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- [mailto:e316@ajdrake.com|Email] | ((E316_Requirements|Home)) | ((E316_Syllabus|Syllabus)) | ((E316_Policies|Policies)) | ((E316_Questions|Questions)) | ((E316_Presentations|Presentations)) | ((E316_Journals|Journals)) | ((E316_Paper|Paper)) | ((E316_Final_Prep|Final)) | ((Blogs_Indices|Blogs))((E316_Audio|Audio)) | [http://www.ajdrake.com/wiki/tiki-list_file_gallery.php|Guides] | [http://www.ajdrake.com/wiki/tiki-directory_browse.php|Links] | [http://www.library.fullerton.edu/|CSUF Library] | [http://www.fullerton.edu/catalog/|CSUF Catalog] | [http://myweb.fullerton.edu/AcademicCalendar/|CSUF Calendar] | [http://www.fullerton.edu/admissions/CurrentStudent/Fall2010/FinalExaminations.asp|CSUF Exam Schedule]
+ <b>[mailto:e316@ajdrake.com|Email] | ((E316_Requirements|Home)) | ((E316_Syllabus|Syllabus)) | ((E316_Policies|Policies)) | ((E316_Questions|Questions)) | ((E316_Presentations|Presentations)) | ((E316_Journals|Journals)) | ((E316_Paper|Paper)) | ((E316_Final_Prep|Final)) | ((Blogs_Indices|Blogs))((E316_Audio|Audio)) | [http://www.ajdrake.com/wiki/tiki-list_file_gallery.php|Guides] | [http://www.ajdrake.com/wiki/tiki-directory_browse.php|Links] | [http://www.library.fullerton.edu/|CSUF Library] | [http://www.fullerton.edu/catalog/|CSUF Catalog] | [http://myweb.fullerton.edu/AcademicCalendar/|CSUF Calendar] | [http://www.fullerton.edu/admissions/CurrentStudent/Fall2010/FinalExaminations.asp|CSUF Exam Schedule]</b>
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PROMPTS AND INSTRUCTIONS FOR THE TERM PAPER


- Due Dates. The final draft will be due as specified at the bottom of the syllabus page. I require emailed attachments in MS Word or Corel Word Perfect (or "inline" only if necessary) because it's easier to comment on drafts and maintain records. A one-paragraph topic/argument description will be due by email on the date the syllabus page specifies. See the syllabus for the paper requirement's value as a percentage of the course grade.
+ <b>Due Dates.</b> The final draft will be due as specified at the bottom of the syllabus page. I require emailed attachments in MS Word (or "inline" only if necessary) because it's easier to comment on drafts and maintain records. A one-paragraph topic/argument description will be due by email on the date the syllabus page specifies. See the syllabus for the paper requirement's value as a percentage of the course grade.

- Key Guides: [http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=7|MLA Format], [http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=6|Grammar], [http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=5|Deductive Essays], [http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=3|Citing Texts], [http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=1|Analyzing Texts], and [http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=2|Editing Tips].
+ <b>Key Guides:</b> <b>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=7|MLA Format]</b>, <b>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=6|Grammar]</b>, <b>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=5|Deductive Essays]</b>, <b>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=3|Citing Texts]</b>, <b>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=1|Analyzing Texts]</b>, and <b>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=2|Editing Tips]</b>.

- ~~#7B5E00: ===General Prompt===. Choose one or two assigned texts and, focusing on issues you find relevant and manageable, write a 5-7 page essay specific in its initial thesis, easy to follow in structure, and clear and consistent in style. (Graduates -- if any are enrolled in this class -- should write a 10-15 page essay that engages with both primary and secondary material.)~~
+ <b><u>General Prompt</u>. Choose one or two assigned texts and, focusing on issues you find relevant and manageable, write a 5-7 page essay specific in its initial thesis, easy to follow in structure, and clear and consistent in style. (Graduates, if any are enrolled in this class, should write a 10-15 page essay that engages with both primary and secondary material.)</b>

- Developing a Topic: You may want to develop a paper topic by refining or adapting one of the study questions on our texts. If so, send me the question or questions that interest you, and I will gladly help you "spin" a good topic. But here are some you may find worthwhile:
+ <b>Developing a Topic:</b> You may want to develop a paper topic by refining or adapting one of the study questions on our authors. If so, send me the question or questions that interest you, and I will gladly help you "spin" a good topic. But here are some you may find worthwhile:

- Suggested Topics
+ <b>1. Shakespeare's clowns, fools, rustics, malapropists, minor rogues and madcaps are some of his most beloved characters. In one assigned play, examine the significance of such a character's words and actions to the play's weightier characters and themes. Consider that character's strengths and limitations and his or her value with respect to our understanding of other, more central, characters in the play.</b>

- 1. Shakespeare's clowns, fools, rustics, malapropists, minor rogues and madcaps are some of his most beloved characters. In one assigned play, examine the significance of such a character's words and actions to the play's weightier characters and themes. Consider that character's strengths and limitations and his or her value with respect to our understanding of other, more central, characters in the play.
+ <b>2. Shakespeare's plays seldom reduce neatly to pure comedy or tragedy -- there is usually something or someone melancholy in his comedies, and something or someone comic in his tragedies and romances. Consider one or two such "contrary" scenes or characters in one assigned play, and explore how they might enhance an audience's understanding of characters and events that suit the play's predominant mode.</b>

- 2. Shakespeare's plays seldom reduce neatly to pure comedy or tragedy -- there is usually something or someone melancholy in his comedies, and something or someone comic in his tragedies and romances. Consider one or two such "contrary" scenes or characters in one assigned play, and explore how they might enhance an audience's understanding of characters and events that suit the play's predominant mode.
+ <b>3. Shakespeare's natural settings cover the full spectrum from magical green worlds and idyllic pastoral habitats to raging tempests and the bleakest landscapes. In one assigned play, examine the significance of the natural surroundings, taking care to reflect upon the relationships (involving alienation, affinity, destructiveness, regeneration, metaphorical significance, etc.) between key characters and the landscapes/elements in which they speak and act. Consider, too, where relevant, the extent to which the play grants the natural environment integrity and prerogatives of its own, aside from its value to human beings.</b>

- 3. Shakespeare's natural settings cover the full spectrum from magical green worlds and idyllic pastoral habitats to raging tempests and the bleakest landscapes. In one assigned play, examine the significance of the natural surroundings, taking care to reflect upon the relationships (involving alienation, affinity, destructiveness, regeneration, metaphorical significance, etc.) between key characters and the landscapes/elements in which they speak and act. Consider, too, where relevant, the extent to which the play grants the natural environment integrity and prerogatives of its own, aside from its value to human beings.
+ <b>4. In the comedies and romance plays especially, courtship and marriage are often central issues. In any one assigned play, consider the development of one couple's courtship: examine the obstacles they face, the qualities that make them a match, and the significance of conversation (dialog) in the maturing of their affection for and understanding of each other. Consider also any accidents or external forces that may bring them together, and reflect on the degree to which the couple themselves can control what happens to them.</b>

- 4. In the comedies and romance plays especially, courtship and marriage are often central issues. In any one assigned play, consider the development of one couple's courtship: examine the obstacles they face, the qualities that make them a match, and the significance of conversation (dialog) in the maturing of their affection for and understanding of each other. Consider also any accidents or external forces that may bring them together, and reflect on the degree to which the couple themselves can control what happens to them.
+ <b>5. Warfare and political action are central to Shakespeare's history plays, but they often matter in his other dramas, too. War can be represented in terms of chivalry and glory or brute violence, just as political action can be characterized as honorable and responsible or cunning and evil. Examine one assigned play that represents war and/or politics, considering whether the positive or negative view (or something in between) prevails, what is revealed about key characters in the cauldron of war or politics, and the extent to which the play treats either area as "theater" or stagecraft.</b>

- 5. Warfare and political action are central to Shakespeare's history plays, but they often matter in his other dramas, too. War can be represented in terms of chivalry and glory or brute violence, just as political action can be characterized as honorable and responsible or cunning and evil. Examine one assigned play that represents war and/or politics, considering whether the positive or negative view (or something in between) prevails, what is revealed about key characters in the cauldron of war or politics, and the extent to which the play treats either area as "theater" or stagecraft.
+ <b>6. Ghosts, the supernatural, intimations, and dream-states (or dream-worlds) figure in a number of Shakespeare's plays. Focus on the relevant super-ordinary aspect in one such assigned play, exploring the degree to which that aspect serves as an explanation or cause for significant actions and outcomes. Consider, too, where relevant, the attitude of one or more key characters towards the supernatural, taking care to examine the consequences of that attitude.</b>

- 6. Ghosts, the supernatural, intimations, and dream-states (or dream-worlds) figure in a number of Shakespeare's plays. Focus on the relevant super-ordinary aspect in one such assigned play, exploring the degree to which that aspect serves as an explanation or cause for significant actions and outcomes. Consider, too, where relevant, the attitude of one or more key characters towards the supernatural, taking care to examine the consequences of that attitude.
+ <b>7. Metadrama (either in the sense of a "play within the play" or of significant references to literature, drama, the arts, and/or criticism and key concepts such as representation) is an important element in a number of Shakespeare's plays, which often reflect on their own medium and on the arts more generally, especially in relation to other areas of life. Identify and examine the metadramatic element in one assigned play, taking care to consider how that element might help an audience understand some of the play's main events, characters, and themes.</b>

- 7. Metadrama (either in the sense of a "play within the play" or of significant references to literature, drama, the arts, and/or criticism and key concepts such as representation) is an important element in a number of Shakespeare's plays, which often reflect on their own medium and on the arts more generally, especially in relation to other areas of life. Identify and examine the metadramatic element in one assigned play, taking care to consider how that element might help an audience understand some of the play's main events, characters, and themes.
+ <b>8. Shakespeare's plays do not foreground Christian theology (or "pagan" religions like that of the Greeks or Romans, for that matter) -- they are not, that is, explicitly didactic or "teacherly." Still, religious concepts and beliefs often figure in significant ways in his dramas, manifesting themselves in characters' words and shaping their deeds, for better or for worse as the specific case may be. Consider the religious framework in one assigned play, and explain how it influences what characters say and do, how it informs their interpretation of their own and others' circumstances and actions, and how it might shape an audience's understanding of the play's events and themes.</b>

- 8. Shakespeare's plays do not foreground Christian theology (or "pagan" religions like that of the Greeks or Romans, for that matter) -- they are not, that is, explicitly didactic or "teacherly." Still, religious concepts and beliefs often figure in significant ways in his dramas, manifesting themselves in characters' words and shaping their deeds, for better or for worse as the specific case may be. Consider the religious framework in one assigned play, and explain how it influences what characters say and do, how it informs their interpretation of their own and others' circumstances and actions, and how it might shape an audience's understanding of the play's events and themes.
+ <b>9. At an appropriate point, we will at least briefly discuss Aristotle's classic definition and treatment of tragedy. In light of that discussion, consider one of the tragedies we are studying as an example of tragic drama. In what ways does the play adhere to the classic definition, and in what ways does Shakespeare more or less define and handle "tragedy" as he sees fit, in accordance with the exigencies of the action, characters, and thematic interests he is developing in your chosen play?</b>

- 9. At an appropriate point, we will at least briefly discuss Aristotle's classic definition and treatment of tragedy. In light of that discussion, consider one of the tragedies we are studying as an example of tragic drama. In what ways does the play adhere to the classic definition, and in what ways does Shakespeare more or less define and handle "tragedy" as he sees fit, in accordance with the exigencies of the action, characters, and thematic interests he is developing in your chosen play?
+ <b>Formatting.</b> Follow MLA (Modern Language Association) style -- this means, mainly, that you must observe the following formatting rules:

- Formatting. Follow MLA (''Modern Language Association'') style -- this means, mainly, that you must observe the following formatting rules:
+ 1. Observe 1-inch margins (MS Word uses 1 1/2"; change with Word's file menu Page Setup feature).

- 1. Observe 1-inch margins (MS Word uses 1ΒΌ"; change with Word's file menu Page Setup feature).2. Double-space text ''and'' indented quotations alike -- i.e. don't single-space quotations.
+ 2. Double-space text and indented quotations alike -- i.e. don't single-space quotations.


@@ -Lines: 76-85 changed to +Lines: 71-81 @@

- ~pp~ Simpson 1~/pp~
+ Simpson 1

Bart Simpson

- Professor Burns
+ Professor Montgomery Burns


@@ -Lines: 87-113 changed to +Lines: 83-109 @@

- 25 December 2005
+ 25 December 2010

- But I'm Never Going to England!
+ Why Should I Study English if I'm Never Going to England?!

- 7. Introduce and cite sources properly within your essay. See my __[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=6|Grammar Guide]__ for the relevant conventions.
+ 7. Introduce and cite sources properly within your essay. See my <b>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=6|Grammar Guide]</b> for the relevant conventions.

- 8. Offer a "works cited" list on the last page of your document even if an anthology is your only text. Again, see __[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=6|Grammar Guide]__ for the relevant conventions, or refer to a book ''every'' humanities major should have: ''The MLA Handbook for Writers of Research Papers.'' 6th. edition. Ed. Joseph Gibaldi. New York: MLA, 2003.
+ 8. Offer a "works cited" list on the last page of your document even if an anthology is your only text. Again, see <b>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=6|Grammar Guide]</b> for the relevant conventions, or refer to a book every humanities major should have: <i>The MLA Handbook for Writers of Research Papers.</i> 6th. edition. Ed. Joseph Gibaldi. New York: MLA, 2003.

- __Rough Drafts (Optional).__ If you give me a rough draft or some portion of one, I will read it carefully and offer substantive comments. With regard to stylistic matters, I have a detailed online __[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=6|Grammar Guide]__, portions of which I include as "autotexts" with the MS Word Track Changes feature as I go through a draft. I will not simply "fix" rough drafts since that discourages students from doing their own editing. Self-expression and the desire to say something important are good reasons to write, but they alone do ''not'' make a person a good writer -- that takes time and respect for the medium itself, including its formal conventions.
+ <b>Rough Drafts (Optional).</b> If you give me a rough draft or some portion of one, I will read it carefully and offer substantive comments. With regard to stylistic matters, I have a detailed online <b>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=6|Grammar Guide]</b>, portions of which I include as "autotexts" with the MS Word Track Changes feature as I go through a draft. I will not simply "fix" rough drafts since that discourages students from doing their own editing. Self-expression and the desire to say something important are good reasons to write, but they alone do not make a person a good writer -- that takes time and respect for the medium itself, including its formal conventions.

- __Research and "Works Cited"__ For undergraduates, research is optional -- the main thing is to attend closely to the assigned texts. If you like to do outside reading and work with theoretical approaches, that's good, but this assignment is not technically a research paper. Even if you don't incorporate outside research, you still need to include a separate Works Cited page at the end of the essay--that is because you will, of course, be citing at least one of the assigned texts. Use MLA guidelines for citing sources. As for graduates, your longer paper should incorporate at least some secondary material, but I leave the relative balance between primary and secondary material to your discretion. Libraries: __[http://www.chapman.edu/academics/libraries.asp|Chapman]__, __[http://www.library.fullerton.edu/|CSUF]__.
+ <b>Research and "Works Cited"</b> For undergraduates, research is optional -- the main thing is to attend closely to the assigned texts. If you like to do outside reading and work with theoretical approaches, that's good, but this assignment is not technically a research paper. Even if you don't incorporate outside research, you still need to include a separate Works Cited page at the end of the essay--that is because you will, of course, be citing at least one of the assigned texts. Use MLA guidelines for citing sources. As for graduates, your longer paper should incorporate at least some secondary material, but I leave the relative balance between primary and secondary material to your discretion. Libraries: <b>[http://www.chapman.edu/academics/libraries.asp|Chapman]</b>, <b>[http://www.library.fullerton.edu/|CSUF]</b>.


- __Additional Guides.__ I have written many guides to help students with composing, editing, and polishing their essays. Please look over some of this site's materials on writing -- see the Resources/Guides section of your course menu, and click on "Writing Guides" to view the list. Here are links to the main ones: __[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=7|MLA]__, __[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=6|Grammar]__, __[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=5|Deductive]__, __[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=3|Citing]__, __[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=1|Analyzing]__, and __[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=2|Editing]__.
+ <b>Additional Guides.</b> I have written many guides to help students with composing, editing, and polishing their essays. Please look over some of this site's materials on writing -- see the Resources/Guides section of your course menu, and click on "Writing Guides" to view the list. Here are links to the main ones: <b>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=7|MLA]</b>, <b>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=6|Grammar]</b>, <b>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=5|Deductive]</b>, <b>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=3|Citing]</b>, <b>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=1|Analyzing]</b>, and <b>[http://www.ajdrake.com/wiki/tiki-download_file.php?fileId=2|Editing]</b>.

- __Advance Draft Comments__
+ <b>Advance Draft Comments</b>


@@ -Lines: 115-119 changed to +Lines: 111-115 @@

- __1) Thesis presentation in your first paragraph__
+ <b>1) Thesis presentation in your first paragraph</b>


@@ -Lines: 121-130 changed to +Lines: 117-126 @@

- Thesis Development. In the drafting stages of a deductive essay, the thesis in the first paragraph is often vague -- more like a general topic than a specific argument. In a ''Deductive'' essay, one states claims at the outset and then explores them; however, insights tend to develop inductively. That is, what the writer wants to say emerges only gradually, and becomes sharpest towards the end of the paper. The most efficient way to sharpen your first paragraph is to look over what you write in the middle and conclusion of your essay, and tie it all together into a few sentences that will serve as your thesis. That way, you can turn an inductive rough draft into a deductive final draft, and avoid allowing initially vague claims to get the better of you: unless handled with care, ideas quickly become traps.
+ Thesis Development. In the drafting stages of a deductive essay, the thesis in the first paragraph is often vague -- more like a general topic than a specific argument. In a deductive essay, one states claims at the outset and then explores them; however, insights tend to develop inductively. That is, what the writer wants to say emerges only gradually, and becomes sharpest towards the end of the paper. The most efficient way to sharpen your first paragraph is to look over what you write in the middle and conclusion of your essay, and tie it all together into a few sentences that will serve as your thesis. That way, you can turn an inductive rough draft into a deductive final draft, and avoid allowing initially vague claims to get the better of you: unless handled with care, ideas quickly become traps.

- Avoiding Generalities. Do ''not'' begin your first paragraph with filler such as, "Throughout history, man has fallen in love and written poetry." That is an irrecoverable sign that the writer has little of substance to say. Also avoid literary appreciation filler such as "Ben Jonson's plays are immortal.''
+ Avoiding Generalities. Do not begin your first paragraph with filler such as, "Throughout history, man has fallen in love and written poetry." That is an irrecoverable sign that the writer has little of substance to say. Also avoid literary appreciation filler such as "Ben Jonson's plays are immortal."
- __2) Argument structure and handling of quotations in the main essay__
+ <b>2) Argument structure and handling of quotations in the main essay</b>


@@ -Lines: 132-136 changed to +Lines: 128-132 @@

- __3) Grammar and Style__
+ <b>3) Grammar and Style</b>


@@ -Lines: 141-145 changed to +Lines: 137-141 @@

- __GRADES FOR THE FINAL DRAFT__
+ <b>GRADES FOR THE FINAL DRAFT</b>


@@ -Lines: 157-160 changed to +Lines: 153-159 @@

An F grade usually stems from plagiarized content, whether in part or in entirety, which is also grounds for failure in the course. Sources must always be documented.
+
+
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