ENGL 2327 | Reflective Essay Response—
A Preface
A new phrase to familiarize yourself with: American Literary Canon.
The canon roughly refers to notable and accepted works of literature that best represent the talent and
personalities of an era (in other words, what ‘the powers-that-be’ deem important and assign in classes).
However, in the last century, the American literary canon has been challenged for many reasons, namely, the
lack of diversity amongst these “approved writers.” For instance, an American Literature anthology in 1950
may have contained Walt Whitman but not Red Jacket—a Native American activist. While some critics
praise the change to be more inclusive, others believe the classics will always be the classics—as in, what has
always been viewed as the iconic writing of a time period should remain so.
It’s important for us, then, in a survey course to question why is it these texts survive NOW? What is it about
them that sustains over time and still speaks to readers? Is it because the text is simply enjoyable to read? Or
does it teach us (illustrate for us) something about a past era, an aspect of humanity, household roles, the
definition of freedom?
If you’re suddenly concerned that you can’t answer for a whole generation why one text is more significant
than another, trust your instincts. You are not only the student: you are the reader.
Your reading of a text is as unique as the text itself. You may see something in an Anne Bradstreet poem the
student next to you does not; you may find bitter truth in Jonathan Edwards’s “Sinners in the Hands of an
Angry God” because you have grown up in situations that personify his theology; you may balk at the
treatment of those accused of witchcraft in Cotton Mather’s “The Wonders of the Invisible World” or the
terrible circumstances of the pearl divers in Bartoleme de las Casas’s “Devastation of the Indies.” However,
you may also find inspiration in the vision of nature by Ralph Waldo Emerson or the poet, Cullen Bryant, or
the wit of Benjamin Franklin or the prowess and demand for democracy in Thomas Jefferson.
In many ways, a reading of text and its influence belong to the individual. It is how these writers succeeded in
the beginning—it is why they are still enduring. Yet, it is your task to discover this for yourself.
While you may not care for many of the excerpts, stories, essays, poems, etc. that we read in class, there will
be a few that do “speak to you.”
A prominent Southern writer, Flannery O’Connor, wrote: “No matter what form the dragon may take, it is of
this mysterious passage past him, or into his jaws, that stories of any depth will always be concerned to tell,
and this being the case, it requires considerable courage at any time, in any country, not to turn away from the
storyteller.”
So … find your story of “depth” or the writer ‘who braves the path of the dragon’ and write about your
experience reading his or her work and defend why it should still be a part of the canon for the years
to come. Keep in mind, it doesn’t have to be as dramatic as O’Connor suggests—not every piece of literature
sustains because it offers a grand revelation. You know, it could just be really funny or beautiful.
Assignment Specifics:
20% of TOTAL GRADE
Each reflective response is 5% of your total course grade. Collectively, your reflective essays will comprise
20% of your grade. In other words, do them all.
PROMPT:
Choose four readings, each by different authors, from our semester reading list. For each one you’ve chosen,
craft a reflective response of no less than 600 words. Your general essay topic: your experience reading the
text you select and a defense of why it should remain a part of the canon. (There are no ‘wrong’ responses …
just flat ones.) Also, while you may have been assigned several excerpts from an author, chose ONE of these
for the response. You may refer to the others, but it is not necessary.
DUE DATES:
RR I & II Monday, Feb. 22, 2016 & RR III & IV Monday, April 4, 2016
(Late submissions will be accepted for 50% credit until last day of class, May 11)
REQUIREMENTS:
Your essay will not be accepted unless you have …
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Proper MLA heading and citation
600 Words Minimum – include Word Count in the last line of your MLA heading
Hardcopy only (emailed submissions will not be accepted)
Upload to TurnItIn.com: Class ID: 11529904 Password: HUZZAH
A reflective response demonstrates:
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Careful reading
Engagement with the text
Inquiry/wonder about the text
Personal expression regarding the content of the text
The purpose of creating reflective responses to these readings is to ensure that students are giving not only
time but thought to the ideas, writing style, and their own reactions to different pieces throughout the
semester.
The writing style in reflective essays is typically not as formal as in papers for major grades (of course, use
first person). However, please also use adequate grammar/syntax so that your thoughts are clear.
EVALUATION:
A (90-100%): The student demonstrates superior ability and originality. Thorough knowledge of the
material is displayed. The quality of submitted work is consistently high with minimal, superficial stylistic or
rhetorical errors.
 The student engages with the text and demonstrates/highlights strong connections with either the
author, the story itself, the language and/or historical context.
 It is clear the student has thoroughly read the text and contemplated its various meanings to
themselves and in general.
 The student presents his/her ideas in an organized, reflective manner.
B (80-89%): The student demonstrates above average ability. Knowledge of the material exceeds basic
requirements: moments of strong insight and/or creativity are demonstrated. The quality of submitted work
contains few stylistic or rhetorical errors.
 The student demonstrates interest in the text and provides moments of connection with either the
author, the story itself, the language and/or historical context.
 It is clear the student has read the text and has given some consideration to various aspects of the
selection.
 The student presents his/her ideas in a mostly organized manner.
C (70-79%): The student presents work that adequately treats the assignment. A “C” paper may also include
minor erroneous evaluation of the material and/or sources and/or minor misinterpretations of the
assignment. Errors in proofreading, mechanics, style, and rhetorical devices appear throughout less than 50
percent of the essay.
 The student demonstrates little interest in the text and provides few moments of connection with
either the author, the story itself, the language and/or historical context. The student mostly focuses
on reporting back general information on the text, not reflecting on what the text means to him/her.
 It is clear the student has read the text and gives brief/superficial consideration to various aspects of
the selection. However, it is limited to the “surface level.”
 The student presents his/her ideas in a roughly organized manner.
D (60-69%): The student submits below average work. This typically indicates that a student has
erroneously evaluated the material and/or sources AND/OR has misunderstood the assignment. In addition,
the work may also contain repeated mechanical and stylistic errors that compromise the clarity of the
student’s writing.
F (0-59%): The student submits sloppy, poorly organized work containing excessive stylistic and rhetorical
errors. The work displays little student effort and interest and/or does not reflect the assignment.
Need help generating content? Consider answering some of the following questions as you brainstorm:
General—perhaps information to include in an introduction:
 What is this essay/poem/story about?
 Who is the author of the piece?
o How does the author’s personality and/or background influence the writing?
 What time period was it first published?
 Does the writing include references to major historical moments? If so, do you think these references
to actual events/conditions are fair? Do they fit what you imagined them to be?
 What are some of the characteristics of the writing?
Specific—your reactions to the reading, core of your thesis, substance of body paragraphs:
 What are some thoughts you had while reading?
 Were there elements of the text you connected to? How/why? Did something trigger a memory
and/or association?
 Do you feel this selection represents your idea of “America”? Do you feel this selection represents the
general viewpoint of “America” to the mass U.S. population?
 What are some “timeless” aspects of the piece?
 What do you like about the reading?
 What do you dislike about the reading?
 Do you feel like anything is mis-portrayed or unfairly represented in the reading?
Other ideas for possible methods of organization or different ways to express the prompt are as follows, but
are not limited to:
GENERAL (Expository and Reflective):
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Straightforward: Describe the piece and the author in one section; in another section, discuss why you
believe the piece should be recognized as an example of American Literature.
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Consider Flannery O’Connor’s quote and discuss why one should not turn away from your
“storyteller.”
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No matter what form the dragon may take, it is of this mysterious passage past him, or
into his jaws, that stories of any depth will always be concerned to tell, and this being
the case, it requires considerable courage at any time, in any country, not to turn away
from the storyteller.
Next, discuss the experiences and thoughts you had while reading the selection.
ARGUMENTATIVE:
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Focus on what the selection is and include those key details as you introduce it.
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Then, argue whether or not it should be part of the American literary canon and why.
CREATIVE:
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Imagine you are at a meeting wherein editors will decide what selections should be included in an
updated anthology of American Literature. Either as a letter or speech, defend why the piece should
remain a part of the anthology.
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Create characters that share a dialogue about the piece: i.e. you and the author, you and a critic, a critic
and the author, your instructor and the author, etc. During the dialogue, have the characters discuss
why the piece should remain part of the American literary canon.
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Create an entirely fictional piece that mirrors aspects of the original. If you should go this route, you
need to provide a brief forward (at least a paragraph) that includes what you focused on in the original
writing and how it speaks to you. FYI: a paragraph is at least five sentences. Please be aware that this
paragraph should not be included in the 600 word count minimum.
Last note: In short, this assignment is a demonstration of what a text means to you—it is YOUR space. This
is where you show you’ve connected with a text (whether positively or negatively) and what YOU think about
it, especially how it relates to a core reading selection in this survey course. It is both a summary and a
reflective exercise. You, however, also have the options to further explore argument or creative devices in
these essays.
My advice: exercise the opportunity of variety. Write some responses “expository,” some “creative” or some
“argumentative.” I believe that if you experiment, you will get more out of the assignments.