___________________
Day(s) and Time(s): Online
July 2-July 25
Course Number: English 2413-101 (32200)
Professor: Jeanne Urie
Email: jeanne_urie@mail.tulsacc.edu; All emails
requiring a response will be answered within 24 hours
on weekdays. Emails received on the weekend will be
answered within 48 hours. Before emailing with
questions, please explore the resources available on
Blackboard for the answer.
Office Hours: TBA
Start and End Date for Course: July 2-July 25
Instructor Phone Number: 595-8337
Blackboard Site: https://bb.tulsacc.edu
TCC Website: www.tulsacc.edu
To Contact the Division Office
Division Name: Communications Services Division
Associate Dean: Dr. Deanna Cooper
Office: MC-423
Phone: 595-7064
Course Prerequisites:
English 1113 and English 1213 or approval of instructor
Course Description:
This course is designed to introduce students to three
genres of literature: short story, poetry, and drama. It will
emphasize understanding both the possibilities and the
limitations of various types of literature, willingness to
share interpretations, relate awareness of literary
structure of his/her analysis of selected literary pieces,
and different methods of critical analysis.
Textbook: Literature Craft and Voice (Must include
Connect Lit code or you will need to purchase it
separately)
_________________________________
Course Objectives:
*Bring into personal context the views and experiences expressed in assigned works.
*Enjoy and learn from the experience of reading and discussing literature.
This course will provide:
1. A study of a variety of literary works and genres.
2. A framework for analyzing literature.
3. A vocabulary of literary terms for each of the genres.
4. An overview of the different techniques and forms used in each of the genres.
5. A focus on the value of literature in our society.
To accomplish these goals, students will learn to do the following things—
 make critical evaluations of literary works
 value and enjoy literature
 write more clearly and critically in response to literature
 read literature with greater understanding


understand and use vocabulary of literary terms and reading techniques
use print and Web sources to gather information on authors, literary works, and information that will
provide the context for those works
TEACHING METHODS:
This course combines PowerPoint lecture, individual activities, presentations, discussion boards, journal responses, and
the online Connect program. Basic computer skills including Microsoft Word and PowerPoint, email, and Blackboard
proficiency are a must. You will be required to post to the discussion board, compose using Microsoft Word, make
presentations using PowerPoint, use the resources available on Connect, and communicate with the instructor via email.
If you are uncomfortable with any of these tasks, I suggest you enroll in a computer concepts course prior to taking this
course. Time will not permit me to assist you with computer related issues.
This course is 100% online, and you will have assignments due every Wednesday and Sunday. Please carefully pay
attention to the assignment schedule to make sure you are successfully completing all assigned work.
ADA POLICY
STUDENTS WITH SPECIAL NEEDS: Students with documented disabilities are provided academic accommodations
through the disabled Student Resource Center (918-595-7115) or Resource Center for the Deaf and Hard of Hearing
(918-595-7428/TDD-TTY 981-595-7434). If any student is in need of academic accommodations from either office, it is
the student’s responsibility to advise the instructor so an appropriate referral can be made no later than the first week
of class. Students may also contact the disabled Student Services Offices directly at the telephone numbers indicated.
ACADEMIC ACCOMMODATIONS WILL NOT BE PROVIDED UNLESS APPROPRIATE DOCUMENTATION IS PROVIDED TO THE
DISABLED STUDENT SERVICES OFFICES TO SUPPORT THE NEED.
GRADING AND ASSIGNMENTS:
Nursery rhyme activity: =25
Diagnostic Writing: =25
Essays: 3 X 100=300
Presentations: 150 (poetry (50) and novel (100))
Final Exam: 100
Responses: 6 (2 weekly during weeks 1-3) X 25= 150
Online Discussion Boards: 6 (2 weekly during weeks 1-3) X 25 = 150
Literature Lab: 100 (Grade earned on all completed work is the grade received. Grade will be
recorded at the end of the 3rd week when all assignments are completed).
Total
900-1000 = A
800-899 =B
700-799 =C
________________
1000
600-699 =D
0-559=F
READING RESPONSES:
The purpose of reading responses is to make your time reading in preparation for class more productive and creative. I
want you to use this as a tool to help you pay attention to what you read, to ask questions of clarification, confusion,
interest or curiosity, to assist you in reading critically, to help you prepare for class discussions, and to give you a good
study tool for review for tests and papers.
The assignment is simple. You should complete two responses per week, so you should select one short story or poem to
use as you respond each time OR during the drama assignment, you will need to write over specific sections of the play.
These responses will have specific due dates and should be completed in the journal provided.
Response Outline
Title:
Author:
Summary: (This section should be one or two paragraphs long. What was the text about? What was the story? This is
necessary so that I can understand your reflection and comments.)
Analysis: In this section you should do a short analysis of the text by discussing the tools the author used and whether the
author used them effectively or not. You could also examine how would the analysis be different if read through another
lens?
Reflection/Comments: Take time to think about what you read and what it means to you. Here are some things you must
include:



What did you think of what you read? Are you enjoying it or not and why?
What are the main themes (or ideas) that the author is trying to convey to the reader? (Show me that you are
thinking about what you are reading)
Can you relate this text to your life in any way? Explain why you can or cannot. Remember you can almost
certainly relate some element of the theme to your life even if the plot and characters are far removed from your
life.
Optional ideas you can write about:






How did this reading make you feel?
Would you recommend this text to someone else? Why or why not?
Would you read this text again?
Does this remind you of anything else you have read? Does it remind you of any movies or TV shows you have
seen?
Were there any characters you really liked? Why did you like them?
What was your favorite thing about this text? Why?
You may also use the videos and prompts on Connect to help you generate ideas for responses.
Discussion Board Rubric
Your discussion board postings will be evaluated using the criteria listed below.
Posts directly addressing the discussion board tasks are called original posts. Each discussion board
assignment requires you to answer two questions resulting in two original posts. Therefore, you will have
four original posts each week. Original Posts must be made by the first due date listed on the course
schedule, or they will not earn credit.
This discussion board also includes a minimum of two (2) replies to postings of other participants. These
postings are direct responses made to the original post of another student in the class. Replies can be
made at any time during the discussion period, but must be made by the second due date listed on the
course schedule.
Any post consisting of nothing more than an "I agree with you" response will not count as a viable
posting.
You will lose points for grammatical and usage errors. All ORIGINAL posts must be a minimum
of 250 words.
0 pts
1-11 pts
12-13 pts
No
contribution
to the
discussion
Only 1 post
made
or
At least half
posts made,
but offer no
further
insight into
the topic
At least half
posts made
and
posts relate
to the main
topic, but do
not enrich
the
discussion
14-19 pts
One missing post &
contributions are
thoughtful, relevant,
and enrich the
discussion
or
All required posts
made, but most
posts offer no
further insight into
the topic
20-24 pts
25 pts
All required
posts made,
&
contributions
relate to the
main topic,
but do not
enrich the
discussion
All required
posts made,
&
contributions
are
thoughtful,
relevant, and
enrich the
discussion
Expectations for Group Discussions Group discussions on the discussion boards take the place of class discussions in
the classroom. My expectation is that you read all of the discussion posts made by your classmates, just as I would
expect you to listen to all of the comments made in a classroom discussion. It is easiest to check the discussion board
daily and read the new posts that have been made.
Your participation in the group discussion is evaluated based upon the Discussion Board Rubric
My role in the group discussions is that of observer. I start the discussion by providing discussion prompts. I
monitor the discussion to make sure things stay on the right track. I'll join the discussion only to redirect threads
that are going too far off topic or to clarify points that need it.
Group discussions give you an opportunity to practice and apply concepts in a safe environment. Use them as a
learning tool.
LATE WORK:
Late work is not accepted. This means that you should be prepared to turn in the miscellaneous assignments,
responses, and journals, be prepared to take quizzes, and be prepared to make presentations when due as stated on the
calendar or by your instructor in class. If you don’t turn in work when due, you will receive a zero for that assignment.
Likewise, there is no make-up option for the final exam regardless of the reason you have for missing it.
MYTCC EMAIL PORTAL: We will be using the MyTCC email portal: http://mytcc.tulsacc.edu. All students enrolled at TCC
have been assigned an email address and have been provided instructions on implementing the email system. In order
to activate your email address, you will need to update your email address on the Student Web (https://sis.tulsacc.edu)
and on Blackboard.
ATTENDANCE: Weekly student participation and response is considered a necessary factor in online courses and
considered a necessary factor in the learning process. In this form of computer-based learning, weekly course
participation is the equivalent to class attendance. Online participation includes: response to a discussion board
posting, an assignment being turned in, and other communication reflecting ongoing learning in the course. If no
student response occurs during a week in the semester, the student is considered absent. Students who are excessively
absent are subject to administrative withdrawal.
INSTITUTIONAL STATEMENT: Each student is responsible for being aware of the information in the TCC Catalog, TCC
Student Handbook, TCC Student Code of Conduct Policy Handbook, and semester information listed in the Class
Schedule.
FAILURE TO WITHDRAW: To withdraw from the class, the student should initiate an official withdrawal; non-attendance
DOES NOT constitute official withdrawal. The student who neither attends nor drops the class will either receive the
grade earned based on the work completed or receive an AW at the discretion of the instructor.
**If you are holding this syllabus, this policy applies to you—even if I never see you again.**
PLAGIARISM POLICY: Deliberate plagiarism is claiming, indicating, or implying that the ideas, sentences, or words of
another writer are your own. It includes having another writer do work claimed to be your own, copying the work of
another and presenting it as your own, or following the work of another as a guide to ideas and expression that are then
presented as your own. The student should review the relevant sections of the TCC Student Code of Conduct Policy
Handbook.
At the instructor’s discretion, a student guilty of deliberate plagiarism may receive a zero for the assignment and an “F”
in the course.
ACADEMIC DISHONESTY OR MISCONDUCT: Academic dishonesty or misconduct is neither condoned nor tolerated at
campuses within the Tulsa Community College system. Academic dishonesty is behavior in which a deliberately
fraudulent misrepresentation is employed in an attempt to gain undeserved intellectual credit, either for oneself or for
another. Academic misconduct is behavior that results in intellectual advantage obtained by violating specific standards,
but without deliberate intent or use of fraudulent means. The student should review the relevant section of the TCC
Student Code of Conduct Policy Handbook.
COMPUTER SERVICES: Access to computing resources is a privilege granted to all TCC faculty, staff, and students. Use of
TCC computing resources is limited to purposes related to the College’s mission of education, research, and community
service. Student use of technology is governed by the Computer Services Acceptable Use Statements/Standards found
in the TCC Student Code of Conduct Policy Handbook. These handbooks may be obtained by contacting any Student
Activities or Dean of Student Services office.
WORD PROCESSING SOFTWARE: For our purposes, Microsoft Word is the word processing program of choice. If you are
using different software, it is your responsibility to make the appropriate conversion prior to class. Help is available in
the Technology Learning Center (TLC).
It is your responsibility to take care of software issues prior to class. Failure to comply may result in a late work
assessment.
EXPECTATIONS: I have high expectations of my students, but I love to teach and will do everything in my power to help
you meet those expectations if you will put out 100% effort. If you need assistance, let me know. I cannot assist you if I
am unaware that you are struggling. I can be reached via e-mail at jeanne_urie@mail.tulsacc.edu. I will usually
respond rather quickly during daytime hours. You are also welcome to visit with me during my office hours.
TENTATIVE CALENDAR SCHEDULE: The calendar is an invaluable tool for keeping up with the class. It includes major
assignment due dates. For full assignment information, you must visit the weekly assignment folders in BB. We will try as
much as possible to adhere to the calendar schedules. In the event that a modification is required, the announcement will
be made on a timely basis. It is your responsibility to keep up with any changes. Again, attendance and personal
responsibility are paramount.
The instructor may change the schedule AT ANY TIME by written notification.
CLASSROOM ETTIQUETTE
Open and mutually respectful communication of varied opinions, beliefs, and perspectives during classroom or
online discussion encourages the free exchange of ideas that is essential to higher learning and to the ability to
learn from each other.
REQUIRED FORMAT FOR ASSIGNMENTS
All assignments generated in Word should be typed in MLA format using Times New Roman 12 pt. font. The
document should be double spaced. When posting to the discussion board, journal, or wiki, please post
directly on each and DO NOT upload documents unless asked specifically to do so.
Assignment Schedule
*schedule is tentative and subject to change. All changes will be announced in class or online.
Week One: July 2-8
SHORT FICTION
Assigned Reading: 2-63; 138-159; 1566-1590; 160-185; 78-186-187; 196-199;204-215; 224-225; 234-239; 261-267;
268-269; 279-282; 298-299; 314-318; 323-328; 336-337; 342-347; 364-373; 539-543; 374-375; 384-387; 421-441; 449456
Assignment 1.1: PowerPoint Lectures
Assignment 1.2: Nursery rhyme activity (Due 7/8) 25 points
Assignment 1.3: Diagnostic Writing (Due 7/8) 25 points
Assignment 1.4: Discussion Board (Original posts due by Thursday 7/5**; Classmate responses due by
Sunday 7/8) 50 points **due Thursday this week since Wednesday is a holiday.
Assignment 1.5: Responses (Due 7/8) 50 points
Assignment 1.6: Connect Literature (Due 7/8)
Assignment 1.7: Essay One (Due 7/8) 100 points
Assignment 1.8: Selection of novel for novel project; discussion of assignment.
Week Two: July 9-15
Poetry
Assigned Reading: 560-627; Ch. 22-712-739; Ch. 24-26 782-921; Ch. 28 948-968;
Assignment 2.1: PowerPoint Lectures
Assignment 2.2: Discussion Board (Original posts due by Wednesday 7/11; Classmate responses due
by Sunday 7/15) 50 points
Assignment 2.3: Responses (Due 7/15) 50 points
Assignment 2.4: Poetry Presentation (Due 7/15) 50 points
Assignment 2.5: Connect Literature (Due 7/15)
Assignment 2.6: Essay Two (Due 7/15) 100 points
Week Three: July 15-22
Drama
Assigned Reading: 1002-1063; 1276-1277; 1342-1434
Assignment 3.1: PowerPoint Lectures
Assignment 3.2: Discussion Board (Original posts due by Wednesday 7/18; Classmate responses due
by Sunday 7/22) 50 points
Assignment 3.3: Responses (Due 7/22) 50 points
Assignment 3.4: Connect Literature (Due 7/22)
Assignment 3.5: Essay Three (Due 7/22) 100 points
Assignment 3.6: Final Exam Information
Week Four: July 23-25
Final Week (All assignments must be complete by Wednesday, July 25)
Assignment 4.1: Final Exam (Due 7/25) 100 points
Assignment 4.2: Novel Presentation (Due 7/25) 100 points
Essay One-Short Story Literary Analysis
For this assignment you may choose any short story from our text to explore in a 4-5 page literary
analysis. Your literary analysis should make and support an original thesis in which you explore
some aspect of the story with fresh perspective. Your thesis should address the literary school of
thought (literary theory) through which you are analyzing as well as your hypothesis regarding the
story. The essay needs to include ample evidence from the story in the form of integrated quotations
to support your thesis. As with any literary analysis, the essay should be written in present tense.
You will be expected to use MLA format and include a Works Cited page. Research is not required
but must be cited if it is used.
Be sure to do the following:
 Use the MLA paper format without title page (but with a title)
 Provide explicit thesis and topic sentences
 Use third person (no first or second person)
 Include a Work Cited page with one source from an anthology
 A minimum of four full pages, one-inch margins, in 12-point Times New Roman
NOTE: This does not include the Work Cited.
Step One: Select your story then look back over your response assignments and do other prewriting
in order to develop a focus.
Step Two: Formulate a solid thesis question and then answer that question in order to develop a
thesis statement. Remember your thesis should address both the literary school of thought as well as
your analysis. A good sample thesis question might be: What is revealed about Sammy and his
motivation when observing him through a Freudian lens? Your one sentence answer to that question
would become your thesis statement.
Step Three: Brainstorm and look back through the story marking passages which support your
formulated thesis.
Step Four: Determine your organizational structure and begin drafting.
Step Five: Complete a rough draft for peer review
Step Six: Edit and revise
Step Seven: Turn it in for a grade.
Essay Two-Poetry
Below are choices for Essay Two taken from a variety of sources. Please select one to develop into a
four-five page essay.
Choice A
Select two or three poems by one writer that date from different time periods in the writer's life. What
differences and/or similarities do you note in the theme, focus, diction, and form of these poems? To
what factors should we attribute those differences?
Choice B
“By their deeds shall ye know them.” We often judge people by what they do; therefore, we consider
people who commit cruel or reprehensible acts corrupt, base, or amoral. In literature, however,
authors often introduce us to characters whom we learn to like or even respect, despite their deeds.
Write an essay about one such character from a poem we read for whom you developed admiration
or compassion. Briefly explain why you felt his or her behavior to be condemnable or contemptible,
and how the author’s techniques influenced you to admire that person. Do not summarize the plot.
Choice C
Examine three poems from the text. Contrast the kind of diction (formal, middle, informal) that the
poets use. How is the kind of diction they employ appropriate to the poem? How does it illuminate
speaker, subject, and theme?
Choice D
Compare how the images in the following titles operate within the poems to reveal theme: “Tree,”
“Anecdote of the Jar,” “Farm House by the River,” and “The Blue Swallows.”
Be sure to do the following:
 Use the MLA paper format without title page (but with a title)
 Provide explicit thesis and topic sentences
 Use third person (no first or second person)
 Include a Work Cited page with sources from an anthology
 A minimum of four full pages, one-inch margins, in 12-point Times New Roman
NOTE: The four page requirement does not include the Works Cited page which should appear at the end of the
paper.
Essay Three-Drama
Attend a local theater production. You can select from the list below, or you may have other
performances approved by me:
Tom Sawyer
Spotlight Theater; 13th and Riverside
July 20-7:30 pm; July 21-2:00 pm; or July 22-2:00 pm
Gypsy
John H. Williams Theatre; Tulsa, OK
July 7-8
Called "the greatest American musical" by numerous critics and writers, GYPSY is loosely based
on the 1957 memoirs of the famous striptease artist Gypsy Rose Lee. The show focuses on the
artist's domineering mother, Rose, as she pushes her daughters, Louise and June, to perform their
vaudeville act across the United States during the 1920s, when vaudeville was on its last legs and
burlesque was being born. Although Rose is the ultimate bossy stage mother, theatre critic Clive
Barnes described her as "one of the few truly complex characters in the American musical…"
With a book by Arthur Laurents, music by Jule Styne, and lyrics by Stephen Sondheim, Gypsy
contains many songs that became popular standards, including “Small World,” “Everything’s
Coming up Roses,” “Some People,” “Let Me Entertain You,” and “Rose’s Turn.”
.
A Funny Thing Happened On the Way to the Forum
July 5-6 at 8 p.m.
John H. Williams Theatre
Broadway’s greatest farce is light, fast-paced, witty, irreverent and one of the funniest musicals
ever written. A FUNNY THING HAPPENED ON THE WAY TO THE FORUM takes comedy
back to its roots, combining situations from time-tested, 2,000-year-old comedies of Roman
playwright Plautus with the infectious energy of classic vaudeville. The result is a non-stop laughfest in which a crafty slave (Pseudolus) struggles to win the hand of a beautiful but slow-witted
courtesan (Philia) for his young master (Hero), in exchange for freedom.
Memorable songs by Stephen Sondheim include “Comedy Tonight,” “Everybody Ought to Have
a Maid” and the tongue-in-cheek “Lovely,” about a young man and woman who don’t know
much about love. Burt Shevelove and Larry Gelbart wrote the book, and LOOK veteran Ron Loyd
plays the lead role.
Write a four page paper about the production in which you:



discuss the literary elements present
discuss the lens through which the work is presented and based and analyze the techniques
utilized by the director and cast to present the play in light of the lens.
write an academic review of the work. Your review cannot simply state that you did or did
not like the performance. You must instead analyze the effectiveness of the performance
based on factors such as actors experience, intended audience, and the intended purpose of the
performance.
Turn in proof of attendance (scan or take a picture of your ticket and playbill), your essay, and a
picture (use your cell phone) of yourself at the performance preferably with one of the actors!
Poetry Presentation
Select a poet from the text who interests you or one who is not included in the text who has been
approved by me and
1. Research the poet and read several of his/her works that are not included in the text.
2. Analyze 2 or 3 of the poems you select for theme and other literary devices
3. Prepare a presentation of at least 15 slides in which you introduce your poet and analyze the
poems you select to share. You will likely want to focus on only two or three of the poems
for the presentation in order to allow time to fully explore and discuss the author and his/her
works.
In the PowerPoint presentation you should:
 Introduce your author and provide any background material you feel is necessary to
understanding the poetry you will discuss
 Read the poem(s), play a recording of the poem being read, or simply provide slides
with each poem.
 On the PowerPoint, you may have only three slides about the author. The remaining
slides should illustrate your analysis and discussion of the poem(s). The bulk of your
presentation should focus on analysis and discussion of the poem(s). You could, for
example, have one slide identifying all the metaphors in the poem, another pointing out
symbolism, and another discussing rhyme scheme. You will need to be extremely
familiar with your poem(s) in order to present this information effectively. Be sure to
use the resources provided in the textbook to assist you.
 Expect questions from your classmates after you post your PowerPoint and be prepared
to respond to those questions.
 You will need to include a Works Cited slide that does not count in the required 15
slides
Novel Presentation
As our final project in Introduction to Literature, you will each introduce your classmates to your favorite contemporary
author. If done well, these presentations can help us build our summer reading lists. For this project you will do the
following:
PART ONE: The Presentation
Select a contemporary author to research. The author must have written and published a “quality” novel within the last 25
years. Your research of this author should include significant biographical information.
I.
Read a novel (or reread a novel) written by the author to use as the focus of the project
II.
Find at least five reviews written by professionals about the author/novel
III.
Synthesize this information and prepare a presentation where you present your author to the class. You are
trying to convince us that your author is worthy of our time in this presentation. Your presentation should
include:
a. Biographical Information
b. Summary and review of the novel (enough to make us want to read—not so much you give it all away).
c. Discussion of what makes this author popular and worthy of our time
d. Explanation of how it fits into today’s culture. Why is this novel relevant?
IV.
You will also present your project (see below).
Your presentation should include at least 20 slides. Some of those slides may include the information below.
PART TWO: The Creative Part
Select FOUR of the following to complete as creative representations of your novel. These four activities need to be
compiled in the format of your choice and presented to the class as part of your presentation. You must present them in
an electronic format, in a portfolio, etc… that can be posted on the Discussion Board. Creativity is the key!
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Choose a character from the novel and discuss why this person will stay with you for a long time
to come. (1 page min.)
You are trying to convince a friend to buy the book. What argument would you use to persuade
them? (1 page min.)
Hold a talk show interview with your author as a guest. Write a dialogue between you and the
author based on the research you have done. Make sure you cite your sources at the end. You
may make a video of the actual interview as well! (1 page min.)
Retell part of the story from another character’s point of view. In your cover sheet for this
assignment, make sure you tell me what the original was like so I understand the changes. (1
page min.)
Decide what visuals you would include with the texts if they were to be illustrated. Draw a series
of illustrations and match them with the lines of text. (5 min. Drawing should cover 1 page.)
You are asked to provide a piece of "great art" for the cover of your novel. Which piece of art
would you choose and why? Make sure to provide a picture of the art, tell me what it’s called,
and who the artist is.
Write, enact, and film a 60 second preview/commercial/trailer of the novel you read.
Retell your novel or portions of it through a different lens or in the form of a different genre. (1
page min.)
Your novel is about to be produced as a new film. Write a storyboard of the scenes that must be
included in the film, decide where the film should be shot, which actors should be cast in your
lead roles, and make other directorial decisions you deem necessary in order to convey your
novel in the best light. (2 pages min.)
Your novel is going to be presented with accompaniment by the New York Philharmonic. Who
is going to read it? What selections will they read? What kinds of classical music would be best
11.
12.
13.
14.
15.
16.
suited to the tone and content of the selections? If you can, create a CD of you or someone else
reading portions of the work with your selected music. (1 page min.)
Your novel is going to be published in a Reader’s Digest condensed edition. Make decisions
about what must stay and go. Be sure to include your justification for your choices. (1 page min.)
Create the hypothetical journal or a series of letters your author might have kept while he/she
was in the process of writing. What kinds of writing decisions might they have had to make?
What life or societal events might have influenced them? How did they deal with publishers? In
what sections do you think they might have experienced writer’s block? (5 entries/letters min.)
Design unique bumper stickers that reflect the personalities of the characters in your book and
discuss why you designed them the way you did. (5 minimum bumper stickers are required)
Name or rename the chapters of your book to something that you believe reflects the chapters’
themes better. Discuss why you would name them the way you did. (1 page min.)
Write a news story that would have been in a newspaper or magazine about something that
happened in your story. Use the Who, What, When, Where, and Why questions to make sure
your audience knows all of the details. (1 page min.)
Create a Facebook page for one of the characters in the story. You will need to leave the page
public so I can view it.