AN INTEGRATED CURRICULUM UNIT FOR THE CRITIQUE OF PROSE AND FICTION

AN INTEGRATED CURRICULUM UNIT FOR THE CRITIQUE OF PROSE AND FICTION

OVERVIEW I. CONTENT Building on the foundations of literature from earlier periods, significant contributions emerged both in form and philosophy through the Renaissance, Romantic period, and the Modern landscape. Understanding the time period influence, basic tenets of artistic philosophy, and practicing close reading through device interpretation can allow textual meaning to emerge. Throughout this semester, these principles will be applied to explore some foundational writers and works. Response to a written text is a well-utilized approach in collegiate writing. Understanding the form, rhetorical devices and then approach to critique allows the reader a level of interpretation both in development and content. Responses to fiction, nonfiction and literary nonfiction will be explored as students practice and hone skills in close reading. II. PROCESS 1. To understand the significance of the Renaissance period in English Literature as being historical and predictive of literary texts both past and future; furthermore, understanding of stylistic techniques as being varied and classical will also be developed. 2. To understand the stylistic qualities of Hamlet and the use of time, place, and characterization to reveal action and plot of the drama; furthermore, to understanding Hamlet's internal growth as a young man coming to terms with the world of universal themes. 3. To develop an understanding of the language and style of Shakespeare; furthermore, to demonstrate an understanding of Hamlet's characterization by analysis of the text. 4. To develop an understanding of the stylistic development of literature through Romanticism changes of philosophical content with a revolt from the Enlightenment time period; also, to be able to apply these notions to particular poems. 5. To explore and evaluate major Romantic and Victorian poets (Blake, Wordsworth, Coleridge, Byron, Shelley, Keats, Tennyson, Browning, Arnold), apply their philosophies, and interpret poetic devices for a perspective on their poetry. 6. To understand modern techniques of prose with emphasis on subjectivity in nonlinear sequence by use of an uncertain narrator as demonstrated in Joseph Conrad s Heart of Darkness. 7. To understand the role of archetype within literature as seen through Heart of Darkness. Study will focus on the hero's journey, journey into the underworld, belly of the beast, rites of passage, etc. 8. To develop an understanding of modern postulates and philosophy regarding literary style and voice, including depersonalization, experimentation, fragmentation, psychological, cynical tone, irony, etc.

9. To understand the modern period, its history, and its literary developments in poetry and prose emphasizing the form of the modern voices. This will be demonstrated through a survey and presentation of modern works of the early 20th century, including sub-genre themes like experimental, post-colonial, class structure, reaction to war, Irish renaissance, and nationalism. 10. To demonstrate knowledge of critique through the review of nonfiction devices utilizing analysis of argumentation styles, opinion, and content as well as citing personal opinion into the article's conclusions. 11. To continue and develop an understanding of essay form, analysis of text, synthesis of ideas and evaluation of purpose for effect on audience III. PRODUCT 1. Essay: Fiction Analysis A: Write a critique of a unit selection taking into consideration classroom instruction regarding form, use of prompt, analysis and evaluation of text, and consideration of purpose. Emphasis should be given to showing the writer's devices and judging the effectiveness. V: 100 pts G: You will be evaluated on a clear analysis of reviewer's work, support, and personal opinion about the success/failure of the rhetorical devices. Emphasis will be given to structure and a focused topic. 2. Essay: Rhetorical Analysis (analysis of nonfiction text)* A: Write a critique of a nonfiction article taking any of the following into consideration: logic/reasoning, emotional appeals, authority, support/examples, tone, organization, diction, generalization, rhetorical questions, repetition, etc. Emphasis should be given to critiquing how the writer constructed the work to affect the overall purpose and the reader. V: 100 pts G: You will be evaluated on a clear analysis of reviewer's work, support, and personal opinion about the success/failure of the rhetorical devices. Emphasis will be given to structure and a focused topic. 3. Literature Theme Project A. Student groups will present to the class a particular theme of literature within the 20th century. Students will be responsible for original content and research into the topic, application of theme to a short story and poem(s), and method of relating the information in class. V: 100 pts G: You will be evaluated on your research into the theme emphasizing the cause/effect pattern on literature. Emphasis will also be given to the content knowledge and understanding of prose and poetry. Finally, creativity and good speaking qualities will also be considered.

*Depending upon time and necessity, other essay form projects may be added to practice further form and evaluation techniques. IV. GOALS Goal 1: To understand Renaissance literature as reflective of a rebirth of ideas of the human spirit, its authors, its forms, and its history as a beginning of the modern age through analysis of Hamlet. Goal 2: To gain an understanding of Romantic and Victorian poets as to their philosophies and works, and to understand their poetry as reflective of changing literary attitudes. Goal 3: To gain an understanding of modern literature and its writers as being diverse and experimental through analysis and evaluation of literary devices. Goal 4: To develop skills in essay regarding fiction and nonfiction through analysis of rhetorical devices Goal 5: To demonstrate and understand strong communication skills and medium usage. * The major assignments listed above are essential to complete the requirements of this class. They were carefully chosen to reflect the basics of the importance of the discipline; therefore, if you do not complete all the assignments, or complete them to a satisfactory level, the grade for the class will be failing.

Fiction Analysis Specifics: 2-3 pages, typed, analysis of selected text; Support from article and work under review; MLA. Topic: Understanding how language works requires careful consideration of an author s choices. Through close reading of fiction devices and their impact upon the reader, you can receive insight into textual meaning. Prompt: Most essays you will encounter begin with a prompt. Understand what this will require of you as you plan and develop. Look at the words closely. Is the prompt asking you to compare, evaluate, describe, etc.? This is the beginning of understanding the assignment. Next, read the text with this goal in mind looking for content that fits the criteria. Remember, as you plan your response, move beyond summary of the story. Most students are lost in the beginning phases and simply resort to restating the text. To avoid this, choose fiction devices to analyze and interpret (if they aren t already suggested in the prompt). Blocking: One of the easiest methods of organizing a essay approach to writing is through blocking. Utilize this technique we ve used before. Each block should have one topic, or one fiction device upon which to analyze. For instance, if you wanted to look at how the author s use of setting influenced story development and the reader, focus your block on this one topic and avoid looking at any other devices. Find multiple direct quotes to support this and list them in your block. Repeat this with each subsequent block, each time focusing on a unique fiction device with lots of support. Purpose: Writers who have a hard time with evaluation often forget this essential facet. Before you begin to write, ask yourself one question to help determine the text s purpose: what does the author want the reader to think or feel? State this in one coherent sentence to the side of your blocks. This will be your ultimate goal. As you write each block, remember to tie the device back to the goal, and do this for each block. For example, as you analyze setting, evaluate the evidence presented and how the setting depicted achieves (or doesn t achieve) the author s overall purpose. If you chose figurative language for the second block, the goal is the same. Does the author s use of figurative elements help his/her overall purpose? This is evaluation. Form: Essay writing is formulaic. Most essays fall under the typical 5-paragraph form. So, a reader will typically expect some commonalties. In the introduction, make sure you introduce the author and the work under review so we have common ground on what will be discussed. Next, each block (paragraph) should have a clear topic sentence that introduces the category under review. For instance, state the word setting if that is your category. Hints: To force yourself to remember to evaluate, use the author s last name often. Usually, sentences constructed in this fashion will interpret what he/she is doing. Also, make use of the phrase, the reader, as this will force you to describe the effect of the device on the audience. Finally, make use of tone words listed in your writing pack. Again, by using evaluator s words, your position on the text will be more clear.

Rhetorical Analysis Specifics: 2-3 pages, typed, rhetorical analysis of article; Support from article and work under review; MLA. Topic: The primary focus of this assignment is to increase and improve your skills at analysis and critique of the written word. Frequently as you enter you various fields in college you will be asked to find professional articles relating to your discipline and to write an analysis of the content and/or form. Close Reading: This part of the overall assignment will deal with your ability to digest the information and ideas of the article through close reading. The first goal is to establish an overall purpose (thesis) of the writer. State this in your words ( To convince the reader... ). As you read, divide the article into sections and summarize the points. Then, analyze how the article was constructed. The main way this is accomplished in through analysis of three parts. 1) Logos: this is the logic and clarity of the writer s claims, the value of the evidence, and effect of the reasoning on the audience. 2) Ethos: this is the trustworthiness and credibility of the writer often conveyed through tone and knowledge of the writer as well as the use of outside authority. 3) Pathos: this is the emotional appeal the writer uses to sway an audience in order for the reader to identify with the writer. If you look for these three functions of rhetoric, you will have a better understanding of how the writer constructed his/her article. Analysis of rhetoric: The second part of this assignment is a critique of the article. Your goal is to show an understanding of the article and then include your personal opinion on the ideas and/or form. To do this, you choose from a list of nonfiction appeals (or the tools the writer used to develop his/her ideas). Start by considering the three main appeals: the writer s use of logos (logic/reasoning, evidence), ethos (ethics, common good/bond; use of authority) and pathos (use of emotional appeal). Then consider other rhetorical devices that are more specific: word choice (diction), repetition, structure or organization, generalizations, use of examples, applications, evidence, questions, voice/tone [humorous, sarcasm, didactic, emotional, etc.]. Questions for Analysis: Did the writer present ideas clearly and efficiently? Did the writer develop ideas with proper support? Did the writer present outside information or knowledge in support? If so, how effectively? Is there a clear organizational pattern to either the ideas or argumentation logic? What appeals did the writer use (see list)? Which appeals were the most effective in gaining audience support? Or, which appeals did not work well? Did they distract from the purpose of the work? Drafting: After you choose from the list, the easiest way to do this is build your blocks around one device (i.e. first block looks at word choice, 2nd block looks at the use of authority, etc.) As you review what the writer did, make sure you use support from the article to show it, then discuss why it was effective or not. Tie all your evaluations to how it affects the writer s overall purpose and audience understanding. For instance, a writer s word choice can be effective at subtly hooking the reader, or his argument may not seem reasonable. Think about the effect on the audience. In any case, make sure you tie each block to the overall purpose. At the end of the article you can then give an overall impression based on what your blocks presented. The success of the article is dependent upon the outcome of each of your blocks. HINT: think of a movie reviewer and his/her use of a few key scenes that provide a synopsis of the work. Critique those ideas projecting this to the entire article. By the end of your paper the reader should know exactly where you stand, but you must show why you agree or disagree. For instance, if the writer was very good at using rhetorical questions, bring these in and discuss how these were effective in winning support and advancing the overall point of the article. Or, if you are analyzing support related to one of the writer s ideas, which main point was the best/worst? Discuss and develop this main point by showing what the writer did. You can also bring in outside support to further show how this idea is right or wrong.