Forson, Kelvin

Page history last edited by Abigail Heiniger 9 years, 2 months ago

Return to Roster

Name:

Major:

Personal Online Presentation Material:
Final Paper
Daily Course Work

Artifacts:

Personal Online Presentation Material:

Group Number: ---

Term: ---

Final Paper

The Nineteenth Century in Print and Making of America Project: finding an artifact from after 1865

Find and identify an artifact from online databases above.
Find and identify three possible primary texts for your final paper (American literature written before 1865 that is not being studied in class)

http://onlinebooks.library.upenn.edu/webbin/book/lookupid?key=ha006577610 Humishuma Coyote Stories

Race, Sex, and Citizenship: Redefining America

Think about the course theme of race, sex, and citizenship in ethnic American literature. In 3-5 paragraphs, define this theme/term (or some other theme from the course). What are the criteria for your theme/term? When and where do we see this theme/term being used (and how)?

Doing a Close Reading

Select one passage from the text and do a close reading (3-5 paragraphs). The close reading should tie into the theme for the paper.

Making Connections: texts and artifacts

Think about the course theme of American encounters. In 3-5 paragraphs, discuss how you see this theme (or some other theme from the course) developing in both your artifact and one of your primary texts

Secondary Sources

Create a list of possible sources (5 secondary, scholarly texts) from your annotated bibliography.

See "Primary vs Secondary Sources" if you have questions about what constitutes secondary texts.

Thesis and Outline
Revising a Paper
Reflection Letter and Participation

Daily Course Work

Would he rather live in Japan or the U.S. and why does he make the decision(s) to live where he does?
How does Manjiro relate to the ocean (use the map above and the text)?
If the roles were switched, could Manjiro have been as successful?
Give two examples of continuity in Manjiro's experiences and relationships with people in different places.

1. I do not think he would not care if he was living in the United States of America just because he is more familiar with everything.

2. I would say that Manijro could relate because he has been all over the world.

3. Manijro would not would not be successful if the roles were switched. There are things he probably would not be able to do.

Artifacts:

Formal Analysis:

In the coyote stories one of the stories were called "Preface". The LINE work in the artifact is that the artifact tells about what the Native American used to show on how the coyote in the story almost connect with each other. The artifact would be considered as a 3D object because the artifact is an object that you're able to touch or grab. Also this is not a space illusionary, the reason why is that the artifact is an object that is just a mask that’s able to go on your facts.

Name (paper): ___________Kelvin Forson____________

Name (reviewer 1): _________________________

Name (reviewer 2): _________________________

American Literature I Final Paper Rubric

	Satisfactory	Unsatisfactory	Comments
Organization	Strong thesis at the conclusion of the introduction to guide the paper. Thesis connected and supported in all body paragraphs. Thesis makes a strong argument about a single theme or idea using the primary text and artifact. Discussion of the primary text and artifact is coherent and succinct.	Thesis is vague or spread throughout the introduction and the paper. Thesis is not clearly connected to all body paragraphs. Thesis does not make a strong argument about the primary text and/or artifact.
Close Reading	Analyzes the theme of the American hero in or through a primary text and artifact. Close reading brings the primary text and artifact together in meaningful ways. Places close reading in conversation with secondary sources. Summarizes and paraphrases evidence from the primary text to support the close reading (only using direct quotes when it is necessary to analyze the language).	Does not clearly analyze a theme from American Literature in or through a primary text and/or artifact. Close reading does not relate the primary text and artifact in meaningful ways (although it may discuss both separately). Does not situate close reading among secondary sources. Primarily summarizes the text or quotes it (rather than analyzing it).
Support (Research)	Integrates support from secondary sources to support close reading. Creates a clear conversation with secondary sources (without being overpowered by them). Uses strong evidence from secondary sources. Summarizes and paraphrases evidence except when quotations are necessary.	Does not integrate support from secondary sources. Argument is either overpowered or disconnected from secondary sources. Evidence from secondary sources is not clearly connected with the argument. Uses unnecessary quotes from the secondary source.
Pre-Writing	Completed all pre-writing activities on-time (includingconferences and rough draft workshop)	Did not complete all pre-writing activities on-time.
Presentation	Addresses the main points of the paper in a succinct and engaging way. Interactive and creative online presentation with text and visual elements (NOT a power point)	Does not address the main points of the paper. Is not interactive or online. Does not include text and/or visual elements.

Selections from Walt Whitman Leaves of Grass.pdf - find other poems by Whitman about the Civil War

O Captain! My Captain! O Captain! my Captain! (this repetition of the proper noun Captain suggests a reverence for this figure and mimic hymns) our fearful trip is done, The ship has weather'd every rack, the prize we sought is won, Opens with victory. The port is near, the bells I hear, the people all exulting, While follow eyes the steady keel, the vessel grim and daring; But O heart! heart! heart! O the bleeding drops of red, Where on the deck my Captain lies, Fallen cold and dead. O Captain! my Captain! rise up and hear the bells; Rise up—for you the flag is flung—for you the bugle trills, For you bouquets and ribbon'd wreaths—for you the shores a-crowding, For you they call, the swaying mass, their eager faces turning; Here Captain! dear father! This arm beneath your head! It is some dream that on the deck, You've fallen cold and dead. My Captain does not answer, his lips are pale and still, My father does not feel my arm, he has no pulse nor will, The ship is anchor'd safe and sound, its voyage closed and done, From fearful trip the victor ship comes in with object won; Exult O shores, and ring O bells! But I with mournful tread, Walk the deck my Captain lies, Fallen cold and dead. (How does the opening line compare with teh conclusions: it mirrors the feelings of the nation coming through the Civil War and having Lincoln assassinated).

Compare and contrast historical representation with POETRY.

Comments (6)

I set this page up for you! Let me know if you're having any trouble with the wiki or the course!

Good discussion questions!

I don't see your questions/responses for the guest lecture here. Let me know if I missed them.

I don't see your artifact here. Happy to talk during office hours if you are having any trouble finding one.

This is an interesting website, but it doesn't seem to be an artifact (and it doesn't seem to be related to American literature).

I don't see your definition of the American hero or your close reading here for the final paper.

Nice description of the artifact above. What IS your artifact? It's not quite clear to the reader. And I don’t see your paragraph describing the connection with your artifact, or secondary sources here. Why don’t you come and see me during office hours so that we can talk about your final project?