouroussoff, Nicolai. "Enduring Legacy: How the Spanish Missions Still Shape Modern California." Los Angeles Times 7 Sept. 1997, home ed.: B2+. Print. Article from a popular magazine Author's last name, First name and Middle initial. "Title of Article." Italicize Title of Magazine Day Month Year of publication: page numbers. Format. Example (5.4.6): Mezrich, Ben. "To Live and Die in L.A." Wired May 2003: 131-135. Print. Article from a scholarly journal with continuous pagination Author's last name, First name and Middle initial. "Title of Article." Italicized Title of Journal volume.issue [if available] (year): page number(s). Format. Example (5.4.2): Faragher, John Mack. "Bungalow and Ranch House: The Architectural Backwash of California." Western Historical Quarterly 32.2 (2001): 149-173. Print. Article from an online full-text database TEACHING LITERARY CRITICISM ON RELIGION 288 Author's last name, First name and Middle initial. "Title of Article." Italicize Title of Journal. Volume number. Issue [when issue n. is available] (year): page range. Italicize Name of Database. Format. Day Month Year [when accessed]. Example (5.6.4): Kellogg, Craig. "Looks Count." Interior Design. 74.3 (2003): 208-213. Academic Search Elite. Web. 24 Dec. 2009. Webpage Name of Author, Compiler, Director, Editor etc. of the work. “Title of the work.” URL title. Publisher or sponsor of the site (if not available use N.p.), Date of publication (day, month, and year, as available: if nothing is available, use n.d.). Format. Date of access (day, month and year). TEACHING LITERARY CRITICISM ON RELIGION 289 Example (5.6.2): Matthews, Kevin. "W. E. Oliver House." Greatbuildings.com. Architecture Week Great Buildings Collection, 2010. Web. 1 Feb. 2010. Online Book Author’s Last Name, First Name Middle Initial. Italicize Title of Work. Edition [If Applicable]. Publication of Publication: Publisher, Year. Online Library or Retrieved Source. Web. Date of access. TEACHING LITERARY CRITICISM ON RELIGION 290 Example (5.6.2): Stevenson, Robert Louis. Treasure Island. London: Cassell & Company, 1883. Google Book. Web. 1 Sept. 2015. eBook Author’s Last Name, First Name Middle Initial. Italicize Title of Work. Edition. Place of Publication: Publisher, Year. Name of Database. Web. Date of access. Example (5.6.2): Heffron, Sean. The Skinny on Your First in College. Westport: Rand Media, 2011. eBook Academic Collection (EBSCOhost). Web. 1 Sept. 2015. TEACHING LITERARY CRITICISM ON RELIGION 291 Appendix S: Sinners in the Hands of an Angry God SINNERS IN THE HANDS OF AN ANGRY GOD Their foot shall slide in due time (Deut. xxxii. 35). In this verse is threatened the vengeance of God on the wicked unbelieving Israelites, who were God’s visible people, and who lived under the means of grace; but who, notwithstanding all God’s wonderful works towards them, remained (as ver. 28.) void of counsel, having no understanding in them. Under all the cultivations of heaven, they brought forth bitter and poisonous fruit; as in the two verses next preceding the text. The expression I have chosen for my text, Their foot shall slide in due time, seems to imply the following doings, relating to the punishment and destruction to which these wicked Israelites were exposed. That they were always exposed to destruction; as one that stands or walks in slippery places is always exposed to fall. This is implied in the manner of their destruction coming upon them, being represented by their foot sliding. The same is expressed, Psalm lxxiii. 18. “Surely thou didst set them in slippery places; thou castedst them down into destruction.” It implies, that they were always exposed to sudden unexpected destruction. As he that walks in slippery places is every moment liable to fall, he cannot foresee one moment whether he shall stand or fall the next; and when he does fall, he falls at once without warning: Which is also expressed in Psalm lxxiii. 18, 19. “Surely thou didst set them in slippery places; thou castedst them down into destruction: How are they brought into desolation as in a moment!” Another thing implied is, that they are liable to fall of themselves, without being thrown down by the hand of another; as he that stands or walks on slippery ground needs nothing but his own weight to throw him down. 15 That the reason why they are not fallen already, and do not fall now, is only that God’s appointed time is not come. For it is said, that when that due time, or appointed time comes, their foot shall slide. Then they shall be left to fall, as they are inclined by their own weight. God will not hold them up in these slippery places any longer, but will let them go; and then at that very instant, they shall fall into destruction; as he that stands on such slippery declining ground, on the edge of a pit, he cannot stand alone, when he is let go he immediately falls and is lost. The observation from the words that I would now insist upon is this. “There is nothing that keeps wicked men at any one moment out of hell, but the mere pleasure of God.” By the mere pleasure of God, I mean his sovereign pleasure, his arbitrary will, restrained by no obligation, hindered by no manner of difficulty, any more than if nothing else but God’s mere will had in the least degree, or in any respect whatsoever, any hand in the preservation of wicked men one moment. The truth of this observation may appear by the following considerations. There is no want of power in God to cast wicked men into hell at any moment. Men’s hands cannot be strong when God rises up. The strongest have no power to resist him, nor can any deliver out of his hands.—He is not only able to cast wicked men into hell, but he can most easily do it. Sometimes an earthly prince meets with a great deal of difficulty to subdue a rebel, who has found means to fortify himself, and has made himself strong by the numbers of his followers. But it is not so with God. There is no fortress that is any defence from the power of God. Though hand join in hand, and vast multitudes of God’s enemies combine and associate themselves, they are easily broken in pieces. They are as great heaps of light chaff before the whirlwind; or large quantities of dry stubble before devouring flames. We find it easy to tread on and crush a worm that we see crawling on the earth; so it is easy for us to cut or singe a slender thread that any thing hangs by: thus easy is it for God, when he pleases, to cast his enemies down to hell. TEACHING LITERARY CRITICISM ON RELIGION 292 What are we, that we should think to stand before him, at whose rebuke the earth trembles, and before whom the rocks are thrown down? They deserve to be cast into hell; so that divine justice never stands in the way, it makes no objection against God’s using his power at any moment to destroy them. Yea, on the contrary, justice calls aloud for an infinite punishment of their sins. Divine justice says of the tree that brings forth such grapes of Sodom, “Cut it down, why cumbereth it the ground?” Luke xiii. 7. The sword of divine justice is every moment brandished over their heads, and it is nothing but the hand of arbitrary mercy, and God’s mere will, that holds it back. They are already under a sentence of condemnation to hell. They do not only justly deserve to be cast down thither, but the sentence of the law of God, that eternal and immutable rule of righteousness that God has fixed between him and mankind, is gone out against them, and stands against them; so that they are bound over already to hell. John iii. “He that believeth not is condemned already.” So that every unconverted man properly belongs to hell; that is his place; from thence he is, John viii. 23. “Ye are from beneath.” And thither be is bound; it is the place that justice, and God’s word, and the sentence of his unchangeable law assign to him. D They are now the objects of that very same anger and wrath of God, that is expressed in the torments of hell. And the reason why they do not go down to hell at each moment, is not because God, in whose power they are, is not then very angry with them; as he is with many miserable creatures now tormented in hell, who there feel and bear the fierceness of his wrath. Yea, God is a great deal more angry with great numbers that are now on earth: yea, doubtless, with many that are now in this congregation, who it may be are at ease, than he is with many of those who are now in the flames of hell. So that it is not because God is unmindful of their wickedness, and does not resent it, that he does not let loose his hand and cut them off. God is not altogether such an one as themselves, though they may imagine him to be so. The wrath of God burns against them, their damnation does not slumber; the pit is prepared, the fire is made ready, the furnace is now hot, ready to receive them; the flames do now rage and glow. The glittering sword is whet, and held over them, and the pit hath opened its mouth under them. E The devil stands ready to fall upon them, and seize them as his own, at what moment God shall permit him. They belong to him; he has their souls in his possession, and under his dominion. The scripture represents them as his goods, Luke xi. 12. The devils watch them; they are ever by them at their right hand; they stand waiting for them, like greedy hungry lions that see their prey, and expect to have it, but are for the present kept back. If God should withdraw his hand, by which they are restrained, they would in one moment fly upon their poor souls. The old serpent is gaping for them; hell opens its mouth wide to receive them; and if God should perrnit it, they would be hastily swallowed up and lost. F There are in the souls of wicked men those hellish principles reigning, that would presently kindle and flame out into hell fire, if it were not for God’s restraints. There is laid in the very nature of carnal men, a foundation for the torments of hell. There are those corrupt principles, in reigning power in them, and in full possession of them, that are seeds of hell fire. These principles are active and powerful, exceeding violent in their nature, and if it were not for the restraining hand of God upon them, they would soon break out, they would flame out after the same manner as the same corruptions, the same enmity does in the hearts of damned souls, and would beget the same torments as they do in them. The souls of the wicked are in scripture compared to the troubled sea, Isa. lvii. 20. For the present, God restrains their wickedness by his mighty power, as he does the raging waves of the troubled sea, saying, “Hitherto shalt thou come, but no further;” but if God should withdraw that restraining power, it would soon carry all before it. Sin is the ruin and misery of the soul; it is destructive in its nature; and if God should leave it without restraint, there would need nothing else to make the soul perfectly miserable. The corruption of the heart of man is immoderate and boundless in its fury; and while wicked men live here, it is like fire pent up by God’s restraints, whereas if it were let loose, it would set on fire the course of nature; and as the heart TEACHING LITERARY CRITICISM ON RELIGION 293 is now a sink of sin, so if sin was not restrained, it would immediately turn the soul into a fiery oven, or a furnace of fire and brimstone. D. It is no security to wicked men for one moment, that there are no visible means of death at hand. It is no security to a natural man, that he is now in health, and that he does not see which way he should now immediately go out of the world by any accident, and that there is no visible danger in any respect in his circumstances. The manifold and continual experience of the world in all ages, shows this is no evidence, that a man is not on the very brink of eternity, and that the next step will not be into another world. The unseen, unthought-of ways and means of persons going suddenly out of the world are innumerable and inconceivable. Unconverted men walk over the pit of hell on a rotten covering, and there are innumerable places in this covering so weak that they will not bear their weight, and these places are not seen. The arrows of death fly unseen at noon-day; the sharpest sight cannot discern them. God has so many different unsearchable ways of taking wicked men out of the world and sending them to hell,that there is nothing to make it appear, that God had need to be at the expence of a miracle, or go out of the ordinary course of his providence, to destroy any wicked nian, at any moment. All the means that there are of sinners going out of the world, are so in God’s hands, and so universally and absolutely subject to his power and determination, that it does not depend at all the less on the mere will of God, whether sinners shall at any moment go to hell, than if means were never made use of, or at all concerned in the case. Natural men’s prudence and care to preserve their own lives, or the care of others to preserve them, do not secure them a moment. To this, divine providence and universal experience do also bear testimony. There is this clear evidence that men’s own wisdom is no security to them from death; that if it were otherwise we should see some difference between the wise and politic men of the world, and others, with regard to their liableness to early and unexpected death: but how is it in fact? Eccles. ii. 16. “How dieth the wise man? even as the fool.” All wicked men’s pains and contrivance which they use to escape hell, while they continue to reject Christ, and so remain wicked men, do not secure them from hell one moment. Almost every natural man that hears of hell, flatters himself that he shall escape it; he depends upon himself for his own security; he flatters himself in what he has done, in what he is now doing, or what he intends to do. Every one lays out matters in his own mind how he shall avoid damnation, and flatters himself that he contrives well for himself, and that his schemes will not fail. They hear indeed that there are but few saved, and that the greater part of men that have died heretofore are gone to hell; but each one imagines that he lays out matters better for his own escape than others have done. He does not intend to come to that place of torment; he says within himself, that he intends to take effectual care, and to order matters so for himself as not to fail. But the foolish children of men miserably delude themselves in their own schemes, and in confidence in their own strength and wisdom; they trust to nothing but a shadow. The greater part of those who heretofore have lived under the same means of grace, and are now dead, are undoubtedly gone to hell; and it was not because they were not as wise as those who are now alive: it was not because they did not lay out matters as well for themselves to secure their own escape. If we could speak with them, and inquire of them, one by one, whether they expected, when alive, and when they used to hear about hell ever to be the subects of that misery: we doubtless, should hear one and another reply, “No, I never intended to come here: I had laid out matters otherwise in my mind; I thought I should contrive well for myself: I thought my scheme good. I intended to take effectual care; but it came upon me unexpected; I did not look for it at that time, and in that manner; it came as a thief: Death outwitted me: God’s wrath was too quick for me. Oh, my cursed foolishness! I was flattering myself, and pleasing myself with vain dreams of what I would do hereafter; and when I was saying, Peace and safety, then suddenly destruction came upon me. God has laid himself under no obligation, by any promise to keep any natural man out of hell one moment. God certainly has made no promises either of eternal life, or of any TEACHING LITERARY CRITICISM ON RELIGION 294 deliverance or preservation from eternal death, but what are contained in the covenant of grace, the promises that are given in Christ, in whom all the promises are yea and amen. But surely they have no interest in the promises of the covenant of grace who are not the children of the covenant, who do not believe in any of the promises, and have no interest in the Mediator of the covenant. So that, whatever some have imagined and pretended about promises made to natural men’s earnest seeking and knocking, it is plain and manifest, that whatever pains a natural man takes in religion, whatever prayers he makes, till he believes in Christ, God is under no manner of obligation to keep him a moment from eternal destruction. So that, thus it is that natural men are held in the hand of God, over the pit of hell; they have deserved the fiery pit, and are already sentenced to it; and God is dreadfully provoked, his anger is as great towards them as to those that are actually suffering the executions of the fierceness of his wrath in hell, and they have done nothing in the least to appease or abate that anger, neither is God in the least bound by any promise to hold them up one moment; the devil is waiting for them, hell is gaping for them, the flames gather and flash about them, and would fain lay hold on them, and swallow them up; the fire pent up in their own hearts is struggling to break out: and they have no interest in any Mediator, there are no means within reach that can be any security to them. In short, they have no refuge, nothing to take hold of, all that preserves them every moment is the mere arbitrary will, and uncovenanted, unobliged forbearance of an incensed God. APPLICATION The use of this awful subject may be for awakening unconverted persons in this congregation. This that you have heard is the case of every one of you that are out of Christ.—That world of misery, that lake of burning brimstone, is extended abroad under you. There is the dreadful pit of the glowing flames of the wrath of God; there is hell’s wide gaping mouth open; and you have nothing to stand upon, nor any thing to take hold of, there is nothing between you and hell but the air; it is only the power and mere pleasure of God that holds you up. You probably are not sensible of this; you find you are kept out of hell, but do not see the hand of God in it; but look at other things, as the good state of your bodily constitution, your care of your own life, and the means you use for your own preservation. But indeed these things are nothing; if God should withdraw his band, they would avail no more to keep you from falling, than the thin air to hold up a person that is suspended in it. Your wickedness makes you as it were heavy as lead, and to tend downwards with great weight and pressure towards hell; and if God should let you go, you would immediately sink and swiftly descend and plunge into the bottomless gulf, and your healthy constitution, and your own care and prudence, and best contrivance, and all your righteousness, would have no more influence to uphold you and keep you out of hell, than a spider’s web would have to stop a falling rock. Were it not for the sovereign pleasure of God, the earth would not bear you one moment; for you are a burden to it; the creation groans with you; the creature is made subject to the bondage of your corruption, not willingly; the sun does not willingly shine upon you to give you light to serve sin and Satan; the earth does not willingly yield her increase to satisfy your lusts; nor is it willingly a stage for your wickedness to be acted upon; the air does not willingly serve you for breath to maintain the flame of life in your vitals, while you spend your life in the service of God’s enemies. God’s creatures are good, and were made for men to serve God with, and do not willingly subserve to any other purpose, and groan when they are abused to purposes so directly contrary to their nature and end. And the world would spew you out, were it not for the sovereign hand of him who hath subjected it in hope. There are black clouds of God’s wrath now hanging directly over your heads, full of the dreadful storm, and big with thunder; and were it not for the restraining hand of God, it would immediately burst forth upon you. The sovereign pleasure of God, for the present, stays his rough wind; otherwise it would come with fury, and your destruction would come like a whirlwind, and you would be like the chaff of the summer threshing floor. TEACHING LITERARY CRITICISM ON RELIGION 295 The wrath of God is like great waters that are dammed for the present; they increase more and more, and rise higher and higher, till an outlet is given; and the longer the stream is stopped, the more rapid and mighty is its course, when once it is let loose. It is true, that judgment against your evil works has not been executed hitherto; the floods of God’s vengeance have been withheld; but your guilt in the mean time is constantly increasing, and you are every day treasuring up more wrath; the waters are constantly rising, and waxing more and more mighty; and there is nothing but the mere pleasure of God, that holds the waters back, that are unwilling to be stopped, and press hard to go forward. If God should only withdraw his hand from the flood-gate, it would immediately fly open, and the fiery floods of the fierceness and wrath of God, would rush forth with inconceivable fury, and would come upon you with omnipotent power; and if your strength were ten thousand times greater than it is, yea, ten thousand times greater than the strength of the stoutest, sturdiest devil in hell, it would be nothing to withstand or endure it. The bow of God’s wrath is bent, and the arrow made ready on the string, and justice bends the arrow at your heart, and strains the bow, and it is nothing but the mere pleasure of God, and that of an angry God, without any promise or obligatioti at all, that keeps the arrow one moment from being made drunk with your blood. Thus all you that never passed under a great change of heart, by the mighty power of the Spirit of God upon your souls; all you that were never born again, and made new creatures, and raised from being dead in sin, to a state of new, and before altogether unexperienced light and life, are in the hands of an angry God. However you may have reformed your life in many things, and may have had religious affections, and may keep up a form of religion in your families and closets, and in the house of God, it is nothing but his mere pleasure that keeps you from being this moment swallowed up in everlasting destruction. However unconvinced you may now be of the truth of what you hear, by and by you will be fully convinced of it. Those that are gone from being in the like circumstances with you, see that it was so with them; for destruction came suddenly upon most of them; when they expected nothing of it, and while they were saying, Peace and safety: now they see, that those things on which they depended for peace and safety, were nothing but thin air and empty shadows. The God that holds you over the pit of hell, much as one holds a spider, or some loathsome insect over the fire, abhors you, and is dreadfully provoked: his wrath towards you burns like fire; he looks upon you as worthy of nothing else, but to be cast into the fire; he is of purer eyes than to bear to have you in his sight; you are ten thousand times more abominable in his eyes, than the most hateful venomous serpent is in ours. You have offended him infinitely more than ever a stubborn rebel did his prince; and yet it is nothing but his hand that holds you from falling into the fire every moment. It is to be ascribed to nothing else, that you did not go to hell the last night; that you was suffered to awake again in this world, after you closed your eyes to sleep. And there is no other reason to be given, why you have not dropped into hell since you arose in the morning, but that God’s hand has held you up. There is no other reason to be given why you have not gone to hell, since you have sat here in the house of God, provoking his pure eyes by your sinful wicked manner of attending his solemn worship. Yea, there is nothing else that is to be given as a reason why you do not this very moment drop down into hell. O sinner! Consider the fearful danger you are in: it is a great furnace of wrath, a wide and bottomless pit, full of the fire of wrath, that you are held over in the hand of that God, whose wrath is provoked and incensed as much against you, as against many of the damned in hell. You hang by a slender thread, with the flames of divine wrath flashing about it, and ready every moment to singe it, and burn it asunder; and you have no interest in any Mediator, and nothing to lay hold of to save yourself, nothing to keep off the flames of wrath, nothing of your own, nothing that you ever have done, nothing that you can do, to induce God to spare you one moment. And consider here more particularly Whose wrath it is: it is the wrath of the infinite God. If it were only the wrath of man, though it were of the most potent prince, it would be comparatively little to be regarded. The TEACHING LITERARY CRITICISM ON RELIGION 296 wrath of kings is very much dreaded, especially of absolute monarchs, who have the possessions and lives of their subjects wholly in their power, to be disposed of at their mere will. Prov. xx. 2. “The fear of a king is as the roaring of a lion: Whoso provoketh him to anger, sinneth against his own soul.” The subject that very much enrages an arbitrary prince, is liable to suffer the most extreme torments that human art can invent, or human power can inflict. But the greatest earthly potentates in their greatest majesty and strength, and when clothed in their greatest terrors, are but feeble, despicable worms of the dust, in comparison of the great and almighty Creator and King of heaven and earth. It is but little that they can do, when most enraged, and when they have exerted the utmost of their fury. All the kings of the earth, before God, are as grasshoppers; they are nothing, and less than nothing: both their love and their hatred is to be despised. The wrath of the great King of kings, is as much more terrible than theirs, as his majesty is greater. Luke xii. 4, 5. “And I say unto you, my friends, Be not afraid of them that kill the body, and after that, have no more that they can do. But I will forewarn you whom you shall fear: fear him, which after he hath killed, hath power to cast into hell: yea, I say unto you, Fear him.” It is the fierceness of his wrath that you are exposed to. We often read of the fury of God; as in Isaiah lix. 18. “According to their deeds, accordingly he will repay fury to his adversaries.” So Isaiah lxvi. 15. “For behold, the Lord will come with fire, and wifh his chariots like a whirlwind, to render his anger with fury, and his rebuke with flames of fire.” And in many other places. So, Rev. xix. 15, we read of “the wine press of the fierceness and wrath of Almighty God.” The words are exceeding terrible. If it had only been said, “the wrath of God,” the words would have implied that which is infinitely dreadful: but it is “the fierceness and wrath of God.” The fury of God! the fierceness of Jehovah! Oh, how dreadful must that be! Who can utter or conceive what such expressions carry in them! But it is also “the fierceness and wrath of Almighty God.” As though there would be a very great manifestation of his almighty power in what the fierceness of his wrath should inflict, as though omnipotence should be as it were enraged, and exerted, as men are wont to exert their strength in the fierceness of their wrath. Oh! then, what will be the consequence! What will become of the poor worms that shall suffer it! Whose hands can be strong? And whose heart can endure? To what a dreadful, inexpressible, inconceivable depth of misery must the poor creature be sunk who shall be the subject of this! Consider this, you that are here present, that yet remain in an unregenerate state. That God will execute the fierceness of his anger, implies, that he will inflict wrath without any pity. When God beholds the ineffable extremity of your case, and sees your torment to be so vastly disproportioned to your strength, and sees how your poor soul is crushed, and sinks down, as it were, into an infinite gloom; he will have no compassion upon you, he will not forbear the executions of his wrath, or in the least lighten his hand; there shall be no moderation or mercy, nor will God then at all stay his rough wind; he will have no regard to your welfare, nor be at all careful lest you should suffer too much in any other sense, than only that you shall not suffer beyond what strict justice requires. Nothing shall be withheld, because it is so hard for you to bear. Ezek. viii. 18. “Therefore will I also deal in fury: mine eye shall not spare, neither will I have pity; and though they cry in mine ears with a loud voice, yet I will not hear them.” Now God stands ready to pity you; this is a day of mercy; you may cry now with some encouragement of obtaining mercy. But when once the day of mercy is past, your most lamentable and dolorous cries and shrieks will be in vain; you will be wholly lost and thrown away of God, as to any regard to your welfare. God will have no other use to put you to, but to suffer misery; you shall be continued in being to no other end; for you will be a vessel of wrath fitted to destruction; and there will be no other use of this vessel, but to be filled full of wrath. God will be so far from pitying you when you cry to him, that it is said he will only “laugh and mock,” Prov. i. 25, 26, &c. How awful are those words, Isa. lxiii. 3, which are the words of the great God. “I will tread them in mine anger, and will trample them in my fury, and their blood shall be sprinkled upon my garments, and I will stain all my raiment.” It is perhaps impossible to conceive of words that carry in them greater manifestations of these three things, vis. contempt, and TEACHING LITERARY CRITICISM ON RELIGION 297 hatred, and fierceness of indignation. If you cry to God to pity you, he will be so far from pitying you in your doleful case, or showing you the least regard or favour, that instead of that, he will only tread you under foot. And though he will know that you cannot bear the weight of omnipotence treading upon you, yet he will not regard that, but he will crush you under his feet without mercy; he will crush out your blood, and make it fly, and it shall be sprinkled on his garments, so as to stain all his raiment. He will not only hate you, but he will have you, in the utmost contempt: no place shall be thought fit for you, but under his feet to be trodden down as the mire of the streets. The misery you are exposed to is that which God will inflict to that end, that he might show what that wrath of Jehovah is. God hath had it on his heart to show to angels and men, both how excellent his love is, and also how terrible his wrath is. Sometimes earthly kings have a mind to show how terrible their wrath is, by the extreme punishments they would execute on those that would provoke them. Nebuchadnezzar, that mighty and haughty monarch of the Chaldean empire, was willing to show his wrath when enraged with Shadrach, Meshech, and Abednego; and accordingly gave orders that the burning fiery furnace should be heated seven times hotter than it was before; doubtless, it was raised to the utmost degree of fierceness that human art could raise it. But the great God is also willing to show his wrath, and magnify his awful majesty and mighty power in the extreme sufferings of his enemies. Rom. ix. 22. “What if God, willing to show his wrath, and to make his power known, endure with much long-suffering the vessels of wrath fitted to destruction?” And seeing this is his design, and what he has determined, even to show how terrible the unrestrained wrath, the fury and fierceness of Jehovah is, he will do it to effect. There will be something accomplished and brought to pass that will be dreadful with a witness. When the great and angry God hath risen up and executed his awful vengeance on the poor sinner, and the wretch is actually suffering the infinite weight and power of his indignation, then will God call upon the whole universe to behold that awful majesty and mighty power that is to be seen in it. Isa. xxxiii. 12-14. “And the people shall be as the burnings of lime, as thorns cut up shall they be burnt in the fire. Hear ye that are far off, what I have done; and ye that are near, acknowledge my might. The sinners in Zion are afraid; fearfulness hath surprised the hypocrites,” &c. Thus it will be with you that are in an unconverted state, if you continue in it; the infinite might, and majesty, and terribleness of the omnipotent God shall be magnified upon you, in the ineffable strength of your torments. You shall be tormented in the presence of the holy angels, and in the presence of the Lamb; and when you shall be in this state of suffering, the glorious inhabitants of heaven shall go forth and look on the awful spectacle, that they may see what the wrath and fierceness of the Almighty is; and when they have seen it, they will fall down and adore that great power and majesty. Isa. lxvi. 23, 24. “And it shall come to pass, that from one new moon to another, and from one sabbath to another, shall all flesh come to worship before me, saith the Lord. And they shall go forth and look upon the carcasses of the men that have transgressed against me; for their worm shall not die, neither shall their fire be quenched, and they shall be an abhorring unto all flesh.” It is everlasting wrath. It would be dreadful to suffer this fierceness and wrath of Almighty God one moment; but you must suffer it to all eternity. There will be no end to this exquisite horrible misery. When you look forward, you shall see a long for ever, a boundless duration before you, which will swallow up your thoughts, and amaze your soul; and you will absolutely despair of ever having any deliverance, any end, any mitigation, any rest at all. You will know certainly that you must wear out long ages, millions of millions of ages, in wrestling and conflicting with this almighty merciless vengeance; and then when you have so done, when so many ages have actually been spent by you in this manner, you will know that all is but a point to what remains. So that your punishment will indeed be infinite. Oh, who can express what the state of a soul in such circumstances is! All that we can possibly say about it, gives but a very feeble, faint representation of it; it is inexpressible and inconceivable: For “who knows the power of God’s anger?” TEACHING LITERARY CRITICISM ON RELIGION 298 How dreadful is the state of those that are daily and hourly in the danger of this great wrath and infinite misery! But this is the dismal case of every soul in this congregation that has not been born again, however moral and strict, sober and religious, they may otherwise be. Oh that you would consider it, whether you be young or old! There is reason to think, that there are many in this congregation now hearing this discourse, that will actually be the subjects of this very misery to all eternity. We know not who they are, or in what seats they sit, or what thoughts they now have. It may be they are now at ease, and hear all these things without much disturbance, and are now flattering themselves that they are not the persons, promising themselves that they shall escape. If we knew that there was one person, and but one, in the whole congregation, that was to be the subject of this misery, what an awful thing would it be to think of! If we knew who it was, what an awful sight would it be to see such a person! How might all the rest of the congregation lift up a lamentable and bitter cry over him! But, alas! instead of one, how many is it likely will remember this discourse in hell? And it would be a wonder, if some that are now present should not be in hell in a very short time, even before this year is out. And it would be no wonder if some persons, that now sit here, in some seats of this meeting-house, in health, quiet and secure, should be there before to-morrow morning. Those of you that finally continue in a natural condition, that shall keep out of hell longest will be there in a little time! your damnation does not slumber; it will come swiftly, and, in all probability, very suddenly upon many of you. You have reason to wonder that you are not already in hell. It is doubtless the case of some whom you have seen and known, that never deserved hell more than you, and that heretofore appeared as likely to have been now alive as you. Their case is past all hope; they are crying in extreme misery and perfect despair; but here you are in the land of the living and in the house of God, and have an opportuniry to obtain salvation. What would not those poor damned hopeless souls give for one day’s opportunity such as you now enjoy! And now you have an extraordinary opportunity, a day wherein Christ has thrown the door of mercy wide open, and stands in calling and crying with a loud voice to poor sinners; a day wherein many are flocking to him, and pressing into the kingdom of God. Many are daily coming from the east, west, north and south; many that were very lately in the same miserable condition that you are in, are now in a happy state, with their hearts filled with love to him who has loved them, and washed them from their sins in his own blood, and rejoicing in hope of the glory of God. How awful is it to be left behind at such a day! To see so many others feasting, while you are pining and perishing! To see so many rejoicing and singing for joy of heart, while you have cause to mourn for sorrow of heart, and howl for vexation of spirit! How can you rest one moment in such a condition? Are not your souls as precious as the souls of the people at Suffield*, where they are flocking from day to day to Christ? * a town in the area Are there not many here who have lived long in the world, and are not to this day born again? and so are aliens from the commonwealth of Israel, and have done nothing ever since they have lived, but treasure up wrath against the day of wrath? Oh, sirs, your case, in an especial manner, is extremely dangerous. Your guilt and hardness of heart is extremely great. Do you not see how generally persons of your years are passed over and left, in the present remarkable and wonderful dispensation of God’s mercy? You had need to consider yourselves, and awake thoroughly out of sleep. You cannot bear the fierceness and wrath of the infinite God.—And you, young men, and young women, will you neglect this precious season which you now enjoy, when so many others of your age are renouncing all youthful vanities, and flocking to Christ? You especially have now an extraordinary opportunity; but if you neglect it, it will soon be with you as with those TEACHING LITERARY CRITICISM ON RELIGION 299 persons who spent all the precious days of youth in sin, and are now come to such a dreadful pass in blindness and hardness. And you, children, who are unconverted, do not you know that you are going down to hell, to bear the dreadful wrath of that God, who is now angry with you every day and every night? Will you be content to be the children of the devil, when so many other children in the land are converted, and are become the holy and happy children of the King of kings? And let every one that is yet out of Christ, and hanging over the pit of hell, whether they be old men and women, or middle aged, or young people, or little children, now harken to the loud calls of God’s word and providence. This acceptable year of the Lord, a day of such great favours to some, will doubtless be a day of as remarkable vengeance to others. Men’s hearts harden, and their guilt increases apace at such a day as this, if they neglect their souls; and never was there so great danger of such persons being given up to hardness of heart and blindness of mind. God seems now to be hastily gathering in his elect in all parts of the land; and probably the greater part of adult persons that ever shall be saved, will be brought in now in a little time, and that it will be as it was on the great out-pouring of the Spirit upon the Jews in the apostles’ days; the election will obtain, and the rest will be blinded. If this should be the case with you, you will eternally curse this day, and will curse the day that ever you was born, to see such a season of the pouring out of God’s Spirit, and will wish that you had died and gone to hell before you had seen it. Now undoubtedly it is, as it was in the days of John the Baptist, the axe is in an extraordinary manner laid at the root of the trees, that every tree which brings not forth good fruit, may be hewn down and cast into the fire. TEACHING LITERARY CRITICISM ON RELIGION 300 Appendix T: Source Evaluation Checklist Credibility Who is the author? Are any credentials given? Who is the publisher? If you can’t tell the answer to the above questions or if there isn’t any clear information, be suspicious. For websites, you may have to check the homepage or the “About us” page to find who is behind the site. If the source is published by a university press, it is likely to be scholarly. Check the edition or for any updates on the source, further editions indicate a source has been revised and updated to reflect changes in the content and may include any omissions from the previous edition. Also, many printings or editions may indicate that the work has become a standard source in the area and is reliable. Currency What is the date of publication? For websites, when was the site last updated? Think about your topic and how important recent information is to it; is the source current or out-of-date for your topic? For a history project on the Spanish American War, currency may not be very important. For a paper on human cloning, currency would be very important. Point of View or Bias Was the information intended to persuade, inform, entertain or sell? For websites, what does the address end with - .com, .edu, .gov? Is it easy to make out the author’s opinions or point of view? There’s nothing wrong with a source having a point of view, but you need to be aware of it so you can investigate the other sides of the issue. Once you have checked the Credibility on the source, you might have an easier time determining any bias. For example: Information on gun control written by the National Rifle Association. Accuracy Are the sources for any factual information clearly listed so they can be verified? Is the information free of grammatical, spelling, and typographical errors? Are any research studies and/or statistics discussed, if so are they listed in a works cited? Generally, the presence and quality of a bibliography or works cited reflects on the attention with which the authors have prepared their work. You may not know enough about the topic to judge so look for solid evidence, such as research studies, a bibliography or references to other source the author used. All of these things indicate the information is based on research rather than just opinion. Coverage Is the work a primary or secondary source? TEACHING LITERARY CRITICISM ON RELIGION 301 If you were researching Robert Oppenheimer’s role in the development of the atomic bomb, Oppenheimer’s own writings would be one of many primary sources available on this topic. Others might include relevant government documents and contemporary newspaper and journal articles. Scholars use this primary material to generate interpretations which become secondary sources. Books, encyclopedia articles, and scholarly journal articles about Oppenheimer’s role are considered secondary sources. Choose both primary and secondary sources when you have the opportunity. TEACHING LITERARY CRITICISM ON RELIGION 302 Appendix U: Source Evaluation Rubric 3 2 1 0 Author* : The author’s The author is a The author is It is unclear who credentials indicate reporter OR named, but is not wrote this What are the author’s that he /she is an a known an expert on the information and / credentials and expert on this organization. topic. or no credentials affiliation? Is the topic. (students, fans, are given author an expert? hobbyists). Published by: Published by a Published by: Self-published. Publisher*: known: *U.S. Government *organization *a K-12 school (blogs, personal Is the source *Scholarly Journal *university *an unknown web pages, published by a *business business (.com) personal interest reputable publisher Or *magazine / * an unknown pages) or organization? newspaper organization (.org). In a Reference or OR in a print academic book book/encyclopedia Works Cited: There is a Works The work cites There is a There is no Cited list and /or a original research / statement about indication where Is the information in the source cited? Bibliography. information the source of the information Or (may include information, but no came from. This is a primary periodical articles Works Cited. source document without Works Cited) Purpose : To promote To provide factual To sell something, For personal or Why was scholarly research. information. Some to persuade, or to entertainment this informatio n opinion may be promote an idea. purposes. published included. ? Date The information is : The info is less The information is There is no than 5 years old. older, but is not clearly out of date indication when How current is the necessarily out of for the topic. the information information? date. was published. TEACHING LITERARY CRITICISM ON RELIGION 303 Score Totals: 0-5 This source is highly questionable. Should not be used in research without suitable justification. 6-9 The site may be an acceptable starting point for gathering information, but might not be suitable as a cited source in a research project. 10-11 Good source for research. Information should be confirmed in other sources. 12-15 Excellent source for research purposes. Score totals are merely a guide; use the overall rubric to judge source validity Author and publication information are especially important. Scores lower than “2” in either of these categories raises questions about the source’s credibility. TEACHING LITERARY CRITICISM ON RELIGION 304 Appendix V: Writing the Persuasive Essay What is a persuasive/argument essay? In persuasive writing, a writer takes a position FOR or AGAINST an issue and writes to convince the reader to believe or do something Persuasive writing, also known as the argument essay, utilizes logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a certain point of view or to take a particular action. The argument must always use sound reasoning and solid evidence by stating facts, giving logical reasons, using examples, and quoting experts. When planning a persuasive essay, follow these steps Choose your position. Which side of the issue or problem are you going to write about, and what solution will you offer? Know the purpose of your essay. Analyze your audience. Decide if your audience agrees with you, is neutral, or disagrees with your position. Research your topic. A persuasive essay must provide specific and convincing evidence. Often it is necessary to go beyond your own knowledge and experience. You might need to go to the library or interview people who are experts on your topic. Structure your essay. Figure out what evidence you will include and in what order you will present the evidence. Remember to consider your purpose, your audience, and your topic. The following criteria are essential to produce an effective argument Be well informed about your topic. To add to your knowledge of a topic, read thoroughly about it, using legitimate sources. Take notes. Test your thesis. Your thesis, i.e., argument, must have two sides. It must be debatable. If you can write down a thesis statement directly opposing your own, you will ensure that your own argument is debatable. Disprove the opposing argument. Understand the opposite viewpoint of your position and then counter it by providing contrasting evidence or by finding mistakes and inconsistencies in the logic of the opposing argument. Support your position with evidence. Remember that your evidence must appeal to reason. TEACHING LITERARY CRITICISM ON RELIGION 305 Parts of the Persuasive Essay 1. The Introduction The introduction has a "hook or grabber" to catch the reader's attention. Some "grabbers" include: Opening with an unusual detail: (Manitoba, because of its cold climate, is not thought of as a great place to be a reptile. Actually, it has the largest seasonal congregation of garter snakes in the world!) Opening with a strong statement: (Cigarettes are the number one cause of lighter sales in Canada!) Opening with a Quotation: (Elbert Hubbard once said , "Truth is stronger than fiction.") Opening with an Anecdote: An anecdote can provide an amusing and attention- getting opening if it is short and to the point. Opening with a Statistic or Fact: Sometimes a statistic or fact will add emphasis or interest to your topic. It may be wise to include the item's authoritative source. Opening with a Question. (Have you ever considered how many books we'd read if it were not for television?) Opening with an Exaggeration or Outrageous Statement. (The whole world watched as the comet flew overhead.) The introduction should also include a thesis or focus statement. The Thesis/Hypothesis is your statement of purpose. The thesis/hypothesis should be one sentence in length. This is the foundation of your essay and it will serve to guide you in writing the entire paper. There are three objectives of a thesis statement: It tells the reader the specific topic of your essay. It imposes manageable limits on that topic. It suggests the organization of your paper. Through the thesis, you should say to the reader: "I've thought about this topic, I know what I believe about it, and I know how to organize it." TEACHING LITERARY CRITICISM ON RELIGION 306 2. The Body The writer then provides evidence to support the opinion offered in the thesis statement in the introduction. The body should consist of at least three paragraphs. Each paragraph is based on a solid reason to back your thesis statement. Since almost all issues have sound arguments on both sides of the question, a good persuasive writer tries to anticipate opposing viewpoints and provide counter-arguments along with the main points in the essay. One of the three paragraphs should be used to discuss opposing viewpoints and your counter-argument. The following are different ways to support your argument: Facts - A powerful means of convincing, facts can come from your reading, observation, or personal experience. Note: Do not confuse facts with truths. A "truth" is an idea believed by many people, but it cannot be proven. Statistics - These can provide excellent support. Be sure your statistics come from responsible sources. Always cite your sources. Quotes - Direct quotes from leading experts that support your position are invaluable. Examples - Examples enhance your meaning and make your ideas concrete. They are the proof. Hints for successful body paragraphs: Clarify your position in your topic sentence – state your argument or reason that supports your position (thesis), think about what needs to be explained, and then think about how you can elaborate. Include Concession Statements (address opposing viewpoints!) : concession: If you're writing a persuasive piece, you might consider beginning with a concession--that is, by beginning with an acknowledgement of part of your opponent's argument as being valid. Remember that a concession is not a form of weakness. In fact a concession is a strength as it finds common ground with your opponent and establishes your ethical appeal: you are a reasonable person willing to listen to/acknowledge that there are more sides to an issue than yours. **You can’t ignore compelling opposing evidence. You must address strong arguments on the other side; if you don’t, it looks like you are not well prepared and have not looked at the issue you are writing about from all perspectives.** example: "True, gun control legislation in Canada needs to be tightened to prevent the United States from becoming as violent as its neighbors to the south. The proposal that has been submitted, however, does not go far enough. Instead,…[now writer begins building his side of argument, showing how it is stronger than the opposing side’s!] TEACHING LITERARY CRITICISM ON RELIGION 307 H. Use transitions between sentences to serve as cues for the reader (first, second, then, however, consequently, therefore, thus, still, nevertheless, notwithstanding, furthermore, in fact, in contrast, similarly, instead) 3. The Conclusion A piece of persuasive writing usually ends by summarizing the most important details of the argument and stating once again what the reader is to believe or do. Restate your thesis or focus statement. Summarize the main points: The conclusion enables your reader to recall the main points of your position. In order to do this you can paraphrase the main points of your argument. Write a personal comment or call for action. You can do this: With a Prediction: This can be used with a narrative or a cause and effect discussion. The conclusion may suggest or predict what the results may or may not be in the situation discussed or in similar situations. With a Question: Closing with a question lets your readers make their own predictions, draw their own conclusions. With Recommendations: A recommendations closing is one that stresses the actions or remedies that should be taken. With a Quotation: Since a quotation may summarize, predict, question, or call for action, you may use a quotation within a conclusion for nearly any kind of paper. As a general guideline, when writing a persuasive essay: Have a firm opinion that you want your reader to accept. Begin with a grabber or hook to get the reader's attention. Offer evidence to support your opinion. Conclude with a restatement of what you want the reader to do or believe. TEACHING LITERARY CRITICISM ON RELIGION 308 Persuasive Essay Outline Introduction: Get the readers attention by using a "hook." Give some background information if necessary. Thesis or focus statement. I. First argument or reason to support your position: Topic sentence explaining your point and reason Possible concession toward opposing argument Elaboration to back your point. Clincher Second argument or reason to support your position: Topic sentence explaining your point and reason Possible concession toward opposing argument Elaboration to back your point. Clincher Third argument or reason to support your position: Topic sentence explaining your point and reason Possible concession toward opposing argument Elaboration to back your point. Clincher IV. Opposing Viewpoint: (This is optional, however highly recommended, so that the reader will know you have considered another point of view and have a rebuttal to it.) • Opposing point to your argument. • Your rebuttal to the opposing point. • Elaboration to back your rebuttal. Conclusion: 3. Summary of main points or reasons 4. Restate thesis statement. 5. Personal comment or a call to action. TEACHING LITERARY CRITICISM ON RELIGION 309 Transition Signals: Transitions are words and phrases that connect ideas and show how they are related. To repeat an idea just stated: In other words, That is, To repeat, Again, To illustrate an idea: For example, For instance, In particular, To illustrate, In this manner, Thus To announce a contrast, a change in direction: Yet, However, Still, Nevertheless, On the other hand, In contrast, Instead of, On the contrary, Conversely, Notwithstanding, In spite of this, Time: At once, In the interim, At length, Immediately, At last, Meanwhile, In the meantime, TEACHING LITERARY CRITICISM ON RELIGION 310 Presently, At the same time, Shortly, In the end, Temporarily, Thereafter, To restate an idea more precisely: To be exact, To be specific, To be precise, More specifically, More precisely, To mark a new idea as an addition to what has been said: Similarly, Also, Too, Besides, Furthermore, Further, Moreover, In addition, To show cause and effect: As a result, For this reason, Therefore, Hence, Consequently, Accordingly, Conclusion: In short, To conclude, In brief, On the whole, In summary, To sum up, TEACHING LITERARY CRITICISM ON RELIGION 311 Conferencing with a Peer Ask someone to read your rough draft to see if they understand and can follow your argument. Ask them to consider the following questions. Their answers should show you that your argument makes sense. What is the thesis statement? How is the thesis explained? What are the main points of the argument? (3) 1. 2. 3. How did the author back up each point? 1. 2. 3. What are the opposing point(s)? What is the writer's solution? TEACHING LITERARY CRITICISM ON RELIGION 312 Appendix W: Criminal injustice: The percentage of African-Americans in prison By Morgan Whitaker Inmates leave the exercise yard at San Quentin state prison in San Quentin, California June 8, 2012. Lucy Nicholson/Reuters One hundred and fifty years after the Emancipation Proclamation, the progress made by African-Americans is undeniable–which is why statistics about incarceration in the black community can be so shocking. In 2011 there were more African-Americans in prison or “under the watch” system than were enslaved in the United States in 1850. Michelle Alexander, the civil rights lawyer turned author, says this is in part because America’s criminal justice system perpetuates racial inequities. “After years of representing victims of racial profiling and police of drug law enforcement, and trying to help people who were released from prison face one barrier, one legal roadblock after another to get a job, getting access to housing, getting even food stamps– you know, I had an awakening that our criminal justice system now functions more like a system of racial and social control, than a system of crime prevention or control,” Alexander on Politics Nation Monday. “Our nation’s prison population has more than quintupled,” she said. war on drugs and the ‘get tough’ movement. The most drug exclusively war in has been wag poor communities of color even though studies have consistently shown now for decades that contrary to popular belief, people of color are no more likely to use or sell illegal drugs than whites, but by waging this drug war almost exclusively in poor communities of color, we’ve n vast new racial under-caste.” Since 1971, when President Richard Nixon declared a war on drugs, there has been a 700% increase in the U.S. prison population. Today, African-Americans are also more likely to spend time in prison for drug related offenses than their white counterparts. According to the Sentencing Project, African-Americans make up 12% of the nation’s drug of users, those but represent arrested for drug offenses, and 45% of those in state prison for such offense as of 2005. In her book, “The New Mass Jim Incarceration Crow: in the Age of Colorblindness,” A chronicled how black youth are less likely to be drug users. White students use cocaine and heroin at seven times the rate of black students, and use crack at eight times the rate, according to a study from the National Institute on Drug Abuse. Eugene Jarecki, filmmaker behind the documentary “The House I Live i have been swindled into believing these higher incarceration rates among minorities are justified by drug use. TEACHING LITERARY CRITICISM ON RELIGION 313 “We lived for a very long time with the idea that crack is a black d and the actual facts that I discovered when I made the film is that crack was never a black drug,” he said. “The majority of crack users in the United States of America are and al “Once you know that fact, it reminds you how much propagandaor40years has hoo about these drugs,” he addedmore.thanAs80%ofof 2002,Americans sentenced under federal crack cocaine laws were African-Americans, according to the Sentencing Project, which also has found black drug offenders have a 20% greater chance of being sentenced to prison than white drug offenders, while Hispanics has a 40% greater chance. Jarecki applauds the Obama administration for taking steps to help mend the program, referring to the Justice Department’s to recent stop pursuing push charges on low level drug offenders when mandatory minimum sentences could put them away for long stretches of time. “The president and the attorney general have actually done something gets done, they have made a very serious move against the drug war for the fir he said, But for Michelle Alexander and Rev. Sharpton, the concern is what happens in 2016. ”Much more can be done and its going to take an awakening in our communities, and a real movement must be built if we want to end this,” Alexander said. “We must make sure there’s not a regression after this administration.” TEACHING LITERARY CRITICISM ON RELIGION 314 Appendix X: Literary Analysis Rubric Literary Analysis Essay Rubric CATEGORY 4 3 2 1 Introduction First paragraph is First paragraph A catchy No attempt was catchy. Thesis is has a weak beginning was made to catch the and evident and point "grabber." Thesis attempted but reader's attention in to be argued well is mixed among was confusing the first paragraph. Thesis stated. many sentences rather than Thesis is not and hard to piece catchy. Thesis is apparent nor is the together. not entirely topic of the essay. apparent although topic is evident. Quotes and All facts/quotes Almost all Most facts/quotes There are several Support presented in the facts/quotes presented in the factual/quotation essay are accurate presented in the story are errors in the essay. and support/relate essay are accurate. There is no real back to the accurate and Evidence is effort to make the thesis/topic occasionally scattered and piece cohesive. 3 or sentence. 5 support/relate difficult to follow less quotes present. quotes present. back to the rather than used thesis/topic to prove your sentence. 4-5 thesis/topic quotes present. sentence. 3-4 quotes present. Organization The essay is very The essay is The essay is a Ideas seem to be well organized. pretty well little hard to randomly arranged. Five paragraphs organized. Five follow. No effort at (or more) evident. paragraphs Paragraphs are paragraph One idea or evident. One idea unclear. The organization. argument follows may seem out of transitions are another in a logical place. Clear sometimes not sequence with transitions are clear. clear transitions. used. Score ____ _ ____ _ ____ _ TEACHING LITERARY CRITICISM ON RELIGION 315 Analysis The essay The essay The essay somewhat The essay does not thoroughly analyzes the analyzes the author’s analyze the analyzes the author’s style/ style/ techniques author’s style/ author’s style/ techniques using literary terms, techniques using techniques mostly using but contains some literary terms, or using literary literary terms. summary of the plot. the essay contains terms. little analysis and mostly just _____ summarizes the plot. Closing Conclusion Conclusion Conclusion vaguely Paper does not Paragraph concisely restates restates thesis restates thesis contain a conclusion thesis statement, statement, main statement, main points, or conclusion is not main points, and points, and and includes a weak apparent to reader. includes an includes a final final unoriginal final insightful final concluding thought. _____ concluding thought on the thought on the topic. topic. Mechanics The essay is The essay has The essay has four or The essay has free of two or three five mechanics errors. more than five _____ mechanical mechanics mechanics errors. errors. errors. Student______________Class_________Total Points______ Letter Grade_____ * Extra 2 pts for legibility TEACHING LITERARY CRITICISM ON RELIGION 316 Literary Analysis Rubric Reflection Questions Please answer these questions before turning in your essay. You must write your answer in complete sentences. What’s something in your essay that you’re proud of? What do you think could be improved? What do you want suggestions on when I read your essay? Is there anything else you think I need to know in order to grade your essay fairly? _____________________________________________________________________________________ _______________ Rubric Reflection Please answer this question after you have received your graded essay back. Do you think the grade you received on your essay was too high, too low, or just right? In a well- written paragraph explain why, using specific examples from the rubric and your essay to prove your opinion about your grade. If you can argue convincingly that your grade should be higher, I may choose to do so. In no instance will your grade be lowered, so please answer honestly. Your answer to this question will count as a homework grade. C op yr igh t © 2 0 0 9 Y ES P r e p P u b li c S c h o ols TEACHING LITERARY CRITICISM ON RELIGION 317 Appendix Y: Description Based Questions Define what literature is in your own words. Summarize your argument based on the textual evidence. List your supporting/contradicting arguments. Summarize the literature that aligns with your literary theory. Define what textual evidence is in your own words. State the main point based on your argument map. Summarize your argument based on your literary theory. TEACHING LITERARY CRITICISM ON RELIGION 318 Appendix Z: Ralph Ellison’s “Invisible Man” Prologue I am an invisible man. No, I am not a spook like those who haunted Edgar Allan Poe; nor am I one of your Hollywood-movie ectoplasms. I am a man of substance, of flesh and bone, fiber and liquids -- and I might even be said to possess a mind. I am invisible, understand, simply because people refuse to see me. Like the bodiless heads you see sometimes in circus sideshows, it is as though I have been surrounded by mirrors of hard, distorting glass. When they approach me they see only my surroundings, themselves, or figments of their imagination -- indeed, everything and anything except me. Nor is my invisibility exactly a matter of a bio-chemical accident to my epidermis. That invisibility to which I refer occurs because of a peculiar disposition of the eyes of those with whom I come in contact. A matter of the construction of their inner eyes, those eyes with which they look through their physical eyes upon reality. I am not complaining, nor am I protesting either. It is sometimes advantageous to be unseen, although it is most often rather wearing on the nerves. Then too, you're constantly being bumped against by those of poor vision. Or again, you often doubt if you really exist. You wonder whether you aren't simply a phantom in other people's minds. Say, a figure in a nightmare which the sleeper tries with all his strength to destroy. It's when you feel like this that, out of resentment, you begin to bump people back. And, let me confess, you feel that way most of the time. You ache with the need to convince yourself that you do exist in the real world, that you're a part of all the sound and anguish, and you strike out with your fists, you curse and you swear to make them recognize you. And, alas, it's seldom successful. One night I accidentally bumped into a man, and perhaps because of the near darkness he saw me and called me an insulting name. I sprang at him, seized his coat lapels and demanded that he apologize. He was a tall blond man, and as my face came close to his he looked insolently out of his blue eyes and cursed me, his breath hot in my face as he struggled. I pulled his chin down sharp upon the crown of my head, butting him as I had seen the West Indians do, and I felt his flesh tear and the blood gush out, and I yelled, "Apologize! Apologize!" But he continued to curse and struggle, and I butted him again and again until he went down heavily, on his knees, profusely bleeding. I kicked him repeatedly, in a frenzy because he still uttered insults though his lips were frothy with blood. Oh yes, I kicked him! And in my outrage I got out my knife and prepared to slit his throat, right there beneath the lamplight in the deserted street, holding him by the collar with one hand, and opening the knife with my teeth -- when it occurred to me that the man had not seen me, actually; that he, as far as he knew, was in the midst of a walking nightmare! And I stopped the blade, slicing the air as I pushed him away, letting him fall back to the street. I stared at him hard as the lights of a car stabbed through the darkness. He lay there, moaning on the asphalt; a man almost killed by a phantom. It unnerved me. I was both disgusted and ashamed. I was like a drunken man myself, wavering about on weakened legs. Then I was amused. Something in this man's thick head had sprung out and beaten him within an inch of his life. I began to laugh at this crazy discovery. Would he have awakened at the point of death? Would Death himself have freed him for wakeful living? But I didn't linger. I ran away into the dark, laughing so hard I feared I might rupture myself. The next day I saw his picture in the Daily News, beneath a caption stating that he had been "mugged." Poor fool, poor blind fool, I thought with sincere compassion, mugged by an invisible man! Most of the time (although I do not choose as I once did to deny the violence of my days by ignoring it) I am not so overtly violent. I remember that I am invisible and walk softly so as not to awaken the sleeping ones. Sometimes it is best not to awaken them; there are few things in the world as dangerous as sleepwalkers. I learned in time though that it is possible to carry on a fight against them without their realizing it. For instance, I have been carrying on a TEACHING LITERARY CRITICISM ON RELIGION 319 fight with Monopolated Light & Power for some time now. I use their service and pay them nothing at all, and they don't know it. Oh, they suspect that power is being drained off, but they don't know where. All they know is that according to the master meter back there in their power station a hell of a lot of free current is disappearing somewhere into the jungle of Harlem. The joke, of course, is that I don't live in Harlem but in a border area. Several years ago (before I discovered the advantage of being invisible) I went through the routine process of buying service and paying their outrageous rates. But no more. I gave up all that, along with my apartment, and my old way of life: That way based upon the fallacious assumption that I, like other men, was visible. Now, aware of my invisibility, I live rent-free in a building rented strictly to whites, in a section of the basement that was shut off and forgotten during the nineteenth century, which I discovered when I was trying to escape in the night from Ras the Destroyer. But that's getting too far ahead of the story, almost to the end, although the end is in the beginning and lies far ahead. The point now is that I found a home -- or a hole in the ground, as you will. Now don't jump to the conclusion that because I call my home a "hole" it is damp and cold like a grave; there are cold holes and warm holes. Mine is a warm hole. And remember, a bear retires to his hole for the winter and lives until spring; then he comes strolling out like the Easter chick breaking from its shell. I say all this to assure you that it is incorrect to assume that, because I'm invisible and live in a hole, I am dead. I am neither dead nor in a state of suspended animation. Call me Jack-the-Bear, for I am in a state of hibernation. My hole is warm and full of light. Yes, full of light. I doubt if there is a brighter spot in all New York than this hole of mine, and I do not exclude Broadway. Or the Empire State Building on a photographer's dream night. But that is taking advantage of you. Those two spots are among the darkest of our whole civilization -- pardon me, our whole culture (an important distinction, I've heard) -- which might sound like a hoax, or a contradiction, but that (by contradiction, I mean) is how the world moves: Not like an arrow, but a boomerang. (Beware of those who speak of the spiral of history; they are preparing a boomerang. Keep a steel helmet handy.) I know; I have been boomeranged across my head so much that I now can see the darkness of lightness. And I love light. Perhaps you'll think it strange that an invisible man should need light, desire light, love light. But maybe it is exactly because I am invisible. Light confirms my reality, gives birth to my form. TEACHING LITERARY CRITICISM ON RELIGION 320 Appendix AA: John Gardner’s “Grendel” Inspired by winds (or whatever you please), the old man sang of a glorious mead hall whose light would shine to the ends of the ragged world. The thought took seed in Hrothgar's mind. It grew. He called all his people together and told them his daring scheme. He would build a magnificent mead hall high on a hill, with a view of the western sea, a victory-seat near the giants' work, old ruined fortress from the world's first war, to stand forever as a sign of the glory and justice of Hrothgar's Danes. There he would sit and give treasures out, all wealth but the lives of men and the people's land. And so his sons would do after him, and his sons' sons, to the final generation. I listened, huddled in the darkness, tormented, mistrustful. I knew them, had watched them; yet the things he said seemed true. He sent to far kingdoms for woodsmen, carpenters, metalsmiths, goldsmiths-also carters, victualers, clothiers to attend to the workmen -and for weeks their uproar filled the days and nights. I watched from the vines and boulders of the giants' ruin, two miles off. Then word went out to the races of men that Hrothgar's hall was finished. He gave it its name. From neighboring realms and from across the sea came men to the great celebration. The harper sang. I listened, felt myself swept up. I knew very well that all he said was ridiculous, not light for their darkness but flattery, illusion, a vortex pulling them from sunlight to heat, a kind of midsummer burgeoning, waltz to the sickle. Yet I was swept up. "Ridiculous I" I hissed in the black of the forest. I snatched up a snake from beside my foot and whispered to it, "I knew him when/11 But I couldn't bring out a wicked cackle, as I'd meant to do. My heart was light with Hrothgar's goodness, and leaden with grief at my own bloodthirsty ways. I backed away, crablike, further into darkness-like a crab retreating in pain when you strike two stones at the mouth of his underwater den. I backed away till the honeysweet lure of the harp no longer mocked me. Yet even now my mind was tormented by images. Thanes filled the hall and a great silent crowd of them spilled out over the surrounding hill, smiling, peaceable, hearing the harper as if not a man in all that lot had ever twisted a knife in his neighbor's chest. "Well then he's changed them," I said, and stumbled and fell on the root of a tree. "Why not?" Why not? the forest whispered back-yet not the forest, something deeper, an impression from another mind, some live thing old and terrible. I listened, tensed. Not a sound. "He reshapes the world," I whispered, belligerent. "So his name implies. He stares strange-eyed at the mindless world and turns dry sticks to gold." A little poetic, I would readily admit. His manner of speaking was infecting me, making me pompous. "Nevertheless," I whispered crossly-but I couldn't go on, too conscious all at once of my whispering, my eternal posturing, always transforming the world with words- changing nothing. I still had the snake in my fist. I set it down. It fled. "He takes what he finds," I said stubbornly, trying again. "And by changing men's ~nds he makes the best of it. Why not?" But it sounded petulant; and it wasn't true, I knew. He sang TEACHING LITERARY CRITICISM ON RELIGION 321 for pay, for the praise of women-one in particular-and for the honor of a famous king's hand on his arm. If the ideas of art were beautiful, that was art's fault, not the Shaper's. A blind selector, almost mindless: a bird. Did they murder each other more gently because in the woods sweet songbirds sang? Yet I wasn't satisfied. His fingers picked infallibly, as if moved by something beyond his power, and .the words stitched together out of ancient songs, the scenes interwoven out of dreary tales, made a vision without seams, an image of himself yet not- himself, beyond the need of any shaggy old gold-friend's pay: the projected possible. "Why not?" I whispered, jerking forward, struggling to make my eyes sear through the dark trunks and vines. I could feel it all around me, that invisible presence, chilly as the first intimation of death, the dusty unblinking eyes of a thousand snakes. There was no sound. I touched a fat, slick loop of vine, prepared to leap back in horror, TEACHING LITERARY CRITICISM ON RELIGION 322 but it was only vine, no worse. And still no sound, no movement. I got up on my feet, bent over, squinting, and edged back through the trees toward the town. It followed me-whatever it was. I was as sure of that as I'd ever been of anything. And then, in one instant, as if it had all been my mind, the thing was gone. In the hall they were laughing. Men and women stood talking in the light of the mead hall door and on the narrow streets below; on the lower hillside boys and girls played near the sheep pens, shyly holding hands. A few lay touching each other in the forest eaves. I thought how they'd shriek if I suddenly showed my face, and it made me smile, but I held myself back. They talked nothing, stupidities, their soft voices groping like hands. I felt myself tightening, cross, growing restless for no clear reason, and I made myself move more slowly. Then, circling the clearing, I stepped on something fleshy, and jerked away. It was a man. They'd cut his throat. His clothes had been stolen. I stared up at the hall, baffled, beginning to shake. They went on talking softly, touching hands, their hair full of light. I lifted up the body and slung it across my shoulder. Then the harp began to play. The crowd grew still. The harp sighed, the old man sang, as sweet-voiced as a child. He told how the earth was first built, long ago: said that the greatest of gods made the world, every wonder bright plain and the turning seas, and set out as signs of his victory the sun and moon, great lamps for light to land-dwellers, kingdom torches, and adorned the fields with all colors and shapes, made limbs and leaves and gave life to the every creature that moves on land. The harp turned solemn. J:Ie told of an ancient feud between two brothers which split all the world between darkness and light. And I, Grendel, was the dark side, he said in effect. The terrible race God cursed. I believed him. Such was the power of the Shaper' s harp! Stood wriggling my face, letting tears down my nose, grinding my fists into my streaming eyes, even though to do it I had to squeeze with my elbow the corpse of the proof that both of us were cursed, or neither, that the brothers had never lived, nor the god who judged them. "Waaa!" I bawled. Oh what a conversion! I staggered out into the open and up toward the hall with my burden, groaning out, "Mercy! Peace!" The harper broke off, the people screamed. (They have their own versions, but this is the truth.) Drunken men rushed me with battle-axes. I sank to my knees, crying, "Friend! Friend!" They hacked at me, yipping like dogs. I held up the body for protection. Their spears came through it and one of them nicked me, a tiny scratch high on my left breast, but I knew by the sting it had venom on it and I understood, as shocked as r d been the first time, that they could kill me-eventually would if I gave them a chance. I struck at them, holding the body as a shield, and two fell bleeding from my nails at the first little swipe. The others backed off. I crushed the body in my hug, then hurled it in their faces, turned, and fled. They didn't follow. TEACHING LITERARY CRITICISM ON RELIGION 323 Appendix BB: Oedipus Rex Oedipus the King Sophocles Translated by David Grene CHARACTERS OEDIPUS, King of Thebes FIRST MESSENGER JOCASTA, His Wife SECOND MESSENGER CREON, His Brother-in-Law A HERDSMAN TEIRESIAS, an Old Blind Prophet A CHORUS OF OLD MEN OF THEBES PRIEST PART I: Scene: In front of the palace of Oedipus at Thebes. To the Right of the stage near the altar stands the PRIEST with a crowd of children. OEDIPUS emerges from the central door. OEDIPUS: Children, young sons and daughters of old Cadmus, 1 why do you sit here with your suppliant crowns? 2 the town is heavy with a mingled burden of sounds and smells, of groans and hymns and incense; 5 I did not think it fit that I should hear of this from messengers but came myself,-- I Oedipus whom all men call the Great. [He returns to the PRIEST.] TEACHING LITERARY CRITICISM ON RELIGION 324 suppliant garlands branches wound in wool, which were placed on the altar and left there until the suppliant’s request was granted. double shrine of Pallas the two temples of Athena. temple where Isemenus gives oracles by fire Temple of Apollo, located by Ismenus, the Theban river, where the priests studied patterns in the ashes of sacrificial victims to foretell the future. You’re old and they are young; come, speak for them. What do you fear or want, that you sit here 10 suppliant? Indeed I’m willing to give all that you may need; I would be very hard should I not pity suppliants like these. PRIEST: O ruler of my country, Oedipus, You see our company around the altar; 15 you see our ages; some of us, like these, who cannot yet fly far, and some of us heavy with age; these children are the chosen among the young, and I the priest of Zeus. Within the market place sit others crowned 20 with suppliant garlands 3 , at the double shrine of Pallas 4 and the temple where Ismenus gives oracles by fire 5 . King, you yourself have seen our city reeling like a wreck Cadmus n. mythical founder and first king of Thebes, a city in central Greece where the play takes place suppliant crowns wreaths worn by people who ask favors of the gods. TEACHING LITERARY CRITICISM ON RELIGION 325 already; it can scarcely lift its prow 25 out of the depths, out of the bloody surf. A blight is on the fruitful plants of the earth. A blight is on the cattle in the fields, a blight is on our women that no children are born to them; a God that carries fire, 30 a deadly pestilence, is on our town, strikes us and spears us not, and the house of Cadmus is emptied of its people while black Death grows rich in groaning and in lamentation. 6 We have not come as suppliants to this altar 35 because we thought of you as a God, but rather judging you the first of men in all the chances of this life and when we mortals have to do with more that man. You came and by your coming saved our city, 40 freed us from the tribute which we paid of old to the Sphinx, 7 cruel singer. This you did in virtue of no knowledge we could give you, in virtue of no teaching; it was God that aided you, men say, and you are held 45 with God’s assistance to have saved our lives. Now Oedipus, Greatest in all men’s eyes, here falling at your feet we all entreat you, find us some strength for rescue. Perhaps you’ll hear a wise word from some God. 50 perhaps you will learn something from a man (for I have seen that for the skilled of the practice the outcome of their counsels live the most). Noblest of men, go, and raise up our city, go,-- and give heed. For now this land of ours 55 calls you its savior since you saved it once. So, let us never speak about your reign as of a time when first our feet were set secure on high, but later fell to ruin. Raise up our city, save it and raise it up. lamentation n. expression of deep sorrow Sphinx winged female monster at Thebes that ate men who could not answer her riddle: “what is it that walks on four legs at dawn, two legs at midday, and three legs in the evening, and has only one voice; when it walks on most feet, is it weakest?” Creon, appointed ruler of Thebes, offered the kingdom and the hand of his sister, Jocasta, to anyone who could answer the riddle. Oedipus saved Thebes by answering correctly, “Man, who crawls in infancy, walks upright in his prime, and leans on a cane in old age.” Outraged, the Sphinx destroyed herself, and Oedipus became King of Thebes TEACHING LITERARY CRITICISM ON RELIGION 326 60 Once you have brought us luck with happy omen; be no less now in fortune. If you will rule this land, as now you rule it, better to rule it full of men than empty. For neither tower nor ship is anything 65 when empty, and none live in it together. OEDIPUS: I pity you, children. You have come full of longing, but I have known the story before you told it only too well. I know you are all sick, yet there is not one of you, sick though you are, 70 that is as sick as myself. Your several sorrows each have single scope and touch but one of you. My spirit groans for city and myself and you at once. You have not roused me like a man from sleep; 75 know that I have given many tears to this, gone many ways wandering in thoughts, but as I thought I found only one remedy and that I took. I sent Menoeceus’ son Creon, Jocasta’s brother, to Apollo, 80 to his Pythian temple, 8 that he might learn there by what act or word I could save this city. As I count the days, it vexes me what ails him; he is gone far longer than he needed for the journey. 85 But when he comes, than may I prove a villain, if I shall not do all the God commands. PRIEST: Thanks for your gracious words. Your servants here signal that Creon is this moment coming. OEDIPUS: His face is bright. O holy Lord Apollo, 90 grant that his news too may be bright for us and bring us safety. PRIEST: It is happy news, I think, for else his head would not be crowned with sprigs of fruitful laurel. 9 OEDIPUS: We will know soon, 96 he’s within hail. Lord Creon, my good brother, what is the word you bring us from the God? [ CREON enters.] CREON: A good word, --for things hard to bear themselves if in the final issue all is well 100 I count complete good fortune. OEDIPUS: What do you mean? What have you said so far leaves me uncertain whether to trust or fear. CREON: If you will hear my news before these others 105 I am ready to speak, or else to go within. OEDIPUS: Speak it to all; the grief I bear, I bear it more for these than for my own hear. Pythian temple shrine of Apollo at Delphi, below Mount Parnassus in central Greece sprigs of fruitful laurel Laurel symbolized triumph; a crown of laurel signified good news. TEACHING LITERARY CRITICISM ON RELIGION 327 CREON: I will tell you, then, 110 what I heard from the God. 10 King Phoebus in plain words commanded us to drive out a pollution from our land, pollution grown ingrained within the land; drive it out, 115 till it’s past cure. OEDIPUS: What is the rite of purification? How shall it be done? CREON: By banishing a man, or 11 blood by blood, since it is murder guilt 120 which holds our city in this destroying storm. OESIPUS: Who is this man whose fate the God pronounces? CREON: My lord, before you piloted the state we had a king called Laius. OEDIPUS: I know of him by hearsay. I have not seen him. CREON: The God commanded clearly: let some one 126 punish with force this dead man’s murderers. OEDIPUS: Where are they in the world? Where would a trace of this old crime be found? It would be hard to guess where. CREON: The clue is in this land; 131 that which is sought is found; the unheeded thing escapes: so said the God. OEDIPUS: Was it at home, or in the country that death came upon him, 135 or in another country travelling? CREON: He went, he said himself, upon an embassy, 12 but never returned when he set out from home. OEDIPUS: Was there no messenger, no fellow traveler who knew what happened? Such a one might tell King Phoebus Apollo, god of the sun. expiation n. The act of making amends for wrongdoing. embassy n. important mission or errand TEACHING LITERARY CRITICISM ON RELIGION 328 140 something of use. CREON: They were all killed save one. He fled in terror and he could tell us nothing in clear terms of what he knew, nothing, but one thing only. OEDIPUS: What was it? 145 If we could even find a slim beginning in which to hope, we might discover much. CREON: This man said the robbers they encountered were many and the hands that did the murder were many; it was no man’s single power. OEDIPUS: How could a robber date a deed like this 151 Were he not helped with money from the city, Money and treachery? CREON: That indeed was thought. But Laius was dead and in our trouble There was none to help. OEDIPUS: What trouble was so great to hinder you 157 inquiring out the murder of your king? CREON: The riddling Sphinx induced us to neglect mysterious crimes and rather seek solution 160 of troubles at our feet. OEDIPUS: I will bring this to light again. King Phoebus fittingly took this care about the dead, and you to fittingly. And justly you will see in me an ally, 165 a champion of my country and the God. For when I drive pollution from the land I will not serve a distant friend’s advantage, but act in my own interest. Whoever he was that killed the king may readily 170 wish to dispatch me with his murderous hand; so helping the dead king I help myself. Come, children, take your suppliant boughs and go; up from the altars now. Call the assembly and let it meet upon the understanding 175 that I’ll do everything. God will decide whether we prosper or remain in sorrow. PRIEST: Rise, children—it was this we came to seek, which of himself the king now offers us. May Phoebus who gave us the oracle 180 come to our rescue and stay the plague. [Exit all but the CHORUS.] CHORUS: Strophe What is the sweet spoken word of God from the shrine of Pytho rich in gold TEACHING LITERARY CRITICISM ON RELIGION 329 that has come to glorious Thebes? I am stretched on the rack of doubt, and terror and trembling hold 13 my heart, O Delian Healer, and I worship full of fears 185 for what doom you will bring to pass, new or renewed in the revolving years. child of golden Hope. Antistrophe First I call on you, Athene, deathless daughter of Zeus, and Artemis, Earth Upholder, 190 who sits in the midst of the market place in the throne which men call Fame, and Phoebus, the Far Shooter, three averters of Fate, come to us now, if ever before, when ruin rushed upon the state, you drove destruction’s flame away out of our land. Strophe 195 Our sorrows defy number; all the ship’s timbers are rotten; taking of thought is no spear for the driving away of the plague There are no growing children in this famous land; there are no women bearing the pangs of childbirth. 200 You may see them one with another, like birds swift on the wing, quicker than fire unmastered, speeding away to the coast of the Western God. 14 Antistrophe In the unnumbered death of its people the city dies; 205 those children that are born lie dead on the naked earth unpitied, spreading contagion of death; and gray-haired mothers and wives everywhere stand at the altar’s edge, suppliant, moaning; the hymn to the healing God 15 rings out but with it the wailing voices are blended. From these our sufferings grant us, O golden Daughter of Zeus, 16 210 glad-faced deliverance. Strophe There is no clash of brazen 17 shields but our fight is with the War God, 18 Delian Healer Born on the island of Delos, Apollo’s title was “healer”; he caused and averted plagues. Western God Since the sun sets in the west, this is the god of night, or Death. healing God Apollo. golden Daughter of Zeus Athena. brazen adj. of brass or like brass in color War God Ares TEACHING LITERARY CRITICISM ON RELIGION 330 a War God ringed with the cries of men, a savage God who burns us; grant that he turn in racing course backwards out of our country’s bounds to the great palace of Amphitrite 19 or where the waves of the Thracian sea 215 deny the stranger safe anchorage. Whatsoever escapes the night at last the light of day revisits; so smite the War God, Father Zeus, beneath your thunderbolt, 220 for you are the Lord of the lightning, the lightning that carries fire. Antistrophe And your unconquered arrow shafts, winged by the golden corded bow, Lycean King 20 , I beg to be at our side for help; and the gleaming torches of Artemis with which she scours the Lycean hills, and I call on the God with the turban of gold 21 , who gave his name to this country of ours. 225 the Bacchic God with the wind flushed face 22 , Evian One, 23 who travel with the Maenad company, 24 combat the God that burns us with your torch of pine; 230 for the God that is our enemy is a God unhonored among the Gods [OEDIPUS returns.] OEDIPUS: For what you ask me—if you will hear my words, and hearing welcome them and fight the plague, you will find strength and lightening of your load. Hark to me; what I say to you, I say 235 as one that is a stranger to the story as stranger to the deed. For I would not be far upon the track if I alone were tracing it without a clue. But now, since after all was finished, I became 240 a citizen among you, citizens— now I proclaim to all the men of Thebes: who so among you knows the murderer by whose hand Laius, son of Labdacus, died—I command him to tell everything 245 to me,-- yes, though he fears himself to take the blame on his own head; for bitter punishment he shall have none, but leave this land unharmed. Or if he knows the murderer, another, a foreigner, still let him speak the truth. 250 For I will pay him and be grateful, too. Amphitrite sea goddess who was the wife of Poseidon, god of the sea. Lycean King Apollo, whose title Lykios means “god of light.” God with turban of gold Dionysus, god of wine, who was born of Zeus and a woman of Thebes, the first Greek city to honor him. He wears an oriental turban because he has come from the East. Bacchic God with the wind flushed face refers to Dionysus, who had a youthful, rosy complexion; Bacchus means “riotous god” Evian One Dionysus, called Evios because his followers addressed him with the ritual cry “evoi” Maenad company female followers of Dionysus. TEACHING LITERARY CRITICISM ON RELIGION 331 But if you shall keep silence, if perhaps some one of you, to shield a guilty friend, some one of you, to shield reject my words – hear what I shall do then: 255 I forbid that man, whoever he be, my land, 25 my land where I hold sovereignty and throne; or cry him greeting or make him a sharer in sacrifice or offering to the Gods, 260 or give him water for his hands to wash. I command all to drive him from their homes, since he is our pollution, as the oracle of Pytho’s God 26 proclaimed him now to me. So I stand forth a champion of the God 265 and of the man who died. Upon the murderer I invoke this curse— whether he is one man and all unknown, or one of many—may he wear out his life in misery to miserable doom! 270 If with my knowledge he lives at my hearth I pray that I myself may feel my curse. On you I lay my charge to fulfill all this for me, for the God, and for this land of ours destroyed and blighted, by the God forsaken. 275 Even were this no matter of God’s ordinance it would not fit you so to leave it lie, unpurified, since a good man is dead and one that was a king. Search it out. Since I am now the holder of his office, 280 And have his bed and wife that once was his, and had his line not been unfortunate we would have common children—(fortune leaped upon his head)—because of all these things, I fight in his defense as for my father, 285 and I shall try all means to take the murderer of Laius the son of Labdacus the son of Polydorus and before him of Cadmus and before him of Agenor. Those who do not obey me, may the Gods 290 grant no crops springing from the ground they plow nor children to their women! May a fate like this, or one still worse than this consume them! For you whom these words please, the other Thebans, sovereignty n. supreme authority Pytho’s God Apollo TEACHING LITERARY CRITICISM ON RELIGION 332 may Justice as your ally and all the Gods 295 live with you, blessing you now and for ever! CHORUS: As you have held me to my oath, I speak: I neither killed the king nor can declare the killer; but since Phoebus set the quest it is his part to tell who the man is. OEDIPUS: Right; but to put compulsion 27 on the Gods 301 against their will—no man can do that CHORUS: May I then say what I think second best? OEDIPUS: If there’s a third best, too, spare not to tell it CHORUS: I know that what the Lord Teiresias 305 sees, is most often what the Lord Apollo sees. If you should inquire of this from him you might find out most clearly. OEDIPUS: Even in this my actions have not been sluggard 28 On Creon’s word I have sent two messengers and why the prophet is not here already I have been wondering. CHORUS: His skill apart there is besides only an old faint story. OEDIPUS: What is it? 315I look at every story. CHORUS: It was said that he was killed by certain wayfarers. OEDIPUS: I heard that, too, but no one saw the killer. CHORUS: Yet if he has a share of fear at all, 320 his courage will not stand firm, hearing your curse. OEDIPUS: The man who in the doing did not shrink will fear no word. CHORUS: Here comes his prosecutor: led by your men the godly prophet comes 325 in whom alone of mankind truth is native. [Enter TEIRESIAS, led by a little boy] OEDIPUS: Teiresias, you are versed in everything, things teachable and things not to be spoken, things of the heaven and earth-creeping things. You have no eyes but in your mind you know 330 with what a plague our city is afflicted. My lord, in you alone we find a champion, compulsion n. driving force; coercion. sluggard adj. lazy or idle TEACHING LITERARY CRITICISM ON RELIGION 333 in you alone on that can rescue us. Perhaps you have not heard the messengers, but Phoebus sent in answer to our sending 335 an oracle declaring that our freedom from this disease would only come when we should learn the names of those who killed King Laius, and kill them or expel them from our country. Do not begrudge us oracle from birds, 340 or any other way of prophecy within your skill; save yourself and the city, save me; redeem the debt of our pollution that lies on us because of this dead man. We are in your hands; pains are most nobly taken345 to help another when you have means and power. TEIRESIAS: Alas, how terrible is wisdom when it brings no profit to the man that’s wise! This I knew well, but had forgotten it, else I would not have come here. OEDIPUS: What is this? 351 How sad you are now you have come! TEIRESIAS: Let me go home, It will be easiest for us both to bear our several destinies to the end 355 if you will follow my advice. OEDIPUS: You’d rob us of this your gift of prophecy? You talkas one who had no care for law nor love for Thebes who reared you. TEIRESIAS: Yes, but I see that even your own words 361 miss the mark; therefore I must fear for mine. OEDIPUS: For God’s sake if you know of anything, do not turn from us; all of us kneel to you, all of us here, your suppliants. TEIRESIAS: All of you here know nothing. I will not 366 bring to light of day my troubles, mine— rather than call them yours. OEDIPUS: What do you mean? You know of something but refuse to speak. Would you betray us and destroy the city? TEIRESIAS: I will not bring this pain upon us both, 371 neither on you nor on myself. Why is it you question me and waste your labor? I will tell you nothing. OEDIPUS: You would provoke a stone! Tell us, you villain, 375 tell us, and do not stand there quietly TEACHING LITERARY CRITICISM ON RELIGION 334 unmoved and balking 29 at the issue. TEIRESIAS: You blame my temper but you do not see your own that lives within you; it is me you chide. 30 OEDIPUS: Who would not feel this temper rise 381 at words like these with which you shame our city? TEIRESIAS: Of themselves things will come, although I hide them and breathe no word of them. OEDIPUS: Since they will come 386 tell them to me. TEIRESIAS: I will say nothing further. Against this answer let your temper rage as wildly as you will. OEDIPUS: Indeed I am 391 so angry I shall not hold back a jot of what I think. For I would have you know I think you were complotter 31 of the deed and doer of the deed save in so far 395 as for the actual killing. Had you had eyes I would have said alone you murdered him. TEIRESIAS: Yes? Then I warn you faithfully to keep the letter of your proclamation and from this day forth to speak no word of greeting 400 to these nor me; you are the land’s pollution. OEDIPUS: How shamelessly you started up this taunt! How do you think you will escape? TEIRESIAS: I have. I have escaped; the truth is what I cherish 405 and that’s my strength. OEDIPUS: And who has taught you truth? Not your profession surely! TEIRESIAS: You have taught me, for you have made me speak against my will. OEDIPUS: Speak what? Tell me again that I may learn it better. TEIRESIAS: Did you not understand before or would you 412 provoke me into speaking? OEDIPUS: I did not grasp it. balking v. obstinately refusing to act. chide v. scold. complotter n. person who plots against another person. TEACHING LITERARY CRITICISM ON RELIGION 335 not so to call it known. Say it again. TEIRESIAS: I say you are the murderer of the king 416 whose murderer you seek. OEDIPUS: Not twice you shall say calumnies 32 like this and stay unpunished. TEIRESIAS: Shall I say more to tempt your anger more? OEDIPUS: As much as you desire; it will be said 21 in vain TEIRESIAS: I say with those you love best you live in foulest shame unconsciously and do not see where you are n calamity. 33 OEDIPUS: Do you imagine you can always talk 426 like this, and live to laugh at it hereafter? TEIRESIAS: Yes, if the truth has anything of strength. OEDIPUS: It has, but not for you; it has no strength for you because you are blind in mind and ears 430 as well as in your eyes. TEIRESIAS: You are a poor wretch to taunt me with the very insults which every one soon will heap upon yourself. OEDIPUS: Your life is one long night so that you cannot 435 hurt me or any other who sees the light. TEIRESIAS: It is not fate that I should be your ruin, Apollo is enough; it is his care to work this out. OEDIPUS: Was this your own design 440 or Creon’s? TEIRESIAS: Creon is no hurt to you, but you are yourself. OEDIPUS: Wealth, sovereignty and skill outmatching skill for the contrivance 34 of an envied life! 445 Great store of jealousy fill your treasury chests, if my friend Creon, friend from this and loyal, thus secretly attacks me, secretly desires to drive me out and secretly suborns 35 this juggling trick devising quack, 450 this wily beggar who has only eyes calumnies n. false and malicious statements; slander. calamity n. extreme misfortune that leads to disaster. contrivance n. act of devising or scheming. suborns v. instigates a person to commit perjury. TEACHING LITERARY CRITICISM ON RELIGION 336 for his own gains, but blindness in his skill. For, tell me, where have you seen clear, Teiresias, with your prophetic eyes? When the dark singer, the sphinx, was in your country, did you speak 455 word of deliverance to its citizens? And yet the riddle’s answer was not the province of a chance comer. It was a prophet’s task and plainly you had no such gift of prophecy from birds nor otherwise from any God 460 to glean a word of knowledge. But I came, Oedipus, who knew nothing, and I stopped her. I solved the riddle by my own wit alone. Mine was no knowledge got from birds. And now you would expel me, 465 because you think that you will find a place by Creon’s throne. I think you will be sorry, both you and your accomplice, for your plot to drive me out. And did I not regard you as an old man, some suffering would have taught you 470 that what was in your heart was treason. CHORUS: We look at this man’s words and yours, my king, and we find both have spoken them in anger. We need no angry words but only thought how we may best hit the God’s meaning for us. TEIRESIAS: If you are king, at least I have the right 476 no less to speak in my defense against you. Of that much I am master. I am no slave of yours, but Loxias’, and so I shall not enroll myself with Creon for my patron. 480 Since you have taunted me with being blind, here is my word for you. You have your eyes but see not where you are in sin, nor where you live, nor whom you live with. Do you know who your parents are? Unknowing 485 you are an enemy to kith and kin in death, beneath the earth, and in this life. A deadly footed, double striking curse, from father and mother both, shall drive you forth out of this land, with darkness on your eyes, 490 that now have such straight vision. Shall there be a place will not be harbor to your cries, 36 a corner of Cithaeron 37 will not ring in echo to your cries, soon, soon,-- when you shall learn the secret of your marriage, 495 which steered you to a haven in this house,-- haven no haven, after lucky voyage? And of the multitude of other evils establishing a grim equality between you and your children, you know nothing. 500 So, muddy with contempt my words and Creon’s! Misery shall grind no man as it will you. Shall. . . . cries is there any place that won’t be full of your cries? Cithaeron n. mountain near Thebes on which Oedipus was abandoned as an infant. TEACHING LITERARY CRITICISM ON RELIGION 337 OEDIPUS: Is it endurable that I should hear such words from him? Go and a curse go with you! Quick, home with you! Out of my house at once! TEIRESIAS: I would not have come either had you not call me. OEDIPUS: I did not know then you would talk like a fool— 507 or it would have been long before I called you. TEIRESIAS: I am a fool then, as it seems to you— but to the parents who have bred you, wise. OEDIPUS: What parents? Stop! Who are they of all the world? TEIRESIAS: This day will show your birth and will destroy you. OEDIPUS: How needlessly your riddles darken everything. TEIRESIAS: But it’s in riddle answering you are strongest. OEDIPUS: Yes. Taunt me where you will find me great. TEIRESIAS: It is this very luck that has destroyed you. OEDIPUS: I do not care, if it has saved this city. TEIRESIAS: Well, I will go. Come, boy, lead me away. OEDIPUS: Yes, lead him off. So long as you are here, you’ll be a stumbling block and a vexation; 520 once gone, you will not trouble me again. TEIRESIAS: I have said what I came here to say not fearing your countenance; there is no way you can hurt me. I tell you, king, this man, this murderer 525 (whom you have long declared you are in search of, indicting him in threatening proclamation as murderer of Laius)—he is here. In name he is a stranger among citizens But soon he will be shown to be a citizen 530 true native Theban, and he’ll have no joy. of the discovery: blindness for sight and beggary for riches his exchange, he shall go journeying to a foreign country tapping his way before him with a stick. 535 He shall be proved father and brother both to his own children in his own house; to her that gave him birth, a son and husband both; a fellow sower in his father’s bed TEACHING LITERARY CRITICISM ON RELIGION 338 with that same father that he murdered. 540 Go within, reckon that out, and if you find me mistaken, say I have no skill in prophecy [exit separately TEIRESIAS and OEDIPUS] CHORUS: Strophe who is the man proclaimed by Delphi’s prophetic rock as the bloody handed murderer, 545 the doer of deeds that none dare name? Now is the time for him to run with a stronger foot than Pegasus 38 for the child of Zeus leaps in arms upon him 550 with fire and the lightning bolt, and terribly close on his heels are the Fates that never miss. Antistrophe Lately from snowy Parnassus clearly the voice flashed forth, 555 bidding each Theban track him down, the unknown murderer. In the savage forests he lurks and in the caverns like the mountain bull 560 He is sad and lonely, his feet that carry him far from the navel of earth; 39 but its prophecies, ever living, flutter around his head. Strophe The augur 40 has spread confusion, 565 terrible confusion; I do not approve what was said nor can I deny it. I do not know what to say; I am in a flutter of foreboding; 570 I never heard in the present nor past of a quarrel between the sons of Labdacus and Polybus, that I might bring as proof in attacking the popular fame 575 of Oedipus, seeking to take vengeance for undiscovered death in the line of Labdacus. Antistrophe Truly Zeus and Apollo are wise and in human things all knowing; Pegasus mythical winged horse. navel of earth fissure, or crack, on Mount Parnassus from which mysterious vapors arose to inspire Pythia, priestess of the Oracle of Apollo at Delphi. augur n. fortuneteller or prophet; refers here to Teiresias TEACHING LITERARY CRITICISM ON RELIGION 339 580 but amongst men there is no distinct judgment, between the prophetand me—which of us is right. One man may pass another in wisdom but I would never agree 585 with those that find fault with the king till I should see the word proved right beyond doubt. For once in visible form the Sphinx came on him and all of us 590 saw his wisdom and in that test he saved the city. So he will not be condemned by my mind. [Enter CREON.] CREON: Citizens, I have come because I heard deadly words spread about me, that the king accuses me. I cannot take that from him. 595 If he believes that in these present troubles he has been wronged by me in word or deed I do not want to live on with the burden of such a scandal on me. The report injures me doubly and most vitally— 600 for I’ll be called a traitor to my city and traitor also to my friends and you. CHORUS: Perhaps it was a sudden gust of anger that forced that insult from him, and no judgment. CREON: But did he say that it was a compliances 605 with schemes of mine that the seer told him lies? CHORUS: Yes, he said that, but why, I do not know. CREON: Were his eyes straight in his head? Was his mind right when he accused me in this fashion? CHORUS: I do not know; I have no eyes to see 610 what princes do. Here comes the king himself. [Enter OEDIPUS] OEDIPUS: You, sir, how is it you come here? Have you so much brazen faced daring that you venture in 41 my house although you are proved manifestly the murderer of that man, and though you tried, For God’s sake, tell me what you saw in me, what cowardice or what stupidity, that made you lay a plot like this against me? TEACHING LITERARY CRITICISM ON RELIGION 340 Did you imagine I should not observe 620 the crafty scheme that stole upon me or seeing it, take no means to counter it? proved manifestly clearly proved with evidence. TEACHING LITERARY CRITICISM ON RELIGION 341 Was it not stupid of you to make the attempt, to try to hunt down royal power without the people at your back or friends? For only 625 with the people at your back or money can the hunt end in the capture of a crown. CREON: Do you know what you’re doing? Will you listen to words to answer yours, and then pass judgment? OEDIPUS: You’re quick to speak, but I am slow to grasp you, 630 for I have found you dangerous,---and my foe. CREON: First of all hear what I shall say to that. OEDIPUS: At least don’t tell me that you are not guilt. CREON: If you think obstinacy 42 without wisdom a valuable possession, you are wrong. OEDIPUS: And you are wrong if you believe that one, 636 a criminal, will not be punished only because he is my kinsman. CREON: This is but just – but tell me, then, of what offense I’m guilty? OEDIPUS: Did you or did you not urge me to send 641 to this prophetic mumbler? CREON: I did indeed, and I shall stand by what I told you. OEDIPUS: How long ago is it since Laius. . . . CREON: What about Laius? I don’t understand. OEDIPUS: Vanished—died—was murdered? CREON: It is long, 648 a long, long time to reckon. OEDIPUS: Was this prophet 650 in the profession then? CREON: He was, and honored as highly as he is today. OEDIPUS: At that time did he say a word about me? CREON: Never, at least not when I was near him. obstinacy n. stubbornness; state of being unyielding to reason. Creon means that Oedipus cannot see—or refuses to see—the facts TEACHING LITERARY CRITICISM ON RELIGION 342 OEDIPUS: You never made a search for the dead man? CREON: We searched, indeed, but never learned of anything. OEDIPUS: Why did our wise old friend not say this then? CREON: I don’t know; and when I know nothing, I 659 usually hold my tongue. OEDIPUS: You know this much, 661 and can declare this much if you are loyal. CREON: What is it? If I know, I’ll not deny it. OEDIPUS: That he would not have said that I killed Laius had he not met you first. CREON: You know yourself 666 whether he said this, but I demand that I should hear as much from you as you from me. OEDIPUS: Then hear, — I’ll not be proved a murderer. CREON: Well, then. You’re married to my sister. OEDIPUS: Yes, 671 that I am not disposed to deny. CREON: You rule this country giving her an equal share in the government? OEDIPUS: Yes, everything she wants 676 she has from me. CREON: And I, as thirdsman to you, am rated as the equal of you two? OEDIPUS: Yes, and it’s there you’ve proved yourself false friend. CREON: Not if you will reflect on it as I do. 681 Consider, first, if you think any one would choose to rule and fear rather than rule and sleep untroubled by a feat if power were equal in both cases. I, at least, 685 I was not born with such a frantic yearning to be a king—but to do what kings do. And so it is with every one who has learned wisdom and self-control. As it stands now, the prizes are all mine—and without fear. 690 But if I were the king myself, I must TEACHING LITERARY CRITICISM ON RELIGION 343 do much that went against the grain. How should despotic 43 rule seem sweeter to me than painless power and an assured authority? I am not so besotted 44 yet that I 695 want other honors than those that come with profit. Now every man’s my pleasure; every man greets me; now those who are your suitors fawn on me, — success for them depends upon my favor. Why should I let all this go to win that? 700 My mind would not be traitor if it’s wise; I am no treason lover, of my nature, nor would I ever dare to join a plot. Prove what I say. Go to the oracle at Pytho and inquire about the answers, 705 if they are as I told you. For the rest, if you discover that I laid any plot together with the seer, kill me, I say, not only by your vote but by my own. But do not charge me on obscure opinion 710 without some proof to back it. It’s not just lightly to count your knaves as honest men, nor with honest men as knaves. To throw away an honest friend is, as it were, to throw your life away, which a man loves the best. 715 In the time you will know all with certainty; time is the only test of honest men, one day is space enough to know a rogue. CHORUS: His words are wise, king, if one fears to fall. Those who are quick of temper are not safe. OEDIPUS: When he that plots against me secretly 721 moves quickly, I must quickly counterplot. If I wait taking no decisive measure his business will be done, and mine be spoiled. CREON: What do you want to do then? Banish me? OEDIPUS: No, certainly; kill you, not banish you. CREON: I do not think you’ve your wits about you. OEDIPUS: For my own interests, yes. CREON: But for mine, too, 729 you should think equally. OEDIPUS: You are a rogue. CREON: Suppose you do not understand? OEDIPUS: But yet I must be ruler. CREON: Not if you rule badly. despotic adj. absolute; unlimited; tyrannical. besotted v. stupefied; foolish. TEACHING LITERARY CRITICISM ON RELIGION 344 OEDIPUS: O, city, city! CREON: I too have some share 737 in the city; it is not yours alone. CHORUS: Stop, my lords! Here—and in the nick of time I see Jocasta coming from the house; 740 with her help lay the quarrel that now stirs you. [Enter JOCASTA.] JOCASTA: For shame! Why have you raised this foolish squabbling brawl? Are you not ashamed to air your private griefs when the country’s sick? Go in, you, Oedipus, and you, too, Creon, into the house. Don’t magnify 745 your nothing troubles. CREON: Sister, Oedipus, your husband, thinks he has the right to do terrible wrongs—he has but to choose between two terrors: banishing or killing me. OEDIPUS: He’s right, Jocasta; for I find him plotting 751 with knavish 45 tricks against my person. CREON: That God may never bless me! May I die accursed, if I have been guilty of one tittle 46 of the charge you bring against me! JOCASTA: I beg you, Oedipus, trust him in this, 756 spare him for the sake of this his oath to God, for my sake, and the sake of those who stand here. CHORUS: Be gracious, be merciful, we beg you. OEDIPUS: In what would you have me yield? CHORUS: He has been no silly child in the past. 762 he is strong in his oath now. Spare him. OEDIPUS: Do you know what you ask? CHORUS: Yes. OEDIPUS: Tell me then. CHORUS: He has been your friend before all men’s eyes; do not cast him away dishonored on an obscure conjecture. knavish adj. deceitful. tittle n. a very small particle. TEACHING LITERARY CRITICISM ON RELIGION 345 OEDIPUS: I would have you know that this request of yours really requests my death or banishment. 47 CHORUS: May the Sun God, king of Gods, forbid! May I die 772 without God’s blessing, without friends’ help, if I had any such wasting country; and this would but add troubles 775 amongst ourselves to the other troubles. OEDIPUS: Well, let him go then—if I must die ten times for it, or be sent out dishonored into exile. It is your lips that prayed for him pitied, not his; wherever he is, I shall hate him. CREON: I see you sulk in yielding and you’re dangerous 781 when you are out of temper; natures like yours are justly heaviest for themselves to bear. OEDIPUS: Leave me alone! Take yourself off, I tell you. CREON: I’ll go you have not known me, but they have, 785 and they have known my innocence. [Exit.] CHORUS: Won’t you take him inside, lady? JOCASTA: Yes, when I’ve found out what was the matter. CHORUS: There was some misconceived suspicion of a story, and on the other side the sting of injustice. JOCASTA: So, on both sides? CHORUS: Yes. JOCASTA: What was the story? CHORUS: I think it best, in the interests of the country, to leave it 794 where it ended. OEDIPUS: You see where you have ended, straight of judgment 796 although you are, by softening my anger. CHORUS: Sir, I have said before and I say again— be sure that I Sun God Apollo TEACHING LITERARY CRITICISM ON RELIGION 346 would have been proved a madman, bankrupt in sane council, if I should put you away, you who steered the country I love safely 800 when she was crazed with troubles. God grant that now, too, you may prove a fortunate guide for us. JOCASTA: Tell me, my lord, I beg of you, what was it that roused your anger so? OEDIPUS: Yes, I will tell you. 805 I honor you more than I honor them. It was Creon and the plots he laid against me. JOCASTA: Tell me—if you can clearly tell the quarrel— OEDIPUS: Creon says that I’m the murder of Laius. JOCASTA: Of his own knowledge or on information? OEDIPUS: He sent this rascal prophet to me, since he keeps his own mouth clean of any guilt. JOCASTA: Do not concern yourself about this matter; listen to me and learn that human beings 815 have no part in the craft of prophecy. Of that I’ll show you a short proof. There was an oracle once that came to Laius, — I will not say that it was Phoebus’ own, but it was from his servants— and it told him 820 that it was fate that he should die a victim at the hands of his own son, a son to be born of Laius and me. But, see now, he, the king, was killed by foreign highway robbers at a place where three roads meet—so goes the story; 825 and for the son—before three days were out after his birth King Laius pierced his ankles and by the hands of others cast him forth upon a pathless hillside. So Apollo failed to fulfill his oracle to the son, 830 that he should kill his father, and to Laius also proved false in that the thing he feared, death at his son’s hands, never came to pass. So clear in this case were the oracles, so clear and false. Give them no heed, I say; 835 what God discovers need of, easily he shows to us himself. OEDIPUS: O dear Jocasta, as I hear this from you, there comes upon me a wandering of the soul—I could run mad. JOCASTA: What trouble is it, that you turn again 841 and speak like this? TEACHING LITERARY CRITICISM ON RELIGION 347 OEDIPUS: I thought I heard you say that Laius was killed at a crossroads. JOCASTA: Yes, that was how the story went and still 845 that word goes round. OEDIPUS: Where is this place, Jocasta, where he was murdered? JOCASTA: Phocis is the country and the road splits there, one of two roads from Delphi, 850 another comes from Daulia. OEDIPUS: How long ago is this? JOCASTA: The news came to the city just before you became king and all men’s eyes looked to you. 854 What is it, Oedipus, that’s in your mind? OEDIPUS: What have you designed, O Zeus, to do with me? JOCASTA: What is the thought that troubles your heart? OEDIPUS: Don’t ask me yet—tell me of Laius— How did he look? How old or young was he? JOCASTA: He was a tall man and his hair was grizzled 860 already—nearly white—and in his form not unlike you. OEDIPUS: O God, I think I have called curses upon myself in ignorance. JOCASTA: What do you mean? I am terrified 865 when I look at you. OEDIPUS: I have a deadly fear that the old seer had eyes. You’ll show me more if you can tell me one more thing. JOCASTA: I will. 870 I’m frightened, —but if I can understand, I’ll tell you all you ask. OEDIPUS: How was his company? Had he few with him when he went this journey, or many servants, as would suit a prince? JOCASTA: In all there were but five, and among them 876 a herald; 48 and one carriage for the king. OEDIPUS: It’s plain—it’s plain—who was it told you this? herald n. person who makes proclamations and carries messages. TEACHING LITERARY CRITICISM ON RELIGION 348 JOCASTA: The only servant that escaped safe home. OEDIPUS: Is he at home now? JOCASTA: No, when he came home again 881 and saw you king and Laius was dead, he came to me and touched my had and begged that I should send him to the fields to be my shepherd and so he might see the city 885 as far off as he might. So I sent him away. He was an honest man, as slaves go, and was worthy of far more that what he asked of me. OEDIPUS: O, how I wish that he could come back quickly! JOCASTA: He can. Why is your hear so set on this? OEDIPUS: O dear Jocasta, I am full of fears 892 that I have spoken far too much; and therefore I wish to see this shepherd. JOCASTA: He will come; 895 but, Oedipus, I think I’m worthy too to know what it is that disquiets you. OEDIPUS: It shall not be kept from you, since my mind has gone so far with its forebodings. Whom should I confide in rather than you, who is there 900 of more importance to me who have passed through such a fortune? Polybus was my father, king of Corinth, 49 and Merope, the Dorian, 50 my mother. I was held greatest of the citizens 905 in Corinth till a curious chance befell me as I shall tell you—curious, indeed, but hardly worth the store set upon it. There was a dinner and at it a man, a drunken man, accused me in his drink 910 of being bastard. I was furious but held my temper under for that day. Next day I went and taxed 51 my parents with it; they took the insult very ill from him, the drunken fellow who had uttered it. 915 So I was comforted for their part, but still this thing rankled 52 always, for the story crept about widely. And I went at last to Pytho, though my parents did not know. But Phoebus sent me home again unhonored Corinth city at the western end of the isthmus (Greece) that joins the Peloponnesus to Boeotia Dorian n. one of the main branches of the Hellenes; the Dorians invaded the Peloponnesus. taxed v. imposed a burden on; put a strain on. rankled v. caused to have long-lasting anger and resentment. TEACHING LITERARY CRITICISM ON RELIGION 349 920 in what I came to learn, but he foretold other and desperate horrors to befall me, that I was fated to lie with my mother, and show to daylight an accursed breed which men would not endure, and I was doomed 925 to be murdered of the father that begot me. When I heard this I fled, and in the days that followed I would measure from the stars the whereabouts of Corinth—yes, I fled to somewhere where I should not see fulfilled 930 the infamies 53 told in that dreadful oracle. And as I journeyed I came to the place where, as you say, this king met with his death. Jocasta, I will tell you the whole truth. When I was near the branching of the crossroads, 935 going on foot, I was encountered by a herald and a carriage with a man in it, just as you tell me. He that led the way and the old man himself wanted to thrust me out of the road by force. I became angry 940 and struck the coachman who was pushing me. When the old man saw this he watched his moment, and as I passed he struck me from his carriage, full on the head with his two pointed goad. 54 But he was pain in full and presently 945 my stick had struck him backwards from the car and he rolled out of it. And then I killed them all. If it happened there was any tie of kinship twixt this man and Laius, who is then now more miserable than I, 950 what man on earth so hated by the Gods, since neither citizen nor foreigner may welcome me at home or even greet me, but drive me out of doors? And it is I, I and no other have so cursed myself. 955 And I pollute the bed of him I killed by the hands that killed him. Was I not born evil? Am I not utterly unclean? I had to fly and in my banishment not even see my kindred not set foot in my own country, 960 or otherwise my fate was to be yoked in marriage with my mother and kill my father, Polybus who begot me and had reared me. Would not one rightly judge and say that on me these things were sent by some malignant God? 965 O no, no , no—O holy majesty of God on high, may I not see that day! May I be gone out of men’s sight before I see the deadly taint of this disaster come upon me. CHORUS: Sir, we too fear these things. But until you see this man 971 face to face and hear his story, hope. infamies n. items of notorious disgrace and dishonor. goad n. sharp, pointed stick used to drive animals. TEACHING LITERARY CRITICISM ON RELIGION 350 OEDIPUS: Yes, I have just this much hope—to wait until the herdsman comes. JOCASTA: And when he comes, what do you want with him? OEDIPUS: I’ll tell you; if I find that his story is the same as yours, I 975 at least will be clear of this guilt. JOCASTA: Why what so particularly did you learn from my story? OEDIPUS: You said that he spoke of highway robbers who killed Laius. Now if he uses the same num-ber, it was not I who killed him. One man cannot 980 be the same as many. But if he speaks of a man travelling alone, then clearly the burden of the guilt inclines toward me. JOCASTA: Be sure, at least, that this was how he told the story. He cannot unsay it now, for every 985 one in the city heard it—not I alone. But, Oedi- pus, even if he diverges from what he said then, he shall never prove that the murder of Laius squares rightly with the prophecy—for Loxias declared that the king should be killed by his own 990 son. And that poor creature did not kill him surely, —for he died himself first. So as far as prophecy goes, henceforward I shall not look to the right hand or the left. OEDIPUS: Right. But yet, send some one for the peasant to bring 995 him here; do not neglect it. JOCASTA: I will send quickly. Now let me go indoors. I will do nothing except what pleases you. [Exit. ] TEACHING LITERARY CRITICISM ON RELIGION 351 CHORUS: Strophe May destiny ever find me pious in word and deed 995 prescribed by the laws that live on high: laws begotten in the clear air of heaven, whose only father is Olympus; no mortal nature brought them to birth, no forgetfulness shall lull them to sleep; 1000 for God is great in them and grows not old. Antistrophe Insolence 55 breeds the tyrant, insolence insolence n. arrogance; bold disrespectfulness. TEACHING LITERARY CRITICISM ON RELIGION 352 if it is glutted with a surfeit, 56 unseasonable, unprofitable, climbs to the roof-top and plunges sheer down to the ruin that must be, 1005 and there its feet are no service. But I pray that the God may never abolish the eager ambition that profits the state. For I shall never cease to hold the God as our protector. Strophe If a man walks with haughtiness 1010 of hand or word and gives no heed to Justice and the shrines of Gods despises—may an evil doom smite him for hiss ill-starred pride of heart! — if he reaps gains without justice 1015 and will not hold from impiety and his fingers itch for untouchable things. When such things are done, what man shall contriveto shield his soul from the shafts of the God? When such deeds are held in honor, 1020 why should I honor the Gods in the dance? Antistrophe No longer to the holy place, to the navel of earth I’ll go to worship, not to Abae not to Olympia, 1025 unless the oracles are proved to fit, for all men’s hands to point at. O Zeus, if you are rightly called the sovereign lord, all mastering, let this not escape you nor your ever-living power! 1030 The oracles concerning Laius are old and dim and men regard them not. Apollo is nowhere clear in honor; God’s service perishes. PART II: JOCASTA: Princes of the land, I have had the thought to go to the Gods’ temples, bringing in my hand 1035 garlands and gifts of incense, as you see. For Oedipus excites himself too much at every sort of trouble, not conjecturing, 57 like a man of sense, what will e from what was, but he is always at speaker’s mercy, 1040 when he speaks terrors. I can do no good by my advice, and so I came as suppliant to you, Lycaean Apollo, who are nearest. These are the symbols of my prayer and this surfeit n. excessive supply conjecturing v. inferring or prediction from incomplete evidence. TEACHING LITERARY CRITICISM ON RELIGION 353 my prayer: grant us escape free of the curse. 1045 Now when we look to him we are all afraid; he’s pilot of our ship and he is frightened. [Enter MESSENGER.] MESSENGER: Might I learn from you, sirs, where is the house of Oedipus? Or best of all, if you know, where is the king himself? CHORUS: This is his house and he is within doors. This lady is his wife and mother 1050 of his children. MESSENGER: God bless you, lady, and God bless your household! God bless Oedipus’ noble wife! JOCASTA: God bless you, sir, for your kind greeting! What do you want of us that you have come here? What have you to tell us? MESSENGER: Good news, lady. Good for your house and for your 1056 husband. JOCASTA: What is your news? Who sent you to us? MESSENGER: I come from Corinth and the news I bring will give you pleasure. Perhaps a little pain too. JOCASTA: What is this news of double meaning? MESSENGER: The people of the Isthmus will choose Oedipus to be 1062 their king. That is the rumor there. JOCASTA: Nut isn’t their king still old Polybus? MESSENGER: No. He is in his grave. Death has got him. JOCASTA: Is that the truth? Is Oedipus’ father dead? MESSENGER: May I die myself if it be otherwise! JOCASTA: [to a SERVANT]: Be quick and run to the King with the news! O oracles of the Gods, where are you now? It was from this man Oedipus fled, lest he should be his murderer! And 1070 now he is dead, in the course of nature, and not killed by Oedipus. [Enter OEDIPUS.] TEACHING LITERARY CRITICISM ON RELIGION 354 OEDIPUS: Dearest Jocasta, why have you sent for me? JOCASTA: Listen to this man and when you hear reflect what is the outcome of the holy oracles of the Gods. OEDIPUS: Who is he? What is his message for me? JOCASTA: He is from Corinth and he tells us that 1076 your father Poly bus is dead and gone. OEDIPUS: What’s this you say, sir? Tell me yourself. MESSENGER: Since this is the first matter you want clearly told: Polybus has gone down to death. You may be sure of TEACHING LITERARY CRITICISM ON RELIGION 355 Oedipus’ crime. it. OEDIPUS: By treachery or sickness? MESSENGER: A small thing will put old bodies asleep. OEDIPUS: So he died of sickness, it seems, —poor old man! MESSENGER: Yes, and of age—the long years he had 1085 measured. OEDIPUS: Ha! Ha! O dear Jocasta, why should one look to the Pythian hearth?58 Why should one lookto the birds screaming overhead? They prophesied that I should kill my father! But he’s dead, 1090 and hidden deep in earth, and I stand here who never laid a hand on a spear against him,— unless perhaps he died of longing for me, and thus I am his murderer. But they, the oracles, as they stand—he’s taken them 1095 away with him, they’re dead as he himself is, and worthless. JOCASTA: That I told you before now. OEDIPUS: You did, but I was misled by my fear. JOCASTA: But surely I must fear my mother’s bed? OEDIPUS: Why should man fear since chance is all in all 1101 for him, and he can clearly foreknow nothing? Best to live lightly, as one can, unthinkingly. As to your mother’s marriage bed, —don’t fear it. 1105 Before this, in dreams too, as well as oracles, many a man has lain with his own mother. But he to whom such things are nothing bears his life most easily. Pythian hearth n. the Delphic oracle that prophesied TEACHING LITERARY CRITICISM ON RELIGION 356 OEDIPUS: All that you say would be said perfectly 1110 if she were dead; but since she lives I must still fear, although you talk so well, Jocasta: JOCASTA: Still in your father’s death there’s light of comfort? OEDIPUS: Great light of comfort; but I fear the living. MESSENGER: Who is the woman that makes you afraid? OEDIPUS: Merope, old man, Polybus’ wife. MESSENGER: What about her frightens the queen and you? OEDIPUS: A terrible oracle, stranger, from the Gods. MESSENGER: Can it be told? Or does the sacred law 1120 forbid another to have knowledge of it? OEDIPUS: O no! Once on a time Loxias said that I should lie with my own mother and take on my hands the blood of my own father. And so for these long years I’ve lived away 1125 from Corinth; it has been to my great happiness; but yet it’s sweet to see the face of parents. MESSENGER: This was the fear which drove you out of Corinth? OEDIPUS: Old man, I did not wish to kill my father. MESSENGER: Why should I not free you from this fear, sir. 1130 since I have come to you in all goodwill? OEDIPUS: You would not find me thankless if you did. MESSENGER: Why, it was just for this I brought the news, — to earn your thanks when you had come safe home. OEDIPUS: No, I will never come near my parents. MESSENGER: Son, 1136 it’s very plain you don’t know what you’re doing. TEACHING LITERARY CRITICISM ON RELIGION 357 OEDIPUS: What do you mean, old man? For God’s sake, tell me. MESSENGER: If your homecoming is checked by fears like these. OEDIPUS: Yes, I’m afraid that Phoebus may prove right. TEACHING LITERARY CRITICISM ON RELIGION 358 MESSENGER: The murder and the incest? OEDIPUS: Yes, old man; 1142 that is my constant terror. MESSENGER: Do you know that all your fears are empty? OEDIPUS: How is that, 1146 if they are father and mother and I their son? MESSENGER: Because Polybus was no kin to you in blood. OEDIPUS: What, was not Polybus my father? MESSENGER: No more than I but just so much. OEDIPUS: How can 1151 my father be my father as much as one that’s nothing to me? MESSENGER: Neither he nor I begat you. OEDIPUS: Why then did he call me son? MESSENGER: A gift he took you from these hands of mine. OEDIPUS: Did he love so much what he took from another’s hand? MESSENGER: His childlessness before persuaded him. OEDIPUS: Was I a child you bought or found when I 1159 was given to him? MESSENGER: On Cithaeron’s slopes in the twisting thickets you were found. OEDIPUS: And why were you a traveler in those parts? MESSENGER: I was in charge of mountain flocks. OEDIPUS: You were a shepherd? 59 MESSENGER: Yes, but at least at that time the man that saved your life, son. OEDIPUS: What ailed me when you took me in your arms? MESSENGER: In that your ankles should be witnesses. hireling vagrant person who wanders from place to place and works at odd jobs. TEACHING LITERARY CRITICISM ON RELIGION 359 OEDIPUS: Why do you speak of that old pain? MESSENGER: I loosed you; 1175 the tendons of your feet were pierced and fettered, — OEDIPUS: My swaddling 60 clothes brought me a rare disgrace. MESSENGER: So that from this you’re called your present name. 61 OEDIPUS: Was this my father’s doing or my mother’s? For God’s sake, tell me. MESSENGER: I don’t know, but he 1181 who gave you to me has more knowledge than I. OEDIPUS: You yourself did not find me then? You took me from someone else? MESSENGER: Yes, from another shepherd. OEDIPUS: Who was he? Do you know him well enough to tell? MESSENGER: He was called Laius’ man. OEDIPUS: You mean the king who reigned here in the old days? MESSENGER: Yes, he was that man’s shepherd. OEDIPUS: Is he alive 1190 still, so that I could see him? MESSENGER: You who live here would know best. OEDIPUS: Do any of you here know of this shepherd whom he speaks about 1195 in town or in the fields? Tell me. It’s time that this was found out once for all. CHORUS: I think he is none other than the peasant whom you have sought to see already; but Jocasta here can tell us best of that. OEDIPUS: Jocasta, do you know about this man 1201 whom we have sent for? Is he the man he mentions? swaddling clothes long, narrow bands of cloth wrapped around infants in ancient times. your present name Oedipus means “swollen foot” TEACHING LITERARY CRITICISM ON RELIGION 360 JOCASTA: Why ask of whom he spoke? Don’t give it heed; nor try to keep in mind what has been said. It will be wasted labor. OEDIPUS: With such clues 1206 I could not fail to bring my birth to light. JOCASTA: I beg you—do not hunt this out—I beg you, if you have any care for your own life. What I am suffering is enough. OEDIPUS: Keep up 1211 your heart, Jocasta. Though I’m proved a slave, thrice slave, and though my mother is thrice slave, you’ll not be shown to be of lowly lineage. JOCASTA: O be persuaded by me, I entreat you; 1215 do not do this. OEDIPUS: I will not be persuaded to let be the chance of finding out the whole thing clearly. JOCASTA: It is because I wish you well that I give you this counsel—and it’s the best counsel. OEDIPUS: Then the best counsel vexes me, and has 1221 for some while since. JOCASTA: O Oedipus, God help you! God keep you from the knowledge of who you are! OEDIPUS: Here, some one, go and fetch the shepherd for me; 1225 and let her find her joy in her rich family! JOCASTA: O Oedipus, unhappy Oedipus! that is all I can call you, and the last thing that I shall ever call you. [Exit.] CHORUS: Why has the queen gone, Oedipus, in wild 1230 grief rushing from us? I am afraid that trouble will break out of this silence. OEDIPUS: Break out what will! I at least shall be willing to see my ancestry, though humble. Perhaps she is ashamed of my low birth, 1235 for she has all a woman’s high-flown pride. 62 beneficent Fortune, and I shall not be dishonored. She’s the mother from whom I spring; the months, my brothers, marked me, now as small B child of Fortune Since Fortune, or good luck, saved him from death, Oedipus refuses to feel shame at being illegitimate or of humble origins. TEACHING LITERARY CRITICISM ON RELIGION 361 1240 and now again as mighty. Such is my breeding, and I shall never prove so false to it, as not to find the secret of my birth. CHORUS: Strophe If I am a prophet and wise of heart you shall not fail, Cithaeron, 1245 by the limitless sky, you shall not!— to know at tomorrow’s full moon that Oedipus honors you, as native to him and mother and nurse at once; and that you are honored in dancing by us, as finding favor in sight of our king. 1250 Apollo, to whom we cry, find these things pleasing! Antistrophe Who was it bore you, child? One of the long-lived nymphs 63 who lay with Pan 64 — the father who treads the hills? Or was she a bride of Loxias, your mother? The grassy slopes 1255 are all of them dear to him. Or perhaps Cyllene’s king 65 or the Bacchaants’ God that lives on the tops of the hills received you a gift from some one of the Helicon Nymphs, with whom he mostly plays? {Enter an OLD MAN, lead by OEDIPUS’ SERVANTS.] OEDIPUS: If some one like myself who never met him 1260 may make a guess, —I think this is the herdsman, whom we were seeking. His old age is consonant with the other. And besides, the men who bring him I recognize as my own servants. You perhaps may better me in knowledge since 1265 you’ve seen the man before. CHORUS: You can be sure I recognize him. For if Laius had ever an honest shepherd, this was he. OEDIPUS: You, sir, from Corinth, I must ask you first, 1270 is this the man you spoke of? MESSENGER: This is he before your eyes. OEDIPUS: Old man, look here at me and tell me what I ask you. Were you ever nymphs n. minor female divinities with youthful, beautiful, and amorous qualities; “nymph” means young woman. Pan Arcadian shepherd god who lived in the mountains, danced and sang with the nymphs, and played his pipes. Cyllene’s King Hermes, the messenger god. TEACHING LITERARY CRITICISM ON RELIGION 362 1275 a servant of King Laius? HERDSMAN: I was, — no slave he bought but reared in his own house. OEDIPUS: What did you do as work? How did you live? HERDSMAN: Most of my life was spent among the flocks. OEDIPUS: In what part of the country did you live? HERDSMAN: Cithaeron and the places near to it. OEDIPUS: And somewhere there perhaps you knew this man? HERDSMAN: What was his occupation? Who? OEDIPUS: This man here, 1285 have you had any dealings with him? HERDSMAN: No— not such that I can quickly call to mind. MESSENGER: That is no wonder, master. But I’ll make him remember what he does not know. For I know, that he well knows the country of 1290 Cithaeron, how he with two flocks, I with one kept company for three years—each year half a year—from spring till autumn time and then when winter came I drove my flocks to our fold home again and he to Laius’ steadings. Well—am I right or not in what I said we did? HERDSMAN: You’re right—although it’s a long time ago. MESSENGER: Do you remember giving me a child 1296 to bring up as my foster child? HERDSMAN: What’s this? Why do you ask the question? MESSENGER: Look old man, 1300 here he is—here’s the man who was that child! HERDSMAN: Death take you! Won’t you hold your tongue? OEDIPUS: No, no, do not find fault with him, old man. Your words are more at fault than his. HERDSMAN: O best of masters, 1306 how do I give offense? TEACHING LITERARY CRITICISM ON RELIGION 363 OEDIPUS: When you refuse to speak about the child of whom he asks you. HERDSMAN: He speaks out of his ignorance, without meaning. OEDIPUS: If you’ll not talk to gratify me, you 1311 will talk with pain to urge you. HERDSMAN: O please, sir, don’t hurt an old man, sir. OEDIPUS [to the SERVANTS]: Here, one of you, 1315 twist his hands behind him. HERDSMAN: Why, God help me, why? What do you want to know? OEDIPUS: You gave a child to him, —the child he asked you of? HERDSMAN: I did. 1321 I wish I’d died the day I did. OEDIPUS: You will unless you tell me truly. HERDSMAN: And I’ll die 1325 far worse if I should tell you. ODEPIPUS: This fellow is bent on more delays, as it would seem. HERDSMAN: O no, no! I have told you that I gave it. OEDIPUS: Where did you get this child from? Was 1330 it your own or did you get it from another? HERDSMAN: Not my own at all; I had it from some one. OEDIPUS: One of these citizens? or from what house? HERDSMAN: O master, please—I beg you, master, please 1335 don’t ask me more. OEDIPUS: You’re a dead man if I ask you again. HERDSMAN: It was one of the children of Laius. OEDIPUS: A slave? Or born in wedlock? HERDSMAN: O God, I am on the brink of frightful speech. TEACHING LITERARY CRITICISM ON RELIGION 364 OEDIPUS: And I of frightful hearing. But I must hear. HERDSMAN: The child was called his child; but she within, 1344 your wife would tell you best how all this was. OEDIPUS: She gave it to you? HERDSMAN: Yes, she did, my lord. OEDIPUS: To do what with? HERDSMAN: Make away with it. OEDIPUS: She was so hard—its mother? HERDSMAN: Aye through fear 1351 of evil oracles. OEDIPUS: Which? HERDSMAN: They said that he should kill his parents. OEDIPUS: How was it that you gave it to this old man? HERDSMAN: O master, I pitied it, and thought that I could send it off to another country and this man 1360 was from another country. But he saved it for the most terrible troubles. If you are the man he says you are, you’re bred to misery. OEDIPUS: O, O, O, they will all come, all come out clearly! Light of the sun, let me 1365 look upon you no more after today! I who first saw the light bred of a match accursed and accursed in my living with them I lived with, cursed in my killing. [Exit all but the CHORUS.] CHORUS: Strophe O generations of men, how I 1370 count you as equal with those who live not at all! What man, What man on earth wins more of happiness than a seeming and after that turning away? 1375 Oedipus, you are my pattern of this, Oedipus, you and your fate! Luckless Oedipus, whom of all men I envy not at all. Antistrophe In as much as he shot his bolt 1380 beyond the others and won the prize TEACHING LITERARY CRITICISM ON RELIGION 365 of happiness complete— O Zeus—and killed and reduced to nought the hooked taloned maid of the riddling speech, 66 standing a tower against death for my land; 1385 hence he was called my king and hence was honored the highest of all honors; and hence he ruled in the great city of Thebes. Strophe But now whose tale is more miserable? 1390 Who is there lives with a savager fate? Whose troubles so reverse his life as his? O Oedipus, the famous prince for whom a great have the same both as a father and son 1395 sufficed for generation, how, O how, have the furrows plowed by your father endured to bear you, poor wretch, and hold their peace so long? Antistrophe Time who sees all has found you out 1400 against your will; judges your marriage accursed, begetter and begot at one in it. O child of Laius, would I had never seen you. I weep for you and cry 1405 a dirge of lamentation. To speak directly, I drew my breath from you at the first and so now I lull my mouth to sleep with your name. [Enter a SECOND MESSNGER] SECOND MESSENGER: O Princes always honored by our country, 1410 what deeds you’ll hear of and what horrors see, what grief you’ll feel, if you as true born Thebans, care for the house of Labdacus’s sons. Phasts nor Ister 67 cannot purge 68 this house, I think, with all their streams, such things 1415 it hides, such evils shortly will bring forth into the light, whether they will or not; and troubles hurt the most when they prove self-inflicted. CHORUS: What we had known before did not fall short 1420 of bitter groaning’s worth; what’s more to tell? SECOND MESSENGER: Shortest to hear and tell— our glorious queen Jocasta’s dead. the hooked taloned maid of the riddling speech the Sphinx; talons are claws. Phasis nor Ister rivers that flow to the Black Sea. purge v. cleanse of guilt or sin. TEACHING LITERARY CRITICISM ON RELIGION 366 CHORUS: Unhappy woman! How? SECOND MESSENGER: By her own hand. The worst of what was done 1425 you cannot know. You did not see the sight. Yet in so far as I remember it you’ll hear the end of our unlucky queen. When she came raging into the house she went straight to her marriage bed, tearing her hair 1430 with both her hands, and crying upon Laius long dead—Do you remember, Laius, that night long past which bred a child for us to send you to your death and leave a mother making children with her son? 1435 And then she groaned and cursed the bed in which she brought forth husband by her husband, children by her own child, an infamous double bond. How after that she died I do not know, — for Oedipus distracted us from seeing. 1440 He burst upon us shouting and we looked to him as he paced frantically around, begging us always: Give me a sword, I say, to find this wife no wife, this mother’s womb, this field of double sowing whence I sprang 1445 and where I sowed my children! As he raved some god showed him the way—none of us there. Bellowing terribly and led by some invisible guide he rushed on the two doors, — wrenching the hollow bolts out of their sockets, 1450 he charged inside. There, there, we saw his wife hanging, the twisted rope around her neck. When he saw her, he cried out fearfully and cut the dangling noose. Then as she lay, poor woman, on the ground, what happened after. 1455 was terrible to see. He tore the brooches— the gold chased brooches fastening her robe— away from her and lifting them up high dashed them on his own eyeballs, shrieking out such things as: they will never see the crime 1460 I have committed or had done upon me! Dark eyes, now in the days to come look on forbidden faces, do not recognize those whom you long for—with such imprecations 69 he struck his eyes again and yet again 1465 with the brooches. And the bleeding eyeballs gushed and stained his beard—no sluggish oozing drops but a black rain and bloody hail poured down. So it has broken—and not on one head but troubles mixed for husband and for wife. 1470 The fortune of the days gone was true good fortune—but today groans and destruction and death and shame—of all ills can be named not one is missing. imprecations n. acts of cursing and invoking evil. TEACHING LITERARY CRITICISM ON RELIGION 367 CHORUS: Is he now in any ease from pain? SECOND MESSENGER: He shouts 1476 for some one to unbar the doors and show him to all the men of Thebes, his father’s killer, his mother’s—no I cannot say the word, it is unholy—for he’ll cast himself, 1480 out of the land, he says, and not remain to bring a curse upon his house, the curse he called upon it in his proclamation. But he wants for strength, aye, and some one to guide him; his sickness is too great to bear. You, too, 1485 will be shown that. The bolts are opening. Soon you will see a sight to waken pity even in the horror of it. [Enter the blinded Oedipus.] CHORUS: This is a terrible sight for men to see! I never found a worse! 1490 Poor wretch, what madness came upon you! What evil spirit leaped upon your life to your ill-luck—a leap beyond man’s strength! Indeed I pity you, but I cannot look at you, though there’s much I want to ask 1495 and much to learn and much to see. I shudder at the sight of you. OEDIPUS: O,O, where am I going? Where is my voice borne on the wind to and fro? 1500 Spirit, how far have you sprung? CHORUS: To a terrible place whereof men’s ears may not hear, nor their eyes behold it. OEDIPUS: Darkness! Horror of darkness enfolding, resistless unspeakable visitant sped by an ill wind in haste! 1505 madness and stabbing pain and memory of evil deeds I have done! CHORUS: In such misfortunes it’s no wonder if double weighs the burden of your grief. OEDIPUS: My friend, 15110you are the only steadfast, the one that attends on me; you still stay nursing the blind man. Your care is not unnoticed. I can know your voice, although this darkness is my world. CHORUS: Doer of dreadful deeds, how did you dare 1515 so far to do despite to your own eyes? What spirit urged you to it? OEDIPUS: It was Apollo, friends, Apollo, TEACHING LITERARY CRITICISM ON RELIGION 368 that brought this bitter bitterness, my sorrows to completion. But the hand that struck me 1520 was none but my own. Why should I see whose vision shoed me nothing sweet to see? CHORUS: These things are as you say. OEDIPUS: What can I see to love? 1525 What greeting can touch my ears with joy? Take me away, and haste—to the place out of the way! Take me away, my friends, the greatly miserable, the most accursed, whom God too hates above all men on earth! CHORUS: Unhappy in your mind and your misfortune, 1531 would I had never known you! OEDIPUS: Curse on the man who took the cruel bonds from off my legs, as I lay in the field. He stole me from death and saved me, 1535 no kindly service. Had I died then I would not be so burdensome to friends. CHORUS: I, too, could have wished it had been so. OEDIPUS: Then I would not have come 1540 to kill my father and marry my mother infamously. Now I am godless and child of impurity, begetter in the same seed that created my wretched self. If there is any ill worse than ill, that is the lot of Oedipus. CHORUS: I cannot say your remedy was good; 1546 you would be better dead than blind and living. OEDIPUS: What I have done here was best done—don’t tell me otherwise, do not give me further counsel. I do not know with what eyes I could look 1550 upon my father when I die and go under the earth, nor yet my wretched mother— those two to whom I have done things deserving worse punishment than hanging. Would the sight of children bred as mine are, gladden me? 1555 No, not these eyes, never. And my city, its towers and sacred places of the Gods, of these I robbed my miserable self when I commanded all to drive him out, the criminal since proved by God impure 1560 and of the race of Laius. To this guilt I bore witness against myself— with what eyes shall I look upon my people? No. If there were a means to choke the fountain D. references to Oedipus’ own body. TEACHING LITERARY CRITICISM ON RELIGION 369 of hearing I would not have stayed my hand 1565 from locking up my miserable carcass, 70 seeing and hearing nothing; it is sweet to keep your thoughts out of the range of hurt. Cithaeron, why did you receive me? why having received me did you not kill me straight? 1570 And so I had not shown to men my birth. O Polybus and Corinth and the house, the old house that I used to call my father’s— what fairness you were nurse to, and what foulness festered beneath! Now I am found to be 1575 a sinner and a son of sinners. Crossroads, and hidden glade, oak and the narrow way at the crossroads, that drank my father’s blood offered you by my hands, do you remember still what I did as you looked on, and what 1580 I did when I came here? O marriage, marriage! you bred me and again when you had bred children of your child and showed to men brides, wives and mothers and the foulest deeds that can be in this world of ours. 1585 Come—it’s unfit to say what is unfit to do. —I beg of you in God’s name hide me somewhere outside your country, yes, or kill me, or throw me into the sea, to be forever out of your sight. Approach and deign to touch me 1590 for all my wretchedness, and do not fear. No man but I can bear my evil doom. CHORUS: Here Creon comes in fit time to perform or give advice in what you ask of us. Creon is left as sole ruler in your stead. OEDIPUS: Creon! Creon! What shall I say to him? 1596 How can I justly hope that he will trust me? In what is past I have been proved towards him an utter liar. [Enter CREON.] CREON: Oedipus, I’ve come 1600 not so that I might laugh at you nor taunt you with evil of the past. But if you still are without shame before the face of men reverence at least the flame that gives all life, our Lord the Sun, and do not show unveiled 1605 to him pollution such that neither land nor holy rain nor light of day can welcome. [To a SERVANT.] Be quick and take him in. It is most decent that only kin should see and hear the troubles of kin. carcass n. dead body of an animal; here, scornful TEACHING LITERARY CRITICISM ON RELIGION 370 OEDIPUS: I beg you, since you’ve torn me from 1611 my dreadful expectations and have come in a most noble spirit to a man that has used you vilely 71 —do a thing for me. I shall speak for your own good, not for my own. CREON: What do you need that you would ask of me? OEDIPUS: Drive me from here with all the speed you can Am I right? to where I may not hear a human voice. CREON: Be sure, I would have done this had not I wished first of all to learn from the God the course 1620 of action I should follow. OEDIPUS: But his word has been quite clear to let the 72 CREON: Yes, that indeed was said. 1625 But in the present need we have best discover what we should do. OEDIPUS: And will you ask about a man so wretched? CREON: Now even you will trust 1630 the God. OEDIPUS: So. I command you—and will beseech you— to her that lies inside that house give burial as you would have it; she is yours and rightly you will perform the rites for her. For me— 1635 never let this my father’s city have me living a dweller in it. Leave me live in the mountains where Cithaeron is, that’s called my mountain, which my mother and father while they were living would have made my tomb. 1640 So I may die by their decree who sought indeed to kill me. Yet I know this much: no sickness and no other thing will kill me. I would not have been saved from death if not For some strange evil fate. Well, let my fate 1645 go where it will. Creon, you need not care about my sons; they’re men and so wherever they are, they will not lack a livelihood. But my two girls—so sad and pitiful— 150 whose table never stood apart from mine, and everything I touched they always shared— O Creon, have a thought for them! And most I wish that you might suffer me to touch them and sorrow with them. vilely adv. wickedly. parricide n. one who murders one’s father. TEACHING LITERARY CRITICISM ON RELIGION 371 [Enter ANTIGONE and ISMENE, OEDIPUS’ two daughters.] 1655 O my lord! O true noble Creon! Can I really be touching them, as when I saw? What shall I say? Yes, I can hear them sobbing—my two darlings! and Creon has had pity and has sent me 1660 what I loved most? CREON: You’re right: it was I gave you this because I knew from old days how you loved them as I see now. OEDIPUS: God bless you for it, Creon, 1666 and may God guard you better on your road that he did me! O children, where are you? Come here, come to my hands, 1670 a brothers hands which turned your father’s eyes, those bright eyes you knew once, to what you see, a father seeing nothing, knowing nothing, begetting you from his own source of life. weep for you—I cannot see your faces— 1675 I weep when I think of the bitterness there will be in your lives, how you must live before the world. At what assemblages gay company will you go and not come home 1680 in tears instead of sharing in the holiday? And when you’re ripe for marriage, who will he be the man who’ll risk to take such infamy as shall cling to my children, to bring hurt on them and those that marry with them? What 1685 curse is not there? ―Your father killed his father and sowed the seed where he had sprung himself and begot you out of the womb that held him.‖ These insults you will hear. Then who will marry you? No one, my children; clearly you are doomed 1690 to waste away in barrenness unmarried. Son of Menoeceus, 73 since you are all the father left these two girls, and we, their parents, both are dread to them—do not allow them wander like beggars, poor and husbandless. 1695 They are of your own blood. And do not make them equal with myself in wretchedness; for you can see them now so young, so utterly alone, save you only. Touch my hand, noble Creon, and say yes. 1700 If you were older, children, and wiser, there’s much advice I’d give you. But as it is, let this be what you pray: give me a life wherever there is opportunity to live, and better than was my father’s. CREON: Your tears have had enough of scope; no go within the house. 73 Son of Menoeceus Creon. TEACHING LITERARY CRITICISM ON RELIGION 372 OEDIPUS: I must obey, though bitter of heart. CREON: In season, all is good. OEDIPUS: Do you know on what conditions I obey? CREON: You tell me them, 1710 and I shall know them when I hear. OEDIPUS: That you shall send me out to live away from Thebes. CREON: That gift you must ask of the God. OEDIPUS: But I’m now hated by the Gods. CREON: So quickly you’ll obtain your prayer. OEDIPUS: You consent then? CREON: What I do not mean, I do not use to say. OEDIPUS: Now lead me away from here. CREON: Let go the children, then, and come. OEDIPUS: Do not take them from me. CREON: Do not seek to be master in everything, 1722 for the things you mastered did not follow you throughout your life. [As CREON and OEDIPUS go out.] CHORUS: You that live in my ancestral Thebes, behold this Oedipus, — Him who knew the famous riddles and was a man most masterful; 1725 not a citizen who did not look with envy on his lot— see him now and see the breakers of misfortune swallow him! Look upon that last day always. Count no mortal happy till he has passed the final limit of his life secure from pain. TEACHING LITERARY CRITICISM ON RELIGION 373 Appendix CC: Sonnet 116 Sonnet 116 By William Shakespeare Let me not to the marriage of true minds Admit impediments, love is not love Which alters when it alteration finds, Or bends with the remover to remove. O no, it is an ever-fixed mark That looks on tempests and is never shaken; It is the star to every wand'ring bark, Whose worth's unknown, although his height be taken. Love's not Time's fool, though rosy lips and cheeks Within his bending sickle's compass come, Love alters not with his brief hours and weeks, But bears it out even to the edge of doom: If this be error and upon me proved, I never writ, nor no man ever loved. TEACHING LITERARY CRITICISM ON RELIGION 374 Created for Lit2Go on the web at etc.usf.edu Appendix DD: Procedural Learning Strategies Can you explain what the main point is of your argument map and how it relates to your citation? Alternative: Can you explain what the main point of your citation is and how it relates to your argument map? What rationale can be given for citing textual evidence on an argument map? How can I convince others that God isn’t angry in Jonathan Edwards’ sermon “Sinners in the Hands of an Angry God” and convince them that Edwards utilizes religion to evoke fear into his followers? How might I cite my sources correctly? What do you think the main point of your argument map should be? TEACHING LITERARY CRITICISM ON RELIGION 375 Appendix EE: Air and Angels Air and Angels By John Donne Twice or thrice had I lov'd thee, Before I knew thy face or name; So in a voice, so in a shapeless flame Angels affect us oft, and worshipp'd be; Still when, to where thou wert, I came, Some lovely glorious nothing I did see. But since my soul, whose child love is, Takes limbs of flesh, and else could nothing do, More subtle than the parent is Love must not be, but take a body too; And therefore what thou wert, and who, I bid Love ask, and now That it assume thy body, I allow, And fix itself in thy lip, eye, and brow. Whilst thus to ballast love I thought, And so more steadily to have gone, With wares which would sink admiration, I saw I had love's pinnace overfraught; Ev'ry thy hair for love to work upon Is much too much, some fitter must be sought; For, nor in nothing, nor in things Extreme, and scatt'ring bright, can love inhere; Then, as an angel, face, and wings Of air, not pure as it, yet pure, doth wear, So thy love may be my love's sphere; Just such disparity As is 'twixt air and angels' purity, 'Twixt women's love, and men's, will ever be. TEACHING LITERARY CRITICISM ON RELIGION 376 Appendix FF: Kate Chopin “The Story of an Hour” Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband’s death. It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband’s friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard’s name leading the list of “killed.” He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message. She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister’s arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her. There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul. She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which someone was singing reached her faintly, and countless sparrows were twittering in the eaves. There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window. She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams. She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought. There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air. Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will—as powerless as her two white slender hands would have been. When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under her breath: “free, free, free!” The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body. She did not stop to ask if it were or were not a monstrous joy that held her. A clear and exalted perception enabled her to dismiss the suggestion as trivial. She knew that she would weep again when she saw the kind, tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead. But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome. There would be no one to live for her during those coming years; she would live for herself. There would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow creature. A kind TEACHING LITERARY CRITICISM ON RELIGION 377 intention or a cruel intention make the act seem no less a crime as she looked upon it in that brief moment of illumination. And yet she had loved him—sometimes. Often she had not. What did it matter! What could love, the unsolved mystery, count for in face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being! “Free! Body and soul free!” she kept whispering. Josephine was kneeling before the closed door with her lips to the keyhole, imploring for admission. “Louise, open the door! I beg; open the door—you will make yourself ill. What are you doing, Louise? For heaven’s sake open the door.” “Go away. I am not making myself ill.” No; she was drinking in a very elixir of life through that open window. Her fancy was running riot along those days ahead of her. Spring days, and summer days, and all sorts of days that would be her own. She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long. She arose at length and opened the door to her sister’s importunities. There was a feverish triumph in her eyes, and she carried herself unwittingly like a goddess of Victory. She clasped her sister’s waist, and together they descended the stairs. Richards stood waiting for them at the bottom. Some one was opening the front door with a latchkey. It was Brently Mallard who entered, a little travel-stained, composedly carrying his gripsack and umbrella. He had been far from the scene of accident, and did not even know there had been one. He stood amazed at Josephine’s piercing cry; at Richards’ quick motion to screen him from the view of his wife. But Richards was too late. When the doctors came they said she had died of heart disease—of joy that kills. TEACHING LITERARY CRITICISM ON RELIGION 378 Appendix GG: Argumentative Essay Rubric Rubric for the Assessment of the Argumentative Essay 3 2 1 0 Thesis and/or problem Well developed Introductory paragraph Introduction states the is vague A. introductory contains some thesis but or unclear. background information and states paragraph contains does not adequately Background details detailed the explain the are background , a clear problem, but does not background of the a Introduction explanation or explain using problem. The seemingly random Background/ definition of the collection of history problem, and a information, unclear, details. States the thesis problem is stated, but or not thesis of the paper. lacks detail. related Define the Conclusion to the topic. problem statement Thesis Conclusion summarizes summarizes main Statement main topics. topics, but is repetitive. No Conclusion does not Conclusion summarizes Some suggestions for suggestions adequately summarize the main the main change are for points. No topics without repeating change and/or opinions suggestions for previous evident. are change or sentences; writer’s opinions are Conclusion opinions and included. included. suggestions for change are logical and well thought out. TEACHING LITERARY CRITICISM ON RELIGION 379 Three or more main points Three or more main are Three or more main Less than three main B. points are well present points, but all points, but may lack detail and development developed with lack development. with poor supporting details. in Refutation development of paragraph(s) missing one or two. Refutation and/or MAIN POINTS Refutation paragraph(s) paragraph(s) vague ideas. acknowledges the Body opposing view acknowledges the Refutation missing or Paragraphs and opposing view but vague. summarizes their main doesn’t summarize Refutation points. points. Logical, compelling Overall, the paper is Progression of ideas in Arrangement of progression of logically essay essay is unclear ideas in essay; clear developed. Progression is awkward, yet moves and illogical. The structure which of ideas in the reader writing lacks a essay makes sense and through the text without clear sense of C. enhances moves the too much direction. Ideas, and showcases the reader easily through the confusion. The writer details or events central idea or text. sometimes seem strung theme and moves the lunges ahead too reader quickly or ORGANIZATI together in a loose or ON through spends random the text. Organization Strong transitions exist too much time on fashion; there is no flows so throughout details that do identifiable TEACHING LITERARY CRITICISM ON RELIGION 380 not and add to the essay’s matter. Transitions smoothly the reader coherence appear have trouble sporadically, but not following the hardly thinks about it. equally writer’s Effective, mature, graceful line of thought. Few, transitions throughout the essay. forced exist throughout the transitions in the essay. essay or no transitions are present. Lacks sources and/or Source material is Source material is sources smoothly Source material is used. used, but are integrated into the text. All sources are accurately integration may be not accurately D. All sources documented, awkward. documented. but a few are not in the Format is incorrect are accurately desired All sources are for all documented in the format. accurately sources. desired format both in the text and Some sources lack documented, but many WORKS CITED on credibility. are not in the desired format or lack the Works Cited page. credibility. Sentence structure is Work contains Sentence structure is generally Work contains E. correct. correct. structural multiple MECHANICS Punctuation and Some awkward weaknesses and incorrect sentence capitalization are sentences do appear. grammatical structures. Sentence There are four or There are one or two more errors Structure correct. errors in errors. in punctuation punctuation and/or There are three or four and/or Punctuation & capitalization. errors in capitalization. punctuation and/or Capitalization capitalization. Grade Comments: Equivalent: A=13 - 15 points B= 10 - 12 points C= 7-9 points D = 4 - 6 points F = 3 or less TEACHING LITERARY CRITICISM ON RELIGION 381 Appendix HH: Argumentative Essay Example Streeter 1 Lynn Streeter English 102 Legalize It In 2000, George Bierson’s "Marijuana, the Deceptive Drug", was published by the Massachusetts News. Bierson concludes that marijuana is harmful in many ways, including brain damage, damage to the reproductive system, and weakening of the immune system. He also attempts to convince the reader that marijuana is a "gateway drug" that leads the users to venture into much harder drugs. I believe that research to support anything can be found if one is looking hard enough, but that the fallacy of Bierson’s conclusion is due to his research seeking facts to support an already- assumed conclusion. Based on my research and my own personal experience, I have found that several of his points, when looked at logically, do not reach his conclusion. One of Bierson’s strongest supporting claims is of the physical harms of marijuana. He argues that Heath's tests of the monkey's brain seemed to show conclusive evidence of brain damage; however, he fails to mention that the tests were later discredited: the monkeys were given extremely high doses, doses exponentially higher than that of the average recreational or medical marijuana user, and the test’s sample size was too small. More current studies of people who are heavy marijuana smokers show no evidence of brain damage; in addition, the American Medical Association has officially endorsed the decriminalization of marijuana. I find this to be quite a bit more compelling than an outdated and poorly executed test. His claims of damage to both the TEACHING LITERARY CRITICISM ON RELIGION 382 reproductive system and the immune system are again based on invalid experiments of nearly lethal doses administered to mice and other animals, not humans. Moreover, several studies of the effects of marijuana on the human reproductive and immune systems have failed to demonstrate adverse effects. One of the longest standing arguments against the use of marijuana is that it gives users a "gateway" to harder or more illicit drug use. Bierson states in his article that "Marijuana is the seed from which the scourge of drug abuse grows. If we stop the marijuana, we will stop the rest of drug abuse". I have several issues with this statement: first, the simple fact that many heroin and cocaine users used marijuana first does not conclude that the latter is the result of the first. Correlation is not causality. Bierson’s vehement argument against marijuana alone become suspect, as most of these heroin and cocaine abusers had also previously used alcohol and tobacco. According to government surveys, a conservative estimate of 80 million American have tried marijuana in their life, and 20 million admit to using it recently; if marijuana were truly a gateway drug, we would see a higher percentage of regular users. Instead we are seeing an even smaller percentage of abusers of cocaine or heroin. In fact, most people who use marijuana most often quit on their own before the age of 34. If anybody is still compelled to buy into the "gateway" theory, a real-life example is available for all to see: In Holland, marijuana has been partially decriminalized since the 1970's. Reports show that the use of cocaine and heroin has significantly decreased, thus contradicting the hypothesis of marijuana as a gateway drug. Instead, these statistics appear to point to the conclusion that marijuana is more likely a substitute for harder drugs rather than a launching pad. TEACHING LITERARY CRITICISM ON RELIGION 383 However, this is true of just about anything that can give one pleasure, such as chocolate, gambling, or shopping. No substance will be safe for everybody, under all circumstances, or when used in excessive amounts. For example, over-the-counter medications can be deadly for those who are allergic or who overdose. On the other hand, marijuana overdose has never been a sole reported cause of death: the amount of cannabinoids required to have a lethal effect are more than 40,000 times the necessary dosage for intoxication, making it highly unlikely that a person would be able to or could be able to achieve such a concentrated amount in their bloodstream. This is a severe contrast to alcohol, where one can very easily bring about one's demise, and at only a mere four times the legal limit. Marijuana continues to be a relevant controversial issue in society today, as many states included decriminalization and legalization proposals on their ballots. It can be very difficult to know which side to support, partially due to the media propaganda, some of which even contradicts itself in its fervor. This is likely the result of many wealthy and influential organizations that have a financial interest in this issue, from the pharmaceutical companies who stand to lose profits from legalization, the governments who stands to gain from taxation, or the "dealers" who will be put out of business with the elimination of the black market. It seems that those with a vested interest in the legalization or continued criminalization of marijuana will pull whatever strings necessary to sway public opinion to their side. This may include creating, supporting, or merely citing biased or invalid research to support the desired conclusion, just as Bierson has done in his article. TEACHING LITERARY CRITICISM ON RELIGION 384 Appendix II: Developing your Thesis Statement WRITING A THESIS SENTENCE No sentence in your paper will vex you as much as the thesis sentence. And with good reason: the thesis sentence is typically that ONE sentence in the paper that asserts, controls, and structures the entire argument. Without a strong persuasive, thoughtful thesis, a paper might seem unfocused, weak, and not worth the reader's time. Complicating the matter further is that different disciplines have different notions of what constitutes a good thesis sentence. Your English professor might frown on a thesis sentence that says, "This paper will argue X by asserting A, B, and C." Such a thesis would likely be seen as too formulaic. In a Social Science course, on the other hand, a good thesis might be crafted in just that way. So what makes a good thesis sentence? Despite the differences from discipline to discipline, a good thesis will generally have the following characteristics: A good thesis sentence will make a claim. This doesn't mean that you have to reduce an idea to an "either/or" proposition and then take a stand. Rather, you need to develop an interesting perspective that you can support and defend. This perspective must be more than an observation. "America is violent" is an observation. "Americans are violent because they are fearful" (the position that Michael Moore takes in Bowling for Columbine) is an argument. Why? Because it posits a perspective. It makes a claim. Put another way, a good thesis sentence will inspire (rather than quiet) other points of view. One might argue that America is violent because of its violent entertainment industry. Or because of the proliferation of guns. Or because of the disintegration of the family. In short, if your thesis is positing something that no one can (or would wish to) argue with, then it's not a very good thesis. A good thesis sentences will control the entire argument. Your thesis sentence determines what you are required to say in a paper. It also determines what you cannot say. Every paragraph in your paper exists in order to support your thesis. Accordingly, if one of your paragraphs seems irrelevant to your thesis you have two choices: get rid of the paragraph, or rewrite your thesis. Understand that you don't have a third option: you can't simply stick the idea in without preparing the reader for it in your thesis. The thesis is like a contract between you and your reader. If you introduce ideas that the reader isn't prepared for, you've violated that contract. A good thesis will provide a structure for your argument. A good thesis not only signals to the reader what your argument is, but how your argument will be presented. In other words, your thesis TEACHING LITERARY CRITICISM ON RELIGION 385 sentence should either directly or indirectly suggest the structure of your argument to your reader. Say, for example, that you are going to argue that "American fearfulness expresses itself in three curious ways: A, B, and C." In this case, the reader understands that you are going to have three important points to cover, and that these points will appear in a certain order. If you suggest a particular ordering principle and then abandon it, the reader will feel betrayed, irritated, and confused. ALTERNATIVES TO THE THESIS SENTENCE Sometimes, the purpose of a piece of writing is not to make a claim but to raise questions. Other times, a writer wants to leave a matter unresolved, inspiring the reader to create his or her own position. In these cases, the thesis sentence might take other forms: the thesis question or the implied thesis. The Thesis Question As we've said, not every piece of writing sets out to make a claim. If your purpose as a writer is to explore, for instance, the reasons for the 9/11 attacks (a topic for which you are not prepared to make a claim), your thesis might read: "What forces conspired to bring these men to crash four jetliners into American soil?" You'll note that this question, while provocative, does not offer a sense of the argument's structure. It permits the writer to pursue all ideas, without committing to any. While this freedom might seem appealing, in fact you will find that the lack of a declarative thesis statement requires more work: you need to tighten your internal structure and your transitions from paragraph to paragraph so that the essay is clear and the reader can easily follow your line of inquiry. The Implied Thesis One of the most fascinating things about a thesis sentence is that it is the most important sentence in a paper - even when it's not there. Some of our best writers never explicitly declare their thesis. In some essays, you'll find it difficult to point to a single sentence that declares the argument. Still, the essay is coherent and makes a point. In these cases, the writers have used an implied thesis. Writers use an implied thesis when they want the reader to come to his or her own conclusions about the matter at hand. However, just because the writer doesn't delcare the thesis doesn't mean that she was working without one. Good writers will have their thesis clearly stated - either in their own minds, or in their notes for the paper. They may elect not to put the thesis in the paper, but every paragraph, every sentence that they write is controlled by the thesis all the same. If you decide to write a paper with an implied thesis, be sure that you have a strong grasp of your argument and its structure. Also be sure that you supply adequate transitions, so that the reader can follow your argument with ease. TEACHING LITERARY CRITICISM ON RELIGION 386 THE SIX-STEP THESIS FORMATION METHOD Name your focus topic EXAMPLE: The Beverly Hill’s Diet Ask a question (make sure it’s not obvious!) about your focused topic EXAMPLE: Is the Beverly Hill’s Diet advisable for the typical college student? Revise the question into a declarative statement EXAMPLE: The Beverly Hills Diet is inadvisable for the typical college student. Add a group of words summarizing your key ideas EXAMPLE: Because it is inconvenient, unhealthy, and provide only temporary weight loss. 17. Recognize the opposition EXAMPLE: Although it does provide quick weight loss. 18. Call upon editing to put it all together EXAMPLE: Although it does provide quick weight loss, the Beverly Hills Diet is inadvisable for the typical college student because it is inconvenient, unhealthy, and provides only temporary weight loss. WILL THIS THESIS SENTENCE MAKE THE GRADE? (A CHECK LIST) In the end, you may have spent a good deal of time writing your thesis and still not know if it's a good one. Here are some questions to ask yourself. Does my thesis sentence attempt to answer (or at least to explore) a challenging intellectual question? Is the point I'm making one that would generate discussion and argument, or is it one that would leave people asking, "So what?" Is my thesis too vague? Too general? Should I focus on some more specific aspect of my topic? Does my thesis deal directly with the topic at hand, or is it a declaration of my personal feelings? Does my thesis indicate the direction of my argument? Does it suggest a structure for my paper? Does my introductory paragraph define terms important to my thesis? If I am writing a research paper, does my introduction "place" my thesis within the larger, ongoing scholarly discussion about my topic? Is the language in my thesis vivid and clear? Have I structured my sentence so that the important information is in the main clause? Have I used subordinate clauses to house less important information? Have I used parallelism to show the relationship between parts of my thesis? In short, is this thesis the very best sentence that it can be? TEACHING LITERARY CRITICISM ON RELIGION 387 WHAT ELSE DO YOU NEED TO KNOW ABOUT THESIS SENTENCES? A good thesis usually relies on a strong introduction, sharing the work. As your writing becomes more sophisticated, you will find that a one-sentence thesis statement cannot bear the burden of your entire argument. Therefore, you will find yourself relying increasingly on your introduction to lay the groundwork. Use your introduction to explain some of your argument's points and/or to define its terms. Save the "punch" for your thesis. For more information about creating good introductions that can support your thesis sentences, see Introductions and Conclusions elsewhere in this website. The structure of your thesis, along with its introduction, should in some way reflect the logic that brought you to your argument. It's helpful when structuring your thesis sentence to consider for a moment how it was that you came to your argument in the first place. No matter what discipline you are working in, you came to your idea by way of certain observations. For example, perhaps you have noticed in a History of Education course that female college students around the turn of the century seem very often to write about the idea of service to the community. How did you come to that observation? What did you observe first? And, more importantly, how did you go about exploring the significance of this observation? Did you investigate other college documents to see if the value of service was explicitly stated there? Or was this value implied in course descriptions, extracurricular possibilities, and so forth? Reconstruct for yourself how you came to your observations, and use this to help you to create a coherent introduction and thesis. A good working thesis is your best friend. Those writers who understand the concept of "working thesis" are way ahead of the game. A "working thesis" is a thesis that works for you, helping you to see where your ideas are going. Many students keep their thesis sentence in front of them at all times to help them to control the direction of their argument. But what happens when you stumble onto an idea that your thesis isn't prepared for? Or, more important, what happens when you think everything is going well in your paper and suddenly you arrive at a block? Always return to your working thesis, and give it a critical once-over. You may find that the block in your writing process is related to some limitation in your thesis. Or you may find that hidden somewhere in that working thesis is the germ of an even better idea. Stay in conversation with your thesis throughout the writing process. You'll be surprised at what you can learn from it. TEACHING LITERARY CRITICISM ON RELIGION 388 CONSTRUCTING THE THESIS: A WRITER'S CLINIC FOR BEGINNERS Constructing a good thesis sentence is no easy matter. In creating a thesis, the writer struggles with her own confusion. She seeks to create some order out of the morass of observations she has about a text. If you are willing to endure a little confusion, we'll show you here how it is that a thesis sentence is constructed. As the thesis will pass through several incarnations before it reaches its final form, we advise you to read this section completely from beginning to end. Ready? When structuring your thesis sentence, it's helpful to start by considering how it was that you came to your argument in the first place. You arrived at your point of view by way of certain observations and a particular logic. You will expect your reader to arrive at the same conclusion, via the same observations and logic that you yourself used. Let's imagine that you have been assigned a novel for your English 111 class. You've noticed when reading the book that the author seems to linger on the relatively insignificant action of women putting on their lipstick. You've also noticed that lipstick stains abound in the novel, leaving their mark on glasses, sheets, and so on. Finally, you've noticed that the women characters use lipstick in different ways: Character A puts lipstick on alone in the bathroom, in front of a mirror; Character B puts lipstick on in front of others, but only when they seem on the verge of rejecting her; Character C delights in seeing her incriminating lipstick smears on the shirts and sheets of her lover; Character D wears lipstick only when she goes to have lunch with her ex-lover, as a way of exaggerating the grimace of her pain. From these observations, you see a pattern at work. Characters A and B use lipstick to mask themselves and their feelings; Characters C and D use lipstick to unmask themselves (or others). Moreover, you notice that the author seems to admire Characters C and D for their insistence that emotions be revealed. You think that you have a good idea for a thesis sentence, and so you give it a go: "In X's novel , the characters' seemingly insignificant use of lipstick in fact points to one of the novel's larger themes: the masking and unmasking of the self." This sentence does mirror for the reader your own process of discovery: it begins with an observation that a seemingly insignificant event has meaning(s) in the novel, and then it classifies those meanings into two categories. In other words, some of your logic is indeed present in the thesis as you've written it. You'll notice that I've said "some of your logic." It's important to take a second look at this thesis to see what it is that's been left out. TEACHING LITERARY CRITICISM ON RELIGION 389 Put yourself in the place of the reader. What does this thesis sentence tell you about the structure of the argument to come? Well, as a potential reader I would expect that first, the writer will provide evidence that lipstick is indeed an important symbol in this novel. Second, I would expect the writer to argue that lipstick signifies a character's desire to mask herself (a common observation). Finally, I would expect the writer to show me how, exactly, lipstick is used to reveal the self. Now ask yourself what this thesis doesn't tell the reader about the argument to come. We understand as readers that this paper is going to be about the masking and unmasking of the self. We understand (because it is common knowledge) that lipstick can be used to create a mask. But how, precisely, does lipstick unmask the self? Here you seem to be pointing to some uncommon use of lipstick, but you haven't even hinted at what that "uncommon use" is, or why it's important. Look closely at your thesis and ask yourself this hard question: Does my thesis give my reader a sense of the real argument to come? In this case, it doesn't. However, this doesn't mean that the thesis sentence is useless. In fact, even though this thesis doesn't provide the reader with a very good "map" of the essay, it does help you, the writer, to see the overall structure of your argument. In other words, it's a good working thesis sentence for your paper. WHAT IS A WORKING THESIS SENTENCE? Let's take a minute to define this term. A thesis sentence, as we've said, is a kind of contract between you and your reader. It asserts, controls, and structures your argument for your reader's ease. A working thesis sentence, on the other hand, is a sentence that you compose in order to make the work of writing easier. It's a sentence that asserts, controls, and structures the argument for you. The working thesis need not be eloquent. In fact, it can be quite clunky, declaring your argument and then clumsily listing your supporting points. Not to worry: you'll be revising your thesis, and often more than once. Remember that, as you write, you are bound to come up with new ideas and observations that you'd like to incorporate into your paper. Every time you make a new discovery, your thesis sentence will have to be revised. Sometimes you'll find that you're stuck in your writing. You may need to return to your thesis. Perhaps you haven't clearly defined an important term or condition in your thesis? Maybe that's why you find yourself unable to progress beyond a certain point in your argument? Revising your working thesis at this juncture could help you to clarify for yourself the direction of your argument. Don't be afraid to revise! In fact, the most important quality of a working thesis sentence is its flexibility. A working thesis needs to keep up with your thinking. It needs to accommodate what you learn as you go along. TEACHING LITERARY CRITICISM ON RELIGION 390 Revising the Working Thesis Let's return now to our in-progress thesis: "In X's novel, the characters' seemingly insignificant use of lipstick in fact points to one of the novel's larger themes: the masking and unmasking of the self." Perhaps this thesis served you well as you were writing the first couple of pages of your paper, but now that you are into the meat of the matter, you are stuck. How, exactly, is the writer using lipstick and masks to reveal character? And what, precisely, is his point in doing so? It's at this juncture that you'll probably return to your thesis and discover a) what it doesn't say, and b) what it needs to say. We've already determined that the sentence doesn't really address the most arguable - and interesting - aspect of this argument. Now it's time to ask yourself why this hasn't been addressed. Perhaps you, the writer, haven't yet articulated this part of the argument for yourself? Is this why the thesis (and with it, the paper) seems to trail off? At this point you should stop drafting the paper and return to the text. Read a bit. Brainstorm a bit. Write another discovery draft. Read a bit more. Ohmygosh! Here is something interesting. You've found a passage in which the writer talks about how the lipstick left behind on a lover's shirt "drew a map for his wife into the dark lands of his infidelities." And you've found another passage in which the jilted lover's bright orange lipstick was "like a road sign, guiding her betrayer to the heart of her pain." In these two passages you see the writer addressing another function of lipstick: that women use it to draw a kind of map. You look for other lipstick examples that might shed more light on the idea of mapping, and you find them. Even better, you discover that all of these examples have something to do with betrayal, guilt, and shame. In the end, you conclude that lipstick is not being used in this novel just to mask and unmask. Women also use lipstick to map. The two are in fact linked: Lipstick masks by concealing real feelings (most often feelings of betrayal, guilt, and shame). 10. Lipstick masks, but in the process reveals or creates a new persona, one who overcomes the feelings of betrayal, guilt, and shame. 11. The author also uses the act of putting on lipstick as a metaphor for mapping. These maps might conceal - that is, they might serve to detour the observer from discovering (or arriving at) the woman's feelings of betrayal, or 12. They might reveal. First, lipstick might draw a map to the truth about a betrayal, as they do for the betrayed wife in the novel. And second, lipstick might be seen as a tool with which a woman maps herself, drawing new borders, re-imagining her own inner landscapes, and re-routing her own destiny. This idea is very complicated. How do you make a thesis out of this? Your first try is bound to be clumsy. You need to find a way of putting together all of your important ideas - lipsticks, masks, maps, concealing, revealing, betrayal - into one sentence. Can it be done? TEACHING LITERARY CRITICISM ON RELIGION 391 Maybe; maybe not. Let's try: While lipstick is used in X's novel to conceal feelings of betrayal, it is also used to reveal the betrayal itself, in that lipstick both masks and maps betrayal, at first allowing women to hide themselves, but later providing them with the possibility to create new selves, and to re-route their lives. Does this sentence work? Revising Your Thesis For Eloquence Clearly not. For one thing, it is simply too long. You are putting too much information into one sentence. Sometimes writers fail to understand that their argument might best be expressed in a couple of sentences (with one sentence providing background information and the second serving as the thesis). Note the difference such a change would make: While lipstick is used in X's novel to conceal feelings of betrayal, it is also used to reveal the betrayal itself. Accordingly, lipstick both masks and maps betrayal in this novel, initially allowing women to hide themselves, but later providing them with the possibility to create new selves, and to re-route their lives. Better? Sure, but it could be better still. You will, of course, want to play with your thesis sentence until it is strong enough to present your complex argument, and clear enough to guide your reader through your paper. But even more than this, you will want to write a thesis sentence that evokes something in the reader. You will want to use language that has some power; you will want to structure the sentence so that it has some "oomph." Pay attention to diction, to syntax, to nuance, and to tone. In short, write a good sentence. Understand that you can revise the thesis sentence above in a number of ways. Ask yourself: Is my argument clear? Does it present the logic and the structure of my paper? Does it emphasize the points I want to emphasize? Perhaps in the end you decide that the previous sentence seems to make masking and mapping of equal importance to this paper. You've decided that mapping is the more original, stronger idea. So you revise once more, for emphasis. Consider this, then, our final thesis sentence (note how the complete argument now relies on the interaction between two introductory sentences and the thesis statement itself): While at first it might appear that lipstick is being used merely to hide the characters' feelings of betrayal, a closer look reveals that its most essential use is actually to map the path to the betrayal itself. By using lipstick as the signposts, betrayal can be discovered and navigated. As a result, characters are able to re-draw the borders of their relationships, and to re-route the course of their lives. TEACHING LITERARY CRITICISM ON RELIGION 392 Appendix JJ: Thesis Statement Rubric Category 4 3 2 1 The thesis statement The thesis The thesis The thesis is in the form of a statement is in statement is in statement is Declarative the form of a the form of a not in a sentence that declarative declarative declarative sentence, but sentence states clearly and sentence and is Declarative concisely states makes a point, vague and the main point but is a bit too does not make Sentence a concrete that the author is broad point trying to make Establishes the Contains an Thesis unfocused statement Establishes focus topic or stance topic inadequately that clearly that lacks identifies a topic or fails to directs that adequately clear establish the direction for direction of the body of the directs the body the the essay Essay of the essay body of the essay The thesis statement The thesis The thesis The thesis attempts to statement statement has a statement is Effective- compare/contrast, addresses the “flat” affect, completely ness prove cause/effect, importance of a covering the topic ineffective or propose a in only vague solution topic terms to an issue The thesis statement The thesis The thesis The thesis statement does has three STRONG statement has not statement does have three Controls controls that controls that controls not have any DIRECTLY support support thesis that support the controls the thesis statement statement, but may thesis statement not be the most relevant points TEACHING LITERARY CRITICISM ON RELIGION 393 Contains Flawless. Contains Contains one some Contains no errors in grammar, grammar, numerous punctuation, grammar, punctuation, or or grammar, Spelling, spelling punctuation, or spelling error that errors spelling, or grammar, Spelling does not detract punctuation from the clarity of errors that punctuation the statement significantly detract from the clarity of the statement TEACHING LITERARY CRITICISM ON RELIGION 394 Appendix KK: Academic Writing Academic writing 1. Academic Writing – Before you start 1 What is your aim? What have you been asked to do? Be clear about the purpose of the writing task. Check with your tutor if you are not sure. •Follow the instructions. See 2 Getting Ready to Write for more about interpreting assignment questions. 1. 2 Who is your audience? Your marker is your most important reader. Although the marker may know more about the subject than you, it’s still important not to leave out any basic or essential information. Show the marker that you have a thorough knowledge of the material and the subject. Present the information in an academic style that meets the assignment criteria. Imagine you are writing this to teach someone about the topic. Be specific and clear. See Academic writing: paragraph level (section 4. 1) and Academic writing: sentence level (section 4. 2) for more information on how to write with greater clarity. 25 3 What is academic tone and how to get it? Tone affects how the reader responds. It’s the way the level and style of writing makes the reader feel. For example, an email to a friend has a casual tone; a letter to the bank has a formal tone. An academic tone is formal, objective and factual. (See 3. 4. 3 Informal vs. formal language) Setting the right tone depends on: The nature and purpose of the task. The lecturer’s requirements. The assignment type – e.g. case study, report, reflective journal, literature review. Each assignment type has different expectations of structure and suitable language use. The social distance between you and your reader. Do you need a personal or impersonal tone, an informal or formal writing style? Set the tone with writing that is factual, objective and supported by evidence. 4 A checklist of academic writing features Linear: One central argument with all parts combining to support it. Informative: The aim is to provide information not entertainment. TEACHING LITERARY CRITICISM ON RELIGION 395 Complex: Written using more complex grammar, vocabulary and structures. Formal: Not a personal tone so avoid using colloquial words and expressions. Precise: Facts and figures used must be correct. Objective: Emphasis on information and arguments not on you (the writer). Academic writing focuses on nouns (and adjectives), rather than verbs (and adverbs). (See ‘Nominalization’ in 3. 4. 3 Informal vs. formal language) Explicit: Show the reader how the different parts of the text are related by the using signalling or transition words. Accurate: Know the meanings of words, particularly subject specific words and use them accurately. Qualification: Also called ‘hedging.’ You might need to qualify your stance or the strength of your claims. Perhaps there is no research available or the research is contradictory. Using words like occasionally, a few, can be, might be, are a way to qualify generalisations. Responsibility: You are responsible for proving what you say with evidence and for a complete understanding of the sources you use. For more information on the various assignment types, see Academic Writing 2 - Assignment types. Adapted from the following sources: Morley-Warner, T. 2000, Academic writing is… A guide to writing in a university context, Centre for Research and Education in the Arts, Sydney. Learning Development, University of Wollongong 2000, Academic Writing, viewed 10 June 2012, <http://unilearning.uow.edu.au/main.html>. Gillett, Andy, 2013, Features of Academic Writing, Using English for Academic Purposes, viewed 10 June 2012, <http://www.uefap.com/writing/feature/featfram.htm>. 2. Getting Ready to Write The three stages of writing – Prepare –> Research –> Write I. Prepare II. Research III. Write Analyse the Question Read Broadly Plan Take an initial Tentative Position Draft Read Narrowly More research Adopt position Refine position Re-position Redraft Final Edit TEACHING LITERARY CRITICISM ON RELIGION 396 2. 1 Prepare Q 1. 1 What is the assignment asking you to do? • What kind of assignment is it? (E.g. essay, research report, case study, reflective journal, law case notes) • What do I have to do? Look for the words that direct you e.g. discuss, summarize, critically analyze, compare. Instruction Words Instruction Words Account for To give reasons for; to explain why something happens To examine in very close detail; to identify important points and major Analyse features. Argue To present the case for and/or against a particular proposition Assess To weigh something up and to consider how valuable it may be. Comment To identify and write about the main issues, giving your reactions based upon what you have read or heard in lectures. Avoid purely personal opinion. Compare To show how two or more things are similar; to indicate the relevance or consequences of these similarities. Contrast To set two or more items or arguments in opposition so as to draw out differences; to indicate whether the differences are significant. If appropriate, give reasons why one item or argument may be preferable. Critically To weigh arguments for and against something, assessing the strength of the evidence on both sides. Use criteria to guide your assessment of which evaluate opinions, theories, models or items are preferable. Critique To give your judgment about the merit of theories or opinions about the truth of facts, and back your judgment by a discussing the evidence. Include the good and bad points look at any implications. Define To give the exact meaning of; where relevant, to show that you understand why the definition may be problematic. Describe To give the main characteristics or features of something, or to outline the main events. Discuss To write about the most important aspects of (probably including criticism); to give arguments for and against; to consider the implications of. Distinguish To bring out the differences between two items. Enumerate To list or specify and describe. Evaluate Assess the worth, importance or usefulness of something, using evidence. There will probably be cases to be made both for and against. Examine To look at a subject in depth taking note of the detail and if appropriate, consider the implications. To clearly express why something happens, or why something is the way it Explain is. Explore To examine thoroughly from different viewpoints. To make something very clear and explicit, by providing examples or Illustrate evidence. Interpret To give the meaning and relevance of information presented. Justify To give evidence which supports an argument or idea; show why decisions or conclusions were made, considering objections that others might make. Narrate To concentrate on saying what happened, telling it as a story. Outline To give only the main points, showing the main structure. TEACHING LITERARY CRITICISM ON RELIGION 397 Prove To demonstrate truth or falsity by presenting evidence. Relate To show similarities and connections between two or more things. Review To make a survey of, examining the subject critically. State To give the main features, in very clear English (almost like a simple list but written in full sentences). To give a concise account of the main points only, omitting details or Summaries examples. To what To consider how far something is true, or contributes to a final outcome. extent Consider also ways in which the proposition is not true. (The answer is usually somewhere between ‘completely’ and ‘not at all’.) Trace To follow the order of different stages in an event or process. Verify To check out and report on the accuracy of something. Analyze the task for keywords. Keywords are the words that identify the topic or issue. You’ll use keywords when you research for information. What is the topic? Can you explain it in one statement? Ask yourself questions about the topic. This helps you analyze the topic and start problem solving. 4Test that you understand the question by rewriting it in your own words. 2. 2 Take a position Once you have an overall understanding of the question, you should take a position. It can be a tentative position; you might change your mind as you find out more about the topic. With a position on the issue you can focus your research on more detailed texts. 1. 3 Break the question down into meaningful pieces When you break down the assignment question into a series of questions, it helps you to work out the content you will need for each section. You can then decide what you need to research and read. Example: In recent years, many New Zealand tourist operators have been using the “eco” label to market their ventures, claiming responsible environmental and conservation practices. However, there is some argument over whether such claims can be justified. Discuss the current debate involving New Zealand’s ecotourism industry. What role, if any, should government play in respect to ecotourism? Is there a role for the tourism industry itself. Instruction word/s – “Discuss” Focus – Claims made by ecotourism operators. Counter claims by opponents. Two sides to the debate – whose side does the evidence support? Should the government play a role? Should the tourism industry be involved? Range & boundaries – Ecotourism. New Zealand. Central government? Local government? Regional councils? Tourism industry. TEACHING LITERARY CRITICISM ON RELIGION 398 Source: Hunter, Carol, 2009, Planning and Writing University Assignments, The Student Learning Centre University of Otago, viewed 20 June 2012, <www.otago.ac.nz/slc>. 1. 4 Discuss your interpretation of the question. Talk to your classmates and test your understanding of the task with them. Check vocabulary, facts and concepts if you need to. Ask your lecturer/tutor if you’re still not clear. 1. 5 Plan Use your assessment criteria as a checklist. What are the marks for each part? The breakdown of marks tells you how much time to spend on, and how much to write on, each part of the question. A checklist also reminds you not to leave out any parts of the question. 2. 2 Reading for research 2. 1. What is Academic Reading Sometimes called Critical Reading, this type of reading actively critiques the ideas and arguments in the text. When you read an academic text, you need to think about your response to it. This is more than an “I agree” or “I don’t agree” response. As you develop a better understanding of the subject and issues you gain the confidence to identify academic and rational reasons for your response Read the arguments, weigh the evidence, make conclusions. There are two types of reading: Broad – Gives you an overview of the topic. Your lecture notes, subject learning guide, introductory and general texts are an introduction to the topic. Keep the assignment question in mind while you read and think about your response. Start to think about your position. Narrow - Reading narrowly helps to confirm your initial, maybe tentative, position. When you start your research, you’ll be looking for texts that provide more detail about the issues you have identified as important. 2. 2 A reading checklist What is the purpose of reading? What is the topic? What do you already know about it? Who is this text written for – academic, general? Is it appropriate? How is it relevant? TEACHING LITERARY CRITICISM ON RELIGION 399 Check publication details – who wrote it? Where is it published? When? Then, read the abstract or executive summary. Skim introduction and conclusion, heading and topic sentences, noting sections, tables, graphics and references. 5. 2. 3 Read actively – ask questions How is the material presented? Is a particular bias or agenda present? Is evidence/argument presented convincingly? Is the language emotive or logical? Do you agree or disagree with the author? Why? How does this text compare with others you have read on the topic? 2. 4 Why take notes? Highlighting parts of the text and making notes helps you to identify the important points. This is how you make sense of the text and remember those points. When taking notes it’s important to include the page references. Note the main ideas and stages of the argument. Use graphics to link ideas – tables, arrows, mind maps, whatever works for you. Relate any new ideas to what you already know. Be active – engage, question, dispute what you are reading. 7. 2. 5 After Reading – put it all together Check through your notes. Recheck meaning of words and concepts. Highlight the most important points and main ideas. As you go through your notes, add any new ideas and connections that you identify. Confirm your position. Having read narrowly and researched, you should be clear about your opinion. Making your case will keep your writing focused and coherent. Adapted from the following source: Forman, R. n.d., Note-making and critical thinking, UTS: ELSSA Centre, Sydney. TEACHING LITERARY CRITICISM ON RELIGION 400 3. Writing 3. 1 What is academic writing? It is the style of writing that investigates the state of an issue and presents your position based on the evidence of your research. Academic, or critical, writing is the way you take part in the academic debate. You weigh up the evidence and arguments of others and contribute your own. 1. 1 What are the main features of academic writing? It is writing that displays your confident evaluation of the results of your research. It proves you have tested the evidence and arguments rather than just accepted them. It is balanced writing that gives valid reasons why the ideas of others may be accepted, dismissed, or treated with caution. In this style of writing your voice must be clear. You present the evidence and the argument that has led you to your conclusion. You need to demonstrate critical thinking skills and critical analysis Critical writing means you also recognise the limits of your evidence, argument, and conclusion. The use of grammar and vocabulary creates a formal style. You need to use references to support your ideas. 6. 1. 2 How will I write critically? By considering the quality of the evidence and arguments from all of the reading you’ve done. By identifying the key positive and negative aspects and commenting on them. By deciding how relevant and useful they are to your argument. 2 Why plan? A plan provides an overview of what your assignment will cover, it guides you along the way, and helps make sure that nothing is left out. Always keep in mind the original assignment task. Keep referring back to it and check that your arguments/examples are relevant to it. Map out a plan by organising your argument and evidence. Establish connections between your points. Experiment to find the plan/map that works for you. For example: A list of headings and sub- headings o Concept Map Bubble Diagrams o Brainstorming Making Lists TEACHING LITERARY CRITICISM ON RELIGION 401 Note Cards 1 Flow Diagrams 3 What is the structure of an essay? C 3. 1 Introduction Your introduction is your chance to create a good first impression on your reader and tell them what your paper is going to be about. It’s a broad statement of your topic and your argument. It might not be the first thing you write. It may be easier to write your introduction after your first draft when you know and understand your topic better. Your introduction is usually between 10- 20% the length of your paper. An introduction contains three elements – a thesis statement, scope, structure. Sample Essay Thesis statement: A thesis statement is the specific claim you make in response to the assignment question. Your essay and everything in it supports this claim. A strong thesis answers the question with a summary of your position and argument. It states the most important points and may modify or reject an opposing position. It summarises the organisation of your paper. The thesis statement is usually at the end of the introduction, but it can sometimes be placed at the beginning. Don’t put it in the middle of the introduction. Adapted from the following source: Dartmouth College 2005, Developing your thesis, accessed 12 July 2012, <http://www.dartmouth.edu/~writing/materials/student/ac_paper/develop.shtml>. Example Introduction: General Statement + ; Thesis Statement ; Structure It can be said that a growing trend of overconsumption, particularly in Western industrialised nations is rising considerably. This phenomena extends to a wide range of goods and products which at one time were built to be repaired and reused, but now deemed too expensive to do so, are simply tossed aside to make way for a brand new version of themselves. Also, it can be said that in these same developed nations especially, individuals consume and purchase far too many products, which are all too quickly consumed and not re-used, repaired nor recycled and after their usefulness has passed, are simply discarded or sent to landfill refuse sites. The overconsumption of goods and products therefore is seen as one of many common problems arising in the 21st Century and will continue to be ever more problematic until action is taken. As populations rise and become more affluent and developed, the consumption of goods and natural resources generally tend to grow exponentially and in many cases unsustainably leading to serious consequences. This essay will therefore … TEACHING LITERARY CRITICISM ON RELIGION 402 Scope makes a general statement about the issue, topic or area under discussion. Structure sets out the main structure of the assignment. Be brief but include all your main ideas. 3. 2 Body The body of the essay is where you use your evidence and examples to develop your argument. This is where you show the evidence of your research and thinking, along with appropriate citations. The bulk of the assignment marks come from the body of the assignment. You will be assessed on the development of your ideas, the relevance of your information, and your discussion of the information. If the assignment question has more than one part, structure the body into sections that deal with each part of the assignment question. Each part of your argument should be introduced with a topic sentence, followed by supporting sentences and a concluding sentence. (See 4.2 Academic writing – sentence level) Your research should be carefully and correctly referenced, both in-text and a complete bibliography. 3. 3. 3 Conclusion Your conclusion is a review of the assignment. Sum up your arguments. Make reference to the key terms of the assignment question. Restate and confirm your thesis. You might suggest recommendations, or point out the significance or implications that follow from your conclusion. There should be no new information in the conclusion. If you have added something not mentioned in the body, check that it is relevant. If so, include it as a paragraph in the body. 3. 4 Reference list: This list is proof that you have researched the area. It shows your ideas are supported by other academic research. Makes clear what ideas and information are yours and what are other peoples. Observes copyright and avoids accusations of plagiarism by acknowledging and crediting the work of others. TEACHING LITERARY CRITICISM ON RELIGION 403 Make sure that you understand and use the referencing style approved by your faculty. At UTS this is the Harvard UTS style except for Teacher Education (APA) and Law (AGLC) Only include references that you have used in your assignment (i.e. those that you have cited in your assignment). Adapted from the following source: Morley-Warner, T. 2000, Academic writing is… A guide to writing in a university context, Centre for Research and Education in the Arts, Sydney. 4 Drafting and Redrafting 4. 1 Writing the first draft Using your plan, start writing the first draft. Write your first draft early! Be prepared to redraft the essay a few times as you discover areas that need more research, reading or evidence. As you redraft you can improve the academic language. Write up separate points. Structure your writing into paragraphs. Update your outline plan linking the sections. Leave it for 24 hours – then come back to it. 3. 4. 2 Editing Editing gives the final polish to your writing. An unedited assignment is an easy way to lose marks. After you have completed the final draft, leave it for at least a day before you do the final editing. You will pick up errors more easily when you read it again after a break. Check the structure. Do you have an introduction-body-conclusion structure? Do the ideas flow logically? Is the writing coherent? Check your grammar and punctuation. Read it aloud. You can hear when the grammar is wrong. Check in Grammarly. Check the technical parts of the essay: presentation (font, spacing, paragraphs, spelling), in-text referencing and reference list. 10. If you can get a fresh pair of eyes to read it over – ask a friend, or book an individual consultation session at the HELPS Centre. Adapted from the following sources: Morley-Warner, T. 2000, Academic writing is… A guide to writing in a university context, Centre for Research and Education in the Arts, Sydney. Learning Development, University of Wollongong 2000, Essay writing: editing the final draft, viewed 10 June 2000, <http://unilearning.uow.edu.au/essay/4aiv.html> TEACHING LITERARY CRITICISM ON RELIGION 404 3. 4. 3 Informal vs. formal language Using formal language is an essential feature of academic writing. When you are editing your work, check for the use of informal language and use these examples to find better ways to express your ideas. Academic Writing Informal Speaking Vocabulary Vocabulary What is the difference? a lot of a considerable amount; good/bad beneficial/favourable; go up/go down/stay the same increase/decrease/stabilize More formal, doesn’t use Retirement is something most of Retirement is inevitable. colloquial language us must face sooner or later. Illness Respiratory infection More specific Traditional Italian cuisine Food Portable Gadgets electronic devices Use full forms rather can’t cannot than doesn’t does not contractions won’t will not Researchers examined the Researchers looked at the way way Avoids phrasal verbs strain builds up around a strain intensifies around a geological fault. geological fault. It caused a significant It caused a really big reaction reaction. Avoids adverbs such as (Or considerable/dramatic ‘really’, ‘very’, ‘just’. /explosive) Everybody needs his or Everybody needs his own copy. her own Gender inclusive copy or Everybody needs their own copy TEACHING LITERARY CRITICISM ON RELIGION 405 What is the Informal Speaking Style Academic Writing Style difference? It seems unlikely that the There is no way that the design design Use a more cautious concept can be implemented concept can be within implemented within tone. How cautious the budget the budget depends on the level of certainty provided by your evidence. It is generally accepted Everybody knows that we have that this Academic writing is year has been favourable had a good year. You can see with impersonal, so avoid respect to profit margins. from the graph that sales have As can using personal be seen from the graph, gone up significantly over the sales have pronouns. increased significantly over quarter. the quarter. It is my belief that ... It can be concluded that … Use 3rd person or ‘it’ In light of the evidence, … constructions or refer to I am sure that .. It can be argued that … the evidence. It is evident from the data that … TEACHING LITERARY CRITICISM ON RELIGION 406 Informal Speaking Academic Writing What is the difference? Sentence Structure Sentence Structure The situation deteriorated. It In spite of the belated attempts to In the Academic Writing was because people did not address the problem, poor example, the ‘people’ communicate well with each communication led to an have been removed. This other. irreversible deterioration of the was done by turning the The issues were eventually situation. verb deteriorated into a addressed, but it was too late. Then the project had to be cancelled. noun – deterioration. Turning verbs into noun is a common feature of academic writing; it is called nominalization. It’s a useful way to turn actions into ideas. That allows you to leave out the people and create a more Toxic chemicals are handled impersonal tone. Nominalization gives carefully in industrial Careful handling of toxic you environments. chemicals in industrial the chance to say more environments, such as nuclear about a concept. The power plants and chemical plants, whole sentence can be turned into a noun is a necessary safety measure. group, which can then be linked to another idea. This is one of the skills in making complex sentences. (See Academic Writing 3 – 5. 1 Building Sentences) In conclusion, in this essay I In conclusion, in this essay it is have argued that argued that multiculturalism is multiculturalism is good for beneficial for economic economic development. development. Even better: Information is organized The argument that multiculturalism so that focus is on the is beneficial for economic argument (through use of development has focused on …. (a nominalization). list of the essay’s main arguments). TEACHING LITERARY CRITICISM ON RELIGION 407 Most of the eye tissue is Because most of the eye tissue is Instead of two short transparent. Consequently, the transparent, the frequency and sentences, use more frequency and focus of the laser focus of the laser beam can be complex beam can be adjusted. adjusted. sentence structures Nurses must take into Nurses must take into Avoids run-on consideration allergies, expressions such as medication, consideration allergies, medication ‘and medical conditions and so on. and medical conditions. so forth’; ‘and so on’ or ‘etc’. What is a team? A team can be A team can include one person but Avoid rhetorical one person but will usually end up usually involves many more. questions (a question for including many more. which no answer is expected). Informal Speaking - Academic Writing – Expressing What is the Expressing Opinion Opinion with evidence to support it difference? Prescribing anti ‐psychotic The fact that prescribing anti ‐ Support your drugs to patients suffering psychotic statements with from post ‐operative drugs to patients suffering from post ‐ evidence from readings, dementia is harmful. operative dementia care is harmful and cite them using the has been supported by Matheson (2007). appropriate referencing Watkins’* study indicated that guide. recovery rates were 20% faster for Synthesis ideas from a patients given daily therapy in the form range of authors and of specially designed mental makes critical exercises. (2010) judgements about them *Can you find other authors and compare what they say about this issue? Do you think the ideas of the authors are valid? TEACHING LITERARY CRITICISM ON RELIGION 408 3. 4. 4 Active and passive sentences A characteristic of academic writing is the use of passive sentence construction. Active sentence Passive sentence Passive sentences focus on the things being Active sentences focus on people (also known done, not on who is doing as actors or agents) doing things. The subject them. of the sentence doing something (as described by theverb). e.g. The study was conducted (verb) by the university in 2008. If the study itself is the most important bit of In the following example the University is the information then a passive voice puts it first. In situations where you want to be less direct actor/agent. e.g. The University (subject) and conducted (verb) the study in 2008. more tactful, use the passive voice. If the university conducting the study is the most important bit of information then having it Using the passive voice also allows you to: first in the sentence draws attention to it. - direct the audience to focus on the argument The active voice is the way we usually learn to information or being construct sentences in English; it has the presented, and not on the writer or advantage of being clear and direct. speaker. - omit any mention of the actor or agent where it is unimportant or unknown - place certain material at the end of the clause so that it may receive the emphasis of final position. TEACHING LITERARY CRITICISM ON RELIGION 409 3. 4. 5 Reporting Verbs Reporting verbs are the way you tell your reader your opinion about the research you are citing. You can report your belief that – the literature is correct, the literature is incorrect or take a neutral attitude (i.e., neither correct nor incorrect). Student's attitude towards the literature Correct Neutral Incorrect being cited: The verbs are usually in acknowledges adds indicates confuses 3rd person singular or defines argues informs disregard plural simple present demonstrates claims presents ignores tense form. explains clarifies proposes identifies concludes remarks E.g. Brown observes describes reminds (2004) explains outlines expresses reports … shows feels states Smith and Bull throws light on finds uses 3. 4. 6 Tense Reports, essays and literature reviews tend to be written in the present tense, especially in the introductory sections. For example: This report analyses the… This literature review provides an overview and critical analysis of… Evidence, therefore, indicates that… If you did practical research, then write the methodology, results and conclusions in the past tense: The equipment was calibrated prior to the experiment. Tension was applied to the bar and at x force it snapped. The results were analysed by… 4. 4. 7 Voice Academic writing has an objective tone. A way of achieving this is to write in an impersonal voice. In Section 3. 4. 4 you saw the way passive sentence structure removed the actor and focused on the information. When you do need to refer to an actor in your sentences use the 3rd person point of view to maintain an objective voice. TEACHING LITERARY CRITICISM ON RELIGION 410 First Person Becomes third person I argue that… This essay argues that… We researched the issue of… The group researched the issue… I used semi structured interviews as my The chosen methodology was semi methodology structured interviews…* After this I will analyze topic x Subsequently, topic x will be analyzed…* I found that… It was found that…* We thought the results were… The results appeared to be… Second person … becomes third person … You can read further about this in Further Further discussion of this topic is found in discussion of this topic is found the work of Smith the work of Smith and Jones (2010). and Jones (2010). You may find it difficult to replicate this experiment Replication of this experiment may be difficult Your reading will be more effective if you have a Use of a study plan will improve the study plan. effectiveness of one’s reading. *A combination of 3 rd person and passive sentence structure are key features of academic writing. Adapted from the following source: Griffith University 2011, Writing in the third person, viewed 20 June 2012, <http://www.griffith.edu.au/__data/assets/pdf_file/0004/320179/writing-in-the-third- person.pdf>. 3. 5 Writing in your own words Putting the results of your research, your reading and your evidence into your own words whilst clearly acknowledging your sources is the key to avoiding plagiarism. There are a number of ways to include your research into your writing and they serve different purposes. 5. 5. 1 Synthesizing A synthesis draws on two or more sources. In writing a synthesis, you draw out the relationships between sources. A synthesis is a combination, usually a shortened version, of several texts made into one. It contains the important points in the text and is written in your own words. Synthesising Exercise (UNE) 6. 5. 2 Summarizing A summary is a short and concise statement - written in your own words - of the main points, ideas, concepts, facts or statements of another text. (It is different to a paraphrase, which is generally of a similar length to the original text.) Always document the sources you summarize. TEACHING LITERARY CRITICISM ON RELIGION 411 A summary contains the general idea or main points rather than a lot of details. It can be from a single source, or a collection of related sources, and gives a reader background information to help them understand the topic. A good summary highlights only those facts, ideas, opinions, etc., that are useful for your topic. It can support or contradict your argument but don’t distract your reader with irrelevant details. Be accurate. Understand the information in your source material. If you misread the source you will misrepresent their point of view, ideas, opinions or position. Be objective. Do not confuse the reader by mixing your opinion with the information from the original source material. Express your opinions in comments framing your summary, not in the summary. Be concise – make your summary as brief as possible. 5. 5. 3 Paraphrasing Paraphrasing puts the ideas of others into your own words. It restates the ideas in the original source and includes the same information/details. As long as you acknowledge your source it is NOT plagiarism. Why paraphrase instead of quote? It is more effective because the essay flows when you use your own words. It helps resolve the problem of over-quoting. The process of paraphrasing assists you in gaining a fuller understanding of the original. Steps to paraphrasing sentences/paragraphs effectively: Step 1: Before you begin, it is essential that you fully understand the meaning of the original text. Underline any words that can be substituted with a synonym. Step 2: Make notes of the main idea/concept of the original. Note the key words/terms and not complete sentences. This will help you use your own words later. Step 3: Write the bibliographical details, the subject and a few comments next to your notes to remind you how you intend to use this material later. Step 4: Write from your notes not from the original text. Do not just substitute words; you must change the structure of the paragraph without changing the meaning and the attitude taken in the original. Remember to cite the original source. Step 5: Use quotation marks for any terms or phrases that you have used exactly as they appear in the original source. Step 6: Check your paraphrase with the original make sure it expresses the same ideas and attitude that are expressed in the original. Step 7: Do not include your own opinion or additional comments as this changes the meaning of the original and results in your ideas being wrongly attributed to the author. Your ideas and opinions can be expressed by your choice of reporting verb (Section 3. 4. 5). TEACHING LITERARY CRITICISM ON RELIGION 412 Example: Compare the original text and the two paraphrases of it. Paraphrase – Original Text unacceptable Paraphrase - acceptable The development of successfulSuccessful developing of According to McCarthy, marketing strategies depends marketing strategies is Perreault and McGuiggan to a large extent on the dependent to a great extent (2000), the planner’s level of planner’s ability to segment on the ability of the planner competence in the complex markets. Unfortunately, this is to segment markets. procedure of the not a simple process. However, this process is segmentation of markets is a deciding factor in the Segmenting usually requires difficult. Segmenting success considerable management usually requires significant of market strategy judgment and skill. Those management judgment and development. Thus, high marketers who have the skill. Only marketers who levels of management necessary judgment and skill have the necessary assessment and aptitude are will have a real advantage overjudgment and skill will have necessary for marketers to their competitors in finding a true advantage over their truly gain a competitive profitable opportunities. competitors in obtaining advantage in procuring (McCarthy, Perreault & profitable opportunities lucrative opportunities. McGuiggan 2000, p. 411) (McCarthy, Perreault & McGuiggan 2000). This example follows the sentence structure of the original too closely and The sentence structure has simply substitutes some of been changed and words the words with synonyms. have been substituted Sources: The Writing Lab, Purdue University 2010, Paraphrase: write it in your own words, viewed 12 June 2012, <http://owl.english.purdue.edu/owl/resource/619/1/>. Learning Lab, RMIT University, Online tutorial: paraphrase, viewed 5 February 2013, <http://emedia.rmit.edu.au/learninglab/content/paraphrasing-tutorial>. http://students.acu.edu.au/office_of_student_success/academic_skills_unit_asu/ac ad emic_ref erenci ng/reporting_verbs/ McCarthy, E. J., Perreault, W. D. Jr & McGuiggan, R. L. 2000, Learning aid to accompany basic marketing, 2nd edn, McGraw-Hill, Sydney. TEACHING LITERARY CRITICISM ON RELIGION 413 3. 5. 4 Quoting Your assignment will include important ideas, writings and discoveries of experts in your field of study. Always acknowledge these contributions by referencing. You introduce other people’s views into your work and name them in the text for a variety of reasons. For example: When you want to use an author as an authoritative voice. To introduce an author’s position you may wish to discuss. To provide evidence for your own writing. To make a clear distinction between the views of different authors To make a clear distinction between an author’s views and your own. When you directly quote an author you must include the page number in your reference. If the quote is short (under 30 words) you include it into the text of the paragraph between quotation marks. “” If the quote is longer, then put it into an indented paragraph. 4. 5. 5 Introductory Phrases Use introductory phrases to tell the reader what the author you are referencing thinks or does in their text. Consider using the following after you have given the author’s name (and the year or notation) • X states that ... • X comments that ... • X claims that ... • X takes the view that ... • X asserts that ... • X observes that ... • X agrees that ... • X believes that ... • X strongly argues that ... • X contends that ... • X comments that ... • X concludes that ... • X suggests that ... • X proposes that ... • X argues that ... • X concedes that ... • X says that ... • X maintains that TEACHING LITERARY CRITICISM ON RELIGION 414 4. Checklist for Writing & Editing Assignments Use this checklist when you are redrafting and editing your assignment. Editing at the structural level and the sentence level can improve your marks by producing an essay that has a logical structure and flow of ideas. 4. 1 Academic writing: paragraph level It helps to think of your assignment in terms of paragraphs in the planning and drafting stages. A paragraph consists of one main point, and is made up of a number of sentences – a topic sentence, supporting sentences, and a concluding sentence. Think of a paragraph as a brick. A well-organised piece of writing is like laying a brick neatly on top of one another; a disorganised one is like a heap of bricks thrown on the ground. Be conscious of how your paragraphs work together to communicate your information and understanding to your audience. The length of a paragraph largely depends on the purpose of the paragraph, and what you have set out to talk about in your topic sentence. A paragraph that is too long makes it difficult for your audience to follow. A paragraph that is too short won’t develop the main idea. Avoid a one-sentence paragraph. A paragraph needs a topic sentence, followed by sentences of elaboration and explanation (i.e. supporting sentences). Example of an Academic Paragraph: Topic Sentence – Support Sentences» – Concluding Sentence A number of problems associated with the traditional routines of handover practices have been identified. Baldwin and McGinnis (1994, pp. 61-64) find that many handovers are unnecessarily lengthy which means that there is an unacceptable period of time during each shift when nurses are not available in the ward or unit. Another area that has received attention is the content and presentation of handover information. Wills (1994, p. observes that “an unprofessional approach has been noted among some nurses, with derogatory comments about patients or their families”. Lastly, there is the issue of what information nurses actually pass on during the handover. It appears that: TEACHING LITERARY CRITICISM ON RELIGION 415 Nurses frequently report on their own activities over the shift rather than providing patient centred information. Information obtained from discussions with relatives is rarely relayed onto other nursing staff, and of the patient information reported, most is described from a medical perspective rather than focusing on the discussion of nursing related information. (Professional Nurse, 1997, p. 637) Thus, many serious problems have been identified in traditional handover practices, which may reflect on the professional standing of nurses in this profession.> Source: Teaching and Learning Centre, University of New England 2012, Paragraphs – Academic Writing, viewed 10 June 2012 <http://www.une.edu.au/tlc/aso/students/factsheets/paragraphs-academic- writing.pdf>. 2 Academic Writing: sentence level 2. 1 Topic sentence A topic sentence sums up the paragraph – it tells your audience what the paragraph is about. It performs the same function as the introduction, which provides a preview of your assignment. It is usually found at the beginning of a paragraph – the first or second sentence. The first sentence should also connect the paragraph to the previous paragraph. TEACHING LITERARY CRITICISM ON RELIGION 416 5. 2. 2 Logical flow The first and last sentences of a paragraph act as links or transitions to connect one paragraph to another. Often, the last sentence (i.e. concluding sentence) of a paragraph links it to the next paragraph. These links ensure that there is a smooth flow throughout the writing. Logical flow should also occur within a paragraph. Each sentence should follow on to the next – the move from one sentence to the next should be logical. Information included within a paragraph should be presented in a logical, sequential manner. Adapted from the following sources: Morley-Warner, T. 2000, Academic writing i