EN 405 Group Teaching Projects:
Hazlitt: group will select essays from our Hazlitt volume, and can do one of the following groups or a selection from 2, or all 3
Group 1: Jillian, Mitch, Fatima
Nov. M 4 Hazlitt, “Heroes” essays, Hazlitt, “Politics” essays
“Culture” essays
Group 2: Shinwa, Maggie, Rebecca
W 6 Hazlitt, , “Heroes” essays, Hazlitt, “Politics” essays
“Culture” essays
[M 11 Veterans Day]
P.B. Shelley: selection of poems from different genres
Group 3: Michelle, Amy, Michaela
Nov. W 13 Percy Bysshe Shelley, Alastor; or, the Spirit of Solitude
“Ode to the West Wind,” “Sonnet: England in 1819,” PB Shelley, “Mont
Blanc,” “Ode to a Skylark”, Mask of Anarchy, “Hymn to Intellectual
Beauty”
Group 4: Tom, Margarita, Kelley
M 18 Kant, “Idea for a Universal History from a Cosmopolitan Point of View”
(pre-circulated)
W 20 Keats, Lamia, Andrew Warren lecture 2:30-4pm W-6-47. Extra credit assignment.
Group 5: Obie, Kevin, Nelson
George Gordon, Lord Byron: select from these
Nov. M 25 Manfred, “Prometheus,” “She walks in beauty, ” Don Juan Dedication and Canto 1
Group 6: Jen, Ivan, Abagail
John Keats: selected poems
Dec. M 2 Keats, “Eve of St. Agnes,” Lamia, “Ode to a Nightingale,” “Ode on
Indolence,” “Ode to Psyche,” “Ode on a Grecian Urn,” “Ode on
Melancholy,” “To Autumn,” Hyperion
Group 7: Chris, Chloe, Corinne
W 11 Mary Shelley, tales (pre-circulated)
F 13 We will each present the author topics, thesis, textus to include, and research used for final project. NOTE: Final projects due by email on Wed, 12/18.
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Please read CAREFULLY:
This is a teaching project based the selection of readings that you as a group decide on based on the syllabus and in consultation with me. The group’s job will be to
“teach” this text(s); to do so, you will have to develop a persuasive reading of the work (this will focus your discussion questions, but you won’t be lecturing—the class must develop its own interpretation, but you must know where you stand as a group—by consensus--first before you can ask good questions), research its historical context, and check your interpretation against a MINIMUM of 2 scholarly articles or book chapters (more is better!!!!). I will meet with you as a group—either in person, or if schedules don’t permit by email--to make sure everyone is clear on their part of the research and class discussion preparation. Your goal is to initiate class discussion for that class meeting through presentation of materials, and questions that orient discussion along the lines of your interpretation. At the end of that class, the group will hand in report notes and a group consensus for textual interpretation, an annotated bibliography briefly summarizing primary and secondary materials, copies of handouts, and any other materials pertinent to your presentation.
YOU MAY NOT USE POWERPOINT. Any additional materials must be in handout form. This will avoid the serially boring “lecture points” of powerpoint slides that add nothing to a discussion format. The point is to engage active discussion with all students, not to simply present what you have learned.
Use the Romantic Chronology website as a starting point for historical data, concurrent or initiating events, and for ideas of where to go initially.
For contextual materials you will access the ECCO database, and if necessary precirculate documents on the wiki by forwarding them to me at least 2 class days prior to your presentation. You should select at least 2 contextual documents; if these are lengthy, select the passages you want to pre-circulate.
For scholarly materials you will search for articles in the MLA database, selecting key quotes or paragraphs for inclusion in a handout.
All handouts should be forwarded to me 24 hrs. before class so that I can make copies. Nothing may be emailed to me prior to 24 hrs. If you miss this deadline, you will have to make 25 copies of each handout at your own expense.
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