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MindTap Literature, 2016 Writing a Critical Response, Paired with Any Literary Genre That the Instructor Wishes to Cover A critical response gives students an opportunity to explore their own personal and critical reactions to a literary work. Each writing assignment in MindTap Lit is set up so that it can be paired with any genre for maximum flexibility.

Activity Week What it is Why it matters Syllabus Reading 1 This syllabus or your own uploaded to

MindTap Students read course schedule and expectations.

Discussion Forum— Writing a Critical Response: Getting Started

1 Students watch a video of Amy Tan discussing her work and audiences responding to it. Then they discuss the ways Tan’s work connected with her readers.

Students engage in discussing literature. Students consider the different levels at which literature affects readers.

MindTap Reading—Understanding Literary Terms

1 Depending on which genre an instructor introduces first in the course, students read about the elements of that genre: extended definitions and annotated examples. Find fiction terms in 6-1; poetry terms in 6-2 through 6-5; drama terms in 6-6; nonfiction terms in 6-7.

Students learn the language of literary analysis.

MindTap Reading and

Viewing—Writing a Critical Response: 1-1, Reading Critically

Discuss elements of the genre with students.

1

Students read and view 1-1a. Depending on which genre is introduced first, students read 1-1b (fiction), 1-1c (poetry), 1-1d (drama), or 1-1e (the essay). Students can respond to Writing Your Critical Response questions with the sample literary work provided, or with any Questia reading from the anthology of MindTap Lit (called “Reading Fiction” and so on). AS AN EXAMPLE, SHORT STORIES THAT ARE PROVIDED IN EACH LEARNING PATH: In Writing a Critical Response: Poe, “The Cask of Amontillado” In Writing an Analysis: Chopin, “The Story of an Hour” In Comparing and Contrasting Literary Works: Walker, “Everyday Use”

In Writing an Argument: Gilman, “The Yellow Wallpaper” In Writing a Research Paper: Hawthorne, “Young Goodman Brown”

Students are introduced to elements of a genre as well as the comprehension and critical thinking questions that help them investigate elements in a literary work. Students examine their own responses to literary works.

MindTap Reading—Read one or more literary works that the

instructor has selected.

1 Depending on which genre and elements an instructor focuses on first, students can read anthology selections and respond to auotograded “Understanding” reading comprehension questions and/or open-ended “Analysis” questions. To select, see the “Contents by Elements” tables of contents within each genre in “Reading [Genre]” sections. “Contents by Author” is also available. SAMPLE SHORT STORIES FROM “READING FICTION”:

Joyce, “Araby” Faulkner, “A Rose for Emily” Lahiri, “The Third and Final Continent” Plus 100 more.

Students can read a wide variety of literary works, learning how to interpret literature and various aspects of a literary work. They annotate each work as they read.

Discussion Forum—

Discuss the literary work(s) assigned by

the instructor.

2 Students discuss literary works via a

discussion board set up by the instructor using the ConnectYard app. The instructor can, if desired, suggest certain questions from the overall list of genre questions such as those in 8-1, Questions to Ask About Short Stories and 8-2, Questions to Ask About Poems.

Students interact with diverse

viewpoints on any particular work of literature, allowing them to understand how their own background and experiences affect their interpretation.

MindTap Reading and Viewing—Writing a

Critical Response: 1-2, Planning and

Prewriting; 1-3; Drafting and Revising; and 1-4, Examining a

Sample Student Critical Response

2 Students read and view instruction and examples about how to write a critical response. They can use “Writing Your Critical Response” questions throughout as a guide while writing this first paper. They can examine a student sample as well.

Students learn how to develop a critical response step by step.

InSite Paper Submission—Critical responses due.

2 Students upload their papers where it says “Submitting Your Critical Response.” Instructors respond in InSite with written or video comments.

Students receive feedback on their analyses.

Writing an Analysis, Paired with Any Genre That the Instructor Wishes to Cover As the basis for literary interpretation and argument, the analysis helps students investigate the effects of various elements on the work as a whole.

Activity Week What it is Why it matters

Discussion Forum—Writing an Analysis: Getting Started

3 Students watch a video of Alice Walker discussing a childhood memory and the themes she later realized were inherent in it.

Students understand the differences between details of events and analysis of the themes that the details suggest.

MindTap Reading and Viewing—Writing an Analysis: 2-1, Reading

Critically


3 Students read and view 2-1a. Depending on which genre an instructor is teaching, students read 2-1b, 2-1c, 2-1d, or 2-1e. Students focus on the elements preceding the literary work, using the linked elements (such as “setting”) to display the definition and annotated example from “Understanding Literary Terms.” After reading the definition and example, students take the self-check quiz for that element to make sure they understand it. (Quizzes are accessed through the learning path: navigate to “Understanding Literary Terms” on the main menu in the left pane of the screen, then select the term; the quiz ends the entry.)

Students’ knowledge of elements is reinforced and checked so that when they analyze a work they understand the ways in which it can be analyzed. A low-stakes assessment helps gauge the class’s grasp of concepts and their ability to apply them.

MindTap Reading and Viewing—Casebook in Fiction, Poetry, or Drama

3 Students read a work or works from one of the casebooks in the genre being taught, along with its biographical note and/or video about the author; its orienting “Reading” suggestion; and any accompanying media. The instructor may choose to assign one or more of the Secondary Source readings (Literary Criticism, and Cultural and Social Connections). If desired, the instructor could pair such a secondary reading with a section from “Using Literary Criticism in Your Writing” that discusses the approach that critic takes. SAMPLE CASEBOOK ENTRIES FROM FICTION: Flannery O’Connor, “A Good Man Is Hard to Find” and “The Life You Save May Be Your Own”

Students consider the historical and cultural contexts of a literary work, including the author’s life and influences and critics’ discussion of their work.

Discussion Forum—Discuss the literary work(s) assigned by

the instructor.

4 Students discuss literary works via a discussion board set up by the instructor using the ConnectYard app. The instructor can, if desired, suggest certain questions from the overall list of genre questions such as those in 8-1, Questions to Ask About Short Stories, or from the questions in “Using Literary Criticism in Your Writing” from a particular critical perspective such as feminism or New Historicism (see the end of each section for the questions).

SAMPLE SECONDARY SOURCE FOR O’CONNOR CASEBOOK: Desmond, “Flannery O'Connor's Misfit and the Mystery of Evil”

Students interact with diverse viewpoints on any particular work of literature, allowing them to understand how their own background and experiences affect their interpretation.

MindTap Reading and Viewing—Writing an

Analysis: 2-2, Planning and Prewriting; 2-3,

Drafting and Revising; and 2-4, Examining a

Sample Student Analysis

4 Students read and view instruction and examples about how to write an analysis. They can use “Writing Your Analysis” questions throughout as a guide while writing this paper. They can examine a student sample as well.

Students learn how to develop an analysis step by step.

InSite Paper Submission—Analysis due. If desired,

students can peer review.

4 Students upload their papers where it says “Submitting Your Analysis.” Instructors respond in InSite with written or video comments. If peer review is part of the course, create an InSite PeerMark Assignment; put it on the learning path using the plus sign. Create peer response questions based on the peer review questions in 2-3c.

Students receive feedback on their analyses. In some courses, students give each other feedback on a draft before the instructor grades the final draft.

Writing a Comparison and Contrast, Paired with Any Genre That the Instructor Wishes to Cover Comparing two works by the same author, within a genre, or between genres can throw certain aspects of the work s into high relief.

Activity Week What it is Why it matters




MindTap Reading and/or Viewing—

Comparing and Contrasting Literary Works: 3-1, Reading Critically


5 Students read and view 3-1a. Depending on which genre an instructor is teaching, students read 3-1b, 3-1c, 3-1d, or 3-1e. Students focus on the elements preceding the literary work, using the linked elements to display the definition and annotated example from “Understanding Literary Terms.” After reading the definition and example, students take the self-check quiz for that element to make sure they understand it. AS AN EXAMPLE, POEMS THAT ARE PROVIDED IN EACH LEARNING PATH: In Writing a Critical Response: Rossetti, “Uphill” In Writing an Analysis: Shakespeare, “My mistress’ eyes are nothing like the sun” In Comparing and Contrasting Literary Works: Whitman, “When I Heard the Learn’d Astronomer” In Writing an Argument: Dickinson, “Because I could not stop for death” and “I heard a fly buzz when I died” In Writing a Research Paper: Donne, “Death Be Not Proud”


MindTap Reading—Read two literary

works that the instructor has selected. Consider using works

that have accompanying

questions to give students a start on

6 Depending on which genre and elements an instructor focuses on first, students can read anthology selections and respond to auotograded “Understanding” reading comprehension questions and/or open-ended “Analysis” questions. To select, see the “Contents by Elements” tables of contents within each genre in “Reading [Genre]” sections.

Students can read a wide variety of literary works, learning how to interpret literature and various aspects of a literary work. They annotate each work as they read.

what they might compare.

SAMPLE POEMS FOR COMPARISON FROM “READING POEMS”: Poems about America: Langston Hughes, “Let America Be America Again”; Claude McKay, “America”; Allen Ginsberg, “America” Plus hundreds more to compare based on various aspects.

Discussion Forum—

Discuss the literary work(s) assigned by the instructor.

6 Students discuss literary works via a discussion board set up by the instructor using the ConnectYard app. The instructor can, if desired, suggest certain questions from the overall list of genre questions such as those in 9-1, Questions to Ask About Poems, or from the questions in “Using Literary Criticism in Your Writing” from a particular critical

perspective such as feminism or New Historicism (see the end of each section for the questions).


MindTap Reading and Viewing—Comparing

and Contrasting Literary Works: 3-2, Planning and

Prewriting; 3-3, Drafting and Revising;

and 3-4, Examining a Sample Student

Comparative Analysis

6 Students read and view instruction and examples about how to write an analysis.

They can use “Writing Your Comparative Analysis” questions throughout as a guide while writing this paper. They can

examine a student sample as well.

Students learn how to develop a comparative analysis step by step.

InSite Paper Submission—

Comparative Analysis due. If desired,


7 Students upload their papers where it says “Submitting Your Comparative

Analysis.” Instructors respond in InSite with written or video comments. If peer

review is part of the course, create an InSite PeerMark Assignment; put it on the learning path using the plus sign. Create

peer response questions based on the peer review questions in 2-3c.


Writing an Argument, Paired with Any Genre That the Instructor Wishes to Cover Writing an argument about literary works helps students become more aware of the audience for their papers and puts analysis to work in service of persuasion.

Activity Week What it is Why it matters Discussion Forum—Writing an Argument:

Getting Started

7 Students watch a video of Maya Angelou discussing Obama’s election to president and what it means for America. She recites “Still I Rise.” Students discuss Angelou’s claim about America.

Students engage in discussing Angelou’s reflections on inclusiveness in America.




MindTap Reading

and/or Viewing—Writing an Argument: 4-1, Reading Critically

8 Students read and view 4-1a. Depending on which genre an instructor is teaching, students read 4-1b, 4-1c, 4-1d, or 4-1e. Students focus on the elements preceding the literary work, using the linked elements to display the definition and annotated example from “Understanding Literary Terms.” After reading the definition and example, students take the self-check quiz for that element to make sure they understand it.


MindTap Reading—

Read literary works that the instructor has

selected.

8 Depending on which genre and elements

an instructor focuses on first, students can read anthology selections and

respond to auotograded “Understanding” reading comprehension questions and/or open-ended “Analysis” questions. To

select, see the “Contents by Elements” tables of contents within each genre in

“Reading [Genre]” sections.

SAMPLE POEMS FROM “READING POEMS”:

Symbol and Allegory

W. H. Auden, “Musée des Beaux

Arts” (with Questions)

Students can read a wide variety of

literary works, learning how to interpret literature and various

aspects of a literary work. They annotate each work as they read.

Seamus Heaney, “Digging” (with Questions)

Walt Whitman, “O Captain! My

Captain!” (with Questions)

Discussion Forum—

Discuss the literary work(s) assigned by the instructor.

8 Students discuss literary works via a

discussion board set up by the instructor using the ConnectYard app. The instructor can, if desired, suggest certain

questions from the overall list of genre questions such as those in 9-1, Questions

to Ask About Poems, or from the questions in “Using Literary Criticism in Your Writing” from a particular critical

perspective such as feminism or New Historicism (see the end of each section for the questions).

Students interact with diverse

viewpoints on any particular work of literature, allowing them to understand how their own

background and experiences affect their interpretation.

MindTap Reading and Viewing—Writing an Argument: 4-2,

Planning and Prewriting, 4-3,

Drafting and Revising, and 4-4, Examining a

Sample Student Argument

9 Students read and view instruction and examples about how to write an argument. They can use “Writing Your

Argument” questions throughout as a guide while writing this paper. They can

examine a student sample as well.

Students learn how to develop an argument step by step.

MindTap Reading— Writing an Argument: 4-1a.

MindTap Reading—Secondary sources

from a relevant casebook.

9 Students consider cultural and other influences on a literary work.

SAMPLE SECONDARY SOURCES FROM ROBERT FROST CASEBOOK: Gioia, “Robert Frost and the Modern

Narrative” Timmerman, “Robert Frost: The Ethics of

Ambiguity” Ciardi, “An Interview with Robert Frost”

Students use secondary sources to understand a work or author more broadly and contextually.

Writing a Research Paper, Paired with Any Genre That the Instructor Wishes to Cover Writing a research paper, students find appropriate sources, integrate others’ ideas with their own, and cite sources properly.

Aplia Assignments (from Aplia App)—Quoting, Paraphrasing, and

Summarizing

9 Students learn how to use three different methods of integrating secondary source material in their papers.

Students practice integrating secondary source material and their own ideas.

InSite Paper

Submission—Argument due. If desired, students can peer

review.

10 Students upload their papers where it

says “Submitting Your Argument.” Instructors respond in InSite with written or video comments. If peer

review is part of the course, create an InSite PeerMark Assignment; put it on the

learning path using the plus sign. Create peer response questions based on the peer review questions in 4-3d.

Students receive feedback on their

analyses. In some courses, students give each other feedback on a draft before the instructor grades the final

draft.

Activity Week What it is Why it matters Discussion Forum—

Writing a Research Paper: Getting Started

11 Students watch a video of Ed Stoppard

discussing his role as Hamlet and hear him describe how each actor must make a role his or her own.

Students engage in discussing the

importance of their own interpretive power.

MindTap Reading—Understanding Literary

Terms



MindTap Reading and/or Viewing—

Writing a Research Paper: 5-1, Reading Critically

11 Students read and view 5-1a. Depending on which genre an instructor is teaching, students read 5-1b, 5-1c, 5-1d, or 5-1e. Students focus on the elements preceding the literary work, using the linked

elements to display the definition and annotated example from “Understanding Literary Terms.” After reading the definition and example, students take the self-check quiz for that element to make sure they understand it.

Students’ knowledge of elements is reinforced and checked so that when they analyze a work they understand the ways in which it can be analyzed. A low-stakes

assessment helps gauge the class’s grasp of concepts and their ability to apply them.

AS AN EXAMPLE, PLAYS THAT ARE PROVIDED IN EACH LEARNING PATH: In Writing a Critical Response: Excerpt from Ibsen, A Doll’s House In Writing an Analysis: Glaspell, Trifles In Comparing and Contrasting Literary Works: Act 5, Scene 1 from Shakespeare, A Midsummer Night’s Dream In Writing an Argument: Scene 2 from Sophocles, Antigone In Writing a Research Paper: Act 1, Scene 2 from Shakespeare, Hamlet

MindTap Reading—

Read literary works that the instructor has

selected. For works with questions, answer

autogradable comprehension questions and/or respond to open-ended interpretative

questions.

12 Depending on which genre and elements

an instructor focuses on first, students can read anthology selections and

respond to autograded “Understanding” reading comprehension questions and/or

open-ended “Analysis” questions. To select, see the “Contents by Elements” tables of contents within each genre in “Reading [Genre]” sections.

SAMPLE PLAYS FROM “READING PLAYS”: Point of View

Kennedy, Funnyhouse of a Negro

Marlowe, Doctor Faustus

Miller, Death of a Salesman: A Casebook (with Questions)

O'Neill, Strange Interlude

Williams, The Glass Menagerie: A Casebook (with Questions)

Students can read a wide variety of

literary works, learning how to interpret literature and various

aspects of a literary work. They annotate each work as they read.

Discussion Forum—Discuss the literary

work(s) assigned by the instructor.

12 Students discuss literary works via a discussion board set up by the instructor using the ConnectYard app. The instructor can, if desired, suggest certain questions from the overall list of genre questions in 10-1.


MindTap Reading—Writing a Research Paper, Finding and

Evaluating Secondary Sources, 5-1f, Reading

and Interpreting Literary Works, 5-1g

13 Read 5-1f and 5-1g. In Questia, Take Tour to find out the ways to search Questia. Perhaps suggest to students they explore the databases in your college library. Search Questia (via the Questia App)—Look for sources

Students research and evaluate sources.

Aplia Homework—“Research”

13 Select Aplia problem set “Research” through the “add activity” option; this includes homework on primary and secondary sources, incorporating research, and evaluating credibility.

Students practice skills essential to research.

MindTap Reading— Using Literary Criticism in Your Writing—

Cultural Studies

14 Students learn about cultural studies, in which any and all objects produced by a society are worthy of the same kind of analysis that literary texts receive. Instructors can replace this reading with any of the selections in “Using Literary Criticism in Your Writing.”

Cultural Studies pairs well with research since it requires discovering primary sources beyond the text. Also, students engage in high-level critical thinking by using this lens when approach a literary text.

MindTap Reading—Writing a Research Paper: Considering Structure and Support, 5-3a, Using Textual

Evidence, 5-3b, Documenting Evidence, 5-3d, Avoiding

Plagiarism, 5-3e

14 Read 5-3a and 5-3e about supporting and documenting evidence in research papers.

Student learn about documenting evidence and avoiding plagiarism.

Aplia Homework—

“Citing Sources” 14 Select Aplia problem set “Citing Sources”

through the “add activity” option; this problem set includes homework on MLA and APA format. If an instructor only teaches one format, he or she can delete problems.

Students practice using citation styles.

InSite Paper Submission—Research paper due. If desired,


15 Students upload their papers where it says “Submitting Your Research Paper.” Instructors respond in InSite with written or video comments. If peer review is part of the course, create an InSite PeerMark Assignment; put it on the learning path using the plus sign. Create peer response questions based on the peer review questions in 5-3f.


Notebook Activity—

Reflecting on Research 16 Students reflect on how much they have

learned about writing a research paper. Student engage in an important part of the writing process—reflection. Students consider their own writing strategies and skills they have gained.

mindtap literature 2016 - cengageassets.cengage.com/pdf/sales_sheets/pdf_cengage_mindtap...mindtap...

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