Writing Assignments: American Literary History
Dr. Sean Meehan
Morningside College
There is then creative reading as well as creative writing. When the mind is braced by labor and invention, the page of whatever book we read becomes luminous with manifold allusion.
--Emerson, “The American Scholar”
Luminous Links
Luminous links are specific writing assignments that each of you will experience in the course as well as a model for the kind of creative reading that I expect students to develop (and experiment with in class) and which I will use in organizing class discussions and presentations of my own. This model emphasizes student participation in class and an understanding of good, critical reading as a dynamic and creative process, developed much like good writing.
Below are the guidelines for each of the assignments as well as a rubric that I will use in evaluating your work in each case.
1]Autobiographical Link
2-3 pages, digital/double-spaced.
In the first few readings, we encounter different views and ways of defining American identity. The assignment is to make an autobiographical link between something from your own experience and something we have read thus far. Respond to an idea, issue or particular moment in one of the texts that speaks to something in your experience—because it is similar or different from your experience, and compares/contrasts with your definition of America and American identity. Consider not only what the author (Franklin, Douglass, Thoreau, etc) has to say, but how he develops the idea as a writer. Make the connection to this writer explicit.
2]Poetry Link.
3-4ages, digital/double-spaced.
"Have you felt so proud to get at the meaning of poems?" Select a poem by either Whitman or Dickinson to focus on and develop a close reading [note: in the case of a longer Whitman poem such as “Song of Myself,” you might select a particular section of the poem]. Focusing on the formal properties of the text and the poetry (language, style, image, syntax, sound, meter, line, punctuation, etc), answer this question: What is most significant in the author’s poetry (how he/she writes) as reflected in this specific poem (or section of a poem)? In other words, I am asking you not to summarize what the poem is about, but rather to analyze what the poem (and the poetry) is doing—and how that writing is important in what the poem is about. What is the meaning (or purpose) of poetry for Whitman or Dickinson, and how is that meaning evident in the poem you have chosen? Your primary focus is on one of these two poets and one poem. As a way to develop your focus and analysis, you might do one or more of the following: refer to a second poem by the poet where you see connections; compare/contrast this poet with Whitman or Dickinson; compare/contrast this poet with a contemporary poetic voice where you see and hear key similarities or differences. Though you might find some further reading of secondary resources helpful in brainstorming, references to sources other than primary texts are not required for this assignment. Recall how close reading and formal approach to literary texts was explored in 'Creative Reading.'
The presentation of your essay to class will include a voiced reading of your poem (or section of the poem: around 10-15 lines). I will expect you all to voice the poem thoughtfully, as you understand it should be read. Those able to recite the poem from memory and embody its meaning will receive extra credit.
3]Research Link.
Assignment:
A 5-7 page essay (digital/double-spaced): researched, revised and refined. This essay will include at least 3 secondary resources (print and/or electronic) in addition to your primary text; works cited in MLA format. This essay builds on the two previous assignments (autobiographical and formal readings) and adds research to your scholarly tool box.
The focus of your research and essay is the cultural context for Hawthorne’s House of the Seven Gables. Broadly speaking, cultural context means all that informs and influences the primary text and its writing: this would include cultural and historical circumstances (mid-19th century America), other authors you might link to him (Emerson, Poe, etc), the author’s biographical history. Select a significant aspect of the novel that is of interest to you and which you believe can be better understood by delving further into its context. Your thesis would then answer this question: what insight does this research shed on this aspect of the novel (whatever it is you have focused on) and on the larger meaning of the novel? What do we learn from the context, from the connection you make between the novel and its culture.
Your audience for this essay is American literary scholarship. You might think as well of a more specific audience to guide your work: high school teachers of English (perhaps even the one you had) who teach American literature and Hawthorne and need to learn the latest in scholarship to help them develop their curriculum and make changes in their approach to this novel and this author. Ultimately, this essay will be published on your web site (final project) and thus be available for future teachers and students to read and receive your insight and inspiration.
Steps of the Process:
In addition to a refined final draft, this project will include a proposal and working bibliography, and multiple drafts.
Proposal (due in class—submitted to Blackboard). Your proposal should be a 1-2 page sketch of what you have, by that point, decided to focus on and what you have started to research. The proposal should include: [1]A brief discussion of your focus (what aspect(s) of the novel you plan to focus on, what connections to the novel’s cultural/historical context you plan to make) and your thesis at this point (what insight into the novel you believe this cultural context provides) ; [2]at least 2 secondary resources you have found thus far in your research (provide the ciation). For both of these resources, you will provide a one paragraph summary or abstract of the article/resource: indicate what the article argues and focuses on, any key examples and insight it provides; [3]list of any questions you have about your project or research at this point and about which you would like feedback, from me and/or a peer.
Full Draft (due in class—submitted to Blackboard). Full draft means that the essay is still in progress, but that you are no longer sketching out ideas. I will expect at least 2 pages. Focus on the heart of the essay: making and developing the connection between the novel and the context. As a guideline, your draft should include at least one of the main secondary resources/citations you plan to use. We will workshop in class and work on revising and further developing the connection you make with cultural context..
Final Draft . This is a version of your essay ready to be edited, including all quotations and citations in the draft that you plan to use. We will workshop in class the effective and appropriate use of secondary resources in your essay.
Evaluation
Each of the 3 process steps is worth 10 points. [10 points for doing the step as expected; 5 points for partially doing it; 0 points for not doing it]
The final product that emerges from this process of literary scholarship will be worth 100 points. The rubric I will use in evaluating the product is the following.
F/failing: Assignment not completed as required.
D/insufficient: The essay addresses the assignment generally, without providing the kind of focus that is necessary for coherence and development; the essay makes no use of a connection to reading; the essay shows little thought and creativity in exploring the topic; the mechanics of the essay suggest that little to no editing was done. In general, this essay reflects a weak and insufficient achievement, suggesting the need for improvement in multiple areas. Significant revision required in order to post this link.
C/sufficient: The essay addresses the assignment sufficiently and provides a necessary focus, though with a need for further development; the essay makes a sufficient connection to reading but not in a way that is effective for the essay; the essay demonstrates sufficient thought and creativity, with a need to do more during the revision process; the mechanics of the essay indicate the need to address some issues during editing. In general, this essay reflects sufficient achievement with the assignment, suggesting room to improve in one or more of the areas mentioned. Continue to work on before posting the link.
B/strong: The essay addresses the assignment fully and develops its focus coherently and effectively; the essay makes effective and thoughtful use of connections to reading, demonstrating the writer’s understanding of the reading; the essay demonstrates the kind of thought and creativity that is necessary for an effective and compelling piece of critical writing; the mechanics of the essay indicate no significant problems. In general, this essay reflects strong work and achievement; there is room to refine and push a bit further in one of the areas mentioned as the writer prepares to post this link.
A/exceptional: The essay responds to the assignment in an exceptional manner, developing its focus with impressive coherence and thoroughness; the essay’s use of connections to reading are highly effective, perceptive, and thoughtful, demonstrating great insight; the essay’s thoughtfulness and creativity are demonstrated throughout the piece, making it highly engaging and compelling; the essay is clean, well edited. In general, this essay reflects excellence in all aspects; the link is ready to be posted and the writer should consider expanding upon this work for future scholarship.
Overall, one of the central points I will emphasize in evaluating your links is the effectiveness and thoughtfulness with which your writing reflects ideas we have encountered in the course, in the readings as well as discussions. I am encouraging you through these assignments not only to participate in real literary scholarship that scholars and teachers use, but to develop your creative reading ability—something you can take with you into future courses and into your learning beyond Morningside.