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E N G L I S H   2100H
honors literature & humanities


assignments


Course assignments are posted here in reverse chronological order--i.e., most recent assignments at the top of the page, past assignments below.  The date preceding each assignment is the due date.

5 DECEMBER (Thurs.)
-- Conclude discussion of short stories. 

3 DECEMBER (Tues.)

--
Read short stories, and be prepared for a quick (and surprisingly easy) quiz:
"For Those of Us Who Need Such Things," by Brock Clarke (2002)
"Kindred Spirits," by Alice Walker
"The Cannon of Punta Grande," by Nestor Taboada Teran (1968)
[Background readings for this Bolivian short story have been posted here.]
"When the Clock Strikes," by Tanith Lee (1983)
"The Crow," by Christopher Meckel (1983)
"The Lady and the Merman," by Jane Yolen (1976)
"Hans my Hedgehog," by Janosch (Compare to the Grimms' version)
"Sleeping Beauty," by Gunter Kunert (1972)
"The Second Tree from the Corner," by E. B. White


21 NOVEMBER (Thurs.)

--
Continue discussion of Disgrace

19 NOVEMBER (Tues.)

--
Read Disgrace, and be prepared for a quick quiz.
-- We'll wind up our discussion of some of the "Contexts" to White Noise and then move on to consider Disgrace.  Note new Disgrace links on RESOURCES page.

-- TODAY's NOTETAKER is Steve Robert.

14 NOVEMBER (Thurs.)

--
Continue discussion of second half of White Noise.   Be prepared to report briefly on your assigned pages in the "Contexts" portion of White Noise.   Also, please read the following short poems: "For the Anniversary of My Death," by W. S. Merwin; "A Supermarket in California," by Allen Ginsberg; "Fear," by Raymond Carver; "Aubade," by Philip Larkin; "Do not go gentle into that good night," by Dylan Thomas; and "Because I could not stop for death," by Emily Dickinson.
--
TODAY's NOTETAKER is Robert Steve.

12 NOVEMBER (Tues.)

--
Read pages 165-326 of White Noise (Part Three, "Dylarama"), and be prepared for a quick quiz.
-- TODAY's NOTETAKER is James.

7 NOVEMBER (Thurs.)

-- Be prepared for a quick quiz on pages 1-163 of White Noise.
--
Read short excerpts from interviews with Don DeLillo and from his other novels, pages 329-343 of White NoiseText and Criticism.  Continue discussion of Parts One and Two of White Noise.
-- TODAY's NOTETAKER is Beth.

5 NOVEMBER (Tues.)

--
No class today, but read pages 1-163 of White Noise (Part One, "Waves and Radiation," and Part Two, "The Airborne Toxic Event"), and please send me (via e-mail) at least two discussion questions (answers optional) by the end of the afternoon..

31 OCTOBER (Thurs.)

--
Continue discussion of articles assigned for this week.
-- TODAY's NOTETAKER is Rebecca.

29 OCTOBER (Tues.)

--
Be prepared to discuss three of the short stories that we first looked at two weeks ago:
Hawthorne's "The Ambitious Guest," Mansfield's "The Child Who-Was-Tired," and Chekhov's "Sleepy" (also known as "Sleepy-Eye").
-- Read assigned articles: "Liberal Arts and Liberal Education," by Christopher Flannery; Plato's "Allegory of the Cave"; Cronon's "Only Connect: The Goals of a Liberal Education"; and "On the Uses of a Liberal Education: As Lite Entertainment for Bored Students," by Mark Edmundson.   No quiz this week. 
-- TODAY's NOTETAKER is Tim.

24 OCTOBER (Thurs.)

--
We'll continue our discussion of Sula.
-- If time allows, we'll also revisit some of the stories assigned for last week, including the tales by Mansfield and Chekhov.   

-- TODAY's NOTETAKER is Steve.

22 OCTOBER (Tues.)

--
Read (and be prepared for a quick quiz on) Toni Morrison's Sula.
-- TODAY's NOTETAKER is Sara Beth.

17 OCTOBER (Thurs.)

-- We'll continue our discussion of the stories assigned for this week, and (if time allows) indulge in a bit of drama.

--TODAY's NOTETAKER is Amanda.

15 OCTOBER (Tues.)

-- Read (and be prepared for a quick quiz on) the short stories handed out in last Tuesday's class.  Stories include Katherine Mansfield's "The Child Who-Was-Tired," paired with Chekhov's "Sleepy" (also known as "Sleepy-Eye"); "An Account of the Tragic Death of the Willey Family," paired with Hawthorne's "The Ambitious Guest"; Shirley Jackson's "The Lottery"* paired with Jackson's "The Summer People"; and August Gailit's "Toomas Nipernaadi" paired with Juhan Jaik's "Midsummer Night."
* Because many of you have already read this story and to reduce the photocopying load, I'm asking you to read (or re-read) the online version of "The Lottery."  (If for some reason you're unable to access the first site, "The Lottery" also appears online here.)
--
TODAY's NOTETAKER is Katlin.

10 OCTOBER (Thurs.)

Hooray!  (Unofficial) midterm holiday.


8 OCTOBER (Tues.)

-- Continue discussion of The Duchess of Malfi.

-- Please come to class prepared to identify (and to comment on the significance of) any two or three speeches in The Duchess of Malfi.  Each speech (which may be as short as a line or two or as long as the longest speech in the play) should strike you as particularly memorable and/or significant--for the way it reveals certain aspects of a character, for its metaphorical power, and/or for the beauty or strangeness of the language itself.   (Though I won't be collecting anything, feel free to jot down your thoughts ahead of time so that you'll be prepared when I call on you.) 
-- TODAY's NOTETAKER is Megan.

3 OCTOBER (Thurs.)
Read The Duchess of Malfi, and be prepared for a quick content quiz.
-- TODAY's NOTETAKER is Sara.

1 OCTOBER (Tues.)

-Remember to bring along your in-class writing on two characters from A Thousand Acres.
-Read handouts: "The Chrysanthemums" (Steinbeck),  "What's This?  My Balls for Your Dinner?" (White River Sioux folk tale), and "Out, Out--" (Robert Frost).  

-- TODAY's NOTETAKER is Alejandra.

26 SEPTEMBER (Thurs.)

We'll continue our discussion of Smiley's novel and view excerpts from the film version of A Thousand Acres
-- 
TODAY's NOTETAKER is Emily.

24 SEPTEMBER (Tues.)

0449907481.01.TZZZZZZZ (2341 bytes) Read all of Jane Smiley's novel A Thousand Acres, and be prepared for a quick content quiz. 

-- TODAY's NOTETAKER is Rena.

19 SEPTEMBER (Thurs.)

-- 6305041156.01.THUMBZZZ (1723 bytes) Be prepared to view excerpts from Kurosawa's Ran.   Read Roger Ebert's brief review of the film, Alan Chalk's page on Lear and Ran, and this page on Ran from Japanese Cinema Studies.
-- THURSDAY's NOTETAKER is Amber.

17 SEPTEMBER (Tues.)

--To deepen your appreciation of Shakespeare's artistry in reworking his source materials, read Act One (scene 1, scene 2, and scene 3) and the last part of Act Five (scene 10, scene 11, and scene 12) of The Chronical History of King Leir (Anonymous, 1594), which is discussed on pages 20-26 of the Introduction to our edition (Oxford Shakespeare) of King Lear.
--To get a taste of some alternative versions of the Lear tale following Shakespeare's production, read both "A Lamentable Song of the Death of King Lear and His Three Daughters" (pages 280-285 in our Oxford edition of King Lear) and Acts One and Five of Nahum Tate's 1681 adaptation of King Lear (because the text is not divided on the web page, you'll have to scroll down to reach Act Five). 
--
TUESDAY's NOTETAKER is Matt.

12 SEPTEMBER (Thurs.)

--If you haven't already done so, visit the RESOURCES page and check out some of the King Lear links.    (I'll recommend a few specific ones to you next week.)  Be prepared to be a bit puzzled at times: because there's no single standard edition of the play (and because so many editors combine the quarto and folio versions in idiosyncratic ways), you'll find (1) scene and line references that are usually out of synch with our edition (edited by Stanley Wells for the Oxford Shakespeare, 2000); (2) speeches added, altered, or omitted; and (3) lines and actions ascribed to a variety of different characters.   Though we'll note some of these variations (which, of course, can affect our responses to individual characters and our interpretations of the play), we'll treat the Oxford edition as our standard edition.
-- 
TODAY's NOTETAKER is Juan.

10 SEPTEMBER (Tues.)

-- Re-read King Lear: now that you have a clear(-er) idea of the plot, focus more on the language used by the characters--and the patterns of language employed throughout the play.  (Check NOTES this weekend for a guide to re-reading King Lear.)  The quick quiz on Tuesday will call on you to identify the speakers of selected passages from the play (in other words, most of the questions will be similar to questions 4, 5, and 9 on the first Lear quiz). 

-- As we study the language of Shakespeare's play, we'll be applying some of the terms identified on our page on Shakespeare's Rhetoric, so make sure that you're familiar with the guide to reading the Vickers' article.
--
TODAY's NOTETAKER is Sophia.
_______

5 SEPTEMBER (Thurs.)

-- Read the handout "Shakespeare's Use of Rhetoric," by Brian Vickers (a guide to reading the Vickers' article has been posted).
-- Read all of King Lear--and be prepared for a quick content quiz.

_______

3 SEPTEMBER (Tues.)

-- Read the following folk and fairy tales (selected by members of the class)*:
"The Angel" (Katlin)
"Baucis and Philemon" (Sarah Beth) [another version of "Baucis and Philemon"]
"The Beginning of the World" (Juan)
"Cap o' Rushes" (Cordelia)
"Carnival" (Emily) [HANDOUT]
"The Fate of the Children of Lir" (Nordquist)
"The Fisherman's Widow" (Bretlan)
"The Golden-Headed Fish" (Amber) [another "Golden-Headed Fish"]
"The Graves of Three Kings" (Amanda)
"The Lawyer and the Devil" (Rebecca)
"The Little Brawl at Allen" (Matt)
"The Little Match Girl" (Beth)
"The Nightingale" (Megan) [another version of "The Nightingale"]
"The Raccoon and the Crawfish" (Tim)
"The Story of Owl" (Stephen)
"The Tar Baby" (Rena)
"The Ugly Duckling" (Alejandra) [another translation of "The Ugly Duckling"]
"A Very Old Man with Enormous Wings" (Sara)
"Why Women Do Not Have Beards" (Sophia)

* Most of these tales are quite short, so printing them out so that you'll have copies to look at in class on Tuesday shouldn't be a problem.  However, if for any reason printing is a problem, feel free to use the p.c. at the student assistant's station in the General Studies Office in University Hall 297.  (Our student assistant, Kirtu, can help you in the morning; either I or my assistant Peggy can give you a hand in the afternoon or evening.)

The Graves of Three Kings

Gangjiang and Moye, who were husband and wife and lived in the state of Chu, were obliged to forge swords for the king. Three years had passed before they could finally produce them. Annoyed, the king intended to kill Ganjiang. The couple made two swords, one male, the other female. Just then Moye, the wife, was about to give birth to a child. The husband said to her,"Since it has taken me three long years to make the swords, the king must be angry. It is certain that he will put me to death when I go and present the swords to him. If the child turns out to be a boy, tell him this as soon as he is grown up, `Go out of the house, look at the southern mountains and search for the place where a pine tree is growing on a rock. Try to find one of the swords on its back.'" After he had said this, Ganjiang left for the palace with the female sword. The king became furious when he saw only one sword, and ordered it to be examined. When he was told that there were actually two swords, one male and the other female, and that the one he saw was female, while the male one was not there, the king flew into a rage and had Ganjiang beheaded at once.

Moye named her son Chibi. When he grew up, he asked her, "Where is my father?" "Your father once had to forget two swords for the king," Moye replied, "and it took him three years to finish them. The king killed him in a fury. Before he left home, your father asked me to give you this message, 'Go out of the house, look at the southern moun tains and search for the place where a pine tree is growing on a rock. Try to find one of the swords on its back.'" So the boy ran out of the house and looked south, but he saw no mountain at all. Then his eyes fell on a stone plinth in front of the house, with a pine pillar on its top. Chibi hurried to cleave the pillar from behind. Sure enough, there was the male sword. From that time on, Chibi planned day and night to avenge his father.

The king had a dream one night, in which he saw a boy, whose eyebrows were one foot apart from each other, swearing to take vengeance for his father's death. The king offered a reward of one-thousand taels of gold for the capture of the young lad. Chibi heard the news and had to take to the mountains. On his way he went singing sad songs, when a stranger came up and asked, "Why are you so sad, young man?" "I am the son of Ganjiang and Moye," replied the boy. "Because the king killed my father, I'm determined to take revenge." At this, the stranger said, "People say that the king has set a price of one-thousand taels of gold on your head. If you could give me your head and the sword, I would take revenge for you." "Good!" said the boy. He cut off his own head and handed it, together with the sword, to the stranger. But his body stood where it was until the man vowed, "I will not let you down!"

The king was pleased when he saw the boy's head. "Since this is a brave man's head," said the man, "it should be boiled in a cauldron to prevent further trouble." This the king did. Three days and three nights went by, but the head remained intact. And it was bobbing on the water, the eyes burning with anger. "The head will not decompose," the stranger said to the king, "would you just come over and take a close look. Then it will surely go." The king came. As soon as he bent forward, the stranger swung his sword and chopped off the king's head, which dropped into the cauldron. This done, the man killed himself, his head also falling into the broth. In no time, the three heads became mashed and were no longer recognizable. Later, the broth, with what was left of the heads, was divided into three parts and buried in three graves, which came to be called "the Graves of Three Kings." Today they can still be found in Yichun County north of Runan.

from Gan Bao's Sou shen ji (Stories of Immortals)



The Lawyer and the Devil (Ireland)
There was this man who had three sons and he wanted to make something of them but hadn't the money. So he sells himself to the Devil to raise money to school the three boys, and he did. He made one a priest, the other a doctor and the third one was a lawyer. The Devil gave him the money to pay for their education. But anyway, at the end of seven years the Devil showed up to claim the old man and his soul and take him and it down to hell. He had his three sons there, or one at a time in with him. So when the Devil came the priest began to pray and beg and appeal for sparings for his father, and in the heel of the hunt he got a few years more off the Devil for his father. When that was up and the Devil came again the doctor was there and he appealed for sparings for his father and got them. And when the Devil come a third time to claim the old fellow the lawyer was there. The lawyer said to the Devil: "You've given sparings to my father twice already and I know you can't be expected to do it again. But," says he, "as a last request, will you give him sparings while that butt of a candle is there?" The candle was burning on the table. The Devil said he would; it was only a butt of a candle and wouldn't be long in it. At that the lawyer picked up the butt of a candle and blows it out and puts it in his pocket. And that was that! The Devil had to keep to his bargain and go without the old man, for the lawyer held on to the butt of a candle. Trust the lawyer to beat the Devil.


29 AUGUST (Thurs.)
-- Read Scene I (pp. 99-116) of King Lear.
-- Read the short stories by D. H. Lawrence and Angela Carter (handouts).

27 AUGUST (Tues.)

-- Read all 21 tales in Favorite Fairy Tales from the Brothers Grimm.   (Class will begin with a quick content quiz.)
-- Go online to the Cinderella Project
( http://www-dept.usm.edu/~engdept/cinderella/cinderella.html) at the University of Southern Mississippi, and read at least four or five (any four or five) of the many different versions of the tale provided here.  What do you think are the key elements of this tale--elements of character, situation, and/or plot that help to make this such an enduring story?  Then spend a few minutes reading "The Invisible One," called by some "The Mi'kmaq Indian Cinderella and the Invisible One."   Consider how distinctive cultural values may be embodied in (or implied by) a folk tale, depending on whose version we happen to be reading.  
-- Pay a visit to the Resources page on this course site, and browse through a few of the sites linked under the heading Folk Tales.   No need to spend a great deal of time here: just have a look around to see if anything sparks your interest. 
-- Bring to class a hard copy of a short (anywhere from a single page to, let's say, eight pages) folk tale or fairy tale or fable that particularly intrigues, delights, and/or disturbs you--accompanied by a concise paragraph in which you explain exactly what it is about the tale that intrigues, delights, and/or disturbs you.  The source for this tale may be any one (or any thing) except the Grimm brothers.   Feel free to draw on the folk tales linked to our Resources page, or a folk tale collection from the library, or tales recounted by a grandparent.  In any case, be sure that you identify the source of the tale as clearly as you can.

22 AUGUST (Thurs.)

-- Read the course syllabus.
-- Read the first eleven tales (pp. 1-66) in Favorite Fairy Tales from the Brothers Grimm.  No quiz on Thursday, but as a guide to your reading check out the class preview at NOTES.
-- By Wednesday evening if possible, send me an e-mail at nordquist@mail.com so that I can add you to the class address book.  On Wednesday evening (August 21) I'll send a brief reply to each one who writes so that you'll know I received your address. 


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English 2100H is taught by Dr. Richard Nordquist.
Armstrong Atlantic State University
University Hall 297D

11935 Abercorn Street
Savannah, Georgia 31419
912-921-5991
e-mail:
nordqudi@mail.armstrong.edu   people09.gif (10152 bytes)        

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01 December 2002


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