literature writing question and need the explanation and answer to help me learn.
Read the attached document and answer the three questions on a word Doc you upload to this CANVAS assignment. You should have six paragraphs total. Be sure to use detailed language from the Student Learning Outcomes, as well as quotes and literary terms to support your self-analysis of how your skills have moved forward in this class. In the second section I ask you about the goals you created earlier in the semester. Reflect on the SMART goals you made and check in with yourself.
Requirements: 6 PARAGRAPHS
ENG112L Mid-Semester Reflection
Answer these questions with complete sentences, in paragraphs. The average American paragraph is 3 to 5 sentences long. We are in a university setting, so the expectation is that your paragraphs will be around the 5 sentence length.
Each of the questions below should have a two paragraph response. You should address the subtopics present in the questions to the best of your ability and using examples to support your ideas.
You are expected to use:
vocabulary, literary terms and concepts you have gained so far in the course. This is how you demonstrate growth.
It is a baseline expectation that you will put your work through spellcheck and grammar check. You will be marked down if you are not meeting these three basic areas of professional writing.
Quote Notes:
Short story titles are framed by quotation marks in writing. They are seen as pieces of a larger work, hence the quotes. Example: “When Engaging Targets, Remember”. All of the words in the title are capitalized. They fall under the genre of fiction. “Girl” is not a poem, but a piece of prose.
Drama titles are in italics, as they are a complete piece of work unto themselves. Example: Trifles.
If you are not sure how to do in-text citation/quote from Antigone – there is a video in week 7 about how to quote it correctly.
QUESTION 1: Reflection on Skills Part 1
Looking over the Student Learning Outcomes at the end of this document, name and explain with examples one-two aspects of one outcome you feel you have gained over the first half of this course. Minimum of two paragraphs, maximum four paragraphs.
Address the particular learning outcome(s).
Use quotes from texts we have read so far to support your ideas/analysis of your skills.
Use literary terms and concepts from the lectures and videos and show how they apply to this particular learning outcome.
Give concrete examples of how the skills represented in this/these learning outcome(s) help aspects of your intellectual life outside of this class. This could be in other classes, at your work, how you look at cultural products like history or movies, etc.
QUESTION 2:
Looking over the Student Learning Outcomes at the end of this document, name and explain a second outcome with examples one-two aspects of an outcome you feel you have gained over the first half of this course. Minimum of two paragraphs, maximum four paragraphs.
Address the particular learning outcome(s).
Use quotes from texts we have read so far to support your ideas/analysis of your skills.
Use literary terms and concepts from the lectures and videos and show how they apply to this particular learning outcome.
We live in a culture that likes black-and-white narratives, yet the truth is that most of life is lived in the grey zone. One outcome of this preference of simple answers is that our culture encourages its citizens assign blame, looking for a quick answer of “it’s their fault” instead of looking at larger cultural systems at play.
Give concrete examples of how the readings and concepts introduced in the course are adding to, complicating, or expanding your worldview of your culture.
QUESTION 3: SELF-REFLECTION OF GOAL PROGRESS
Looking over the first half of the course is a good time for self-reflection and making possible corrections.
Answer the following in two paragraphs:
1. Overall, how do you feel you are doing at this point in the semester in terms of the work required for your classes?
1. What challenges have you encountered?
2. Were you prepared for these challenges? How have you overcome these challenges (or not)?
3. What support do you wish you had? Are there ways you could go about getting it?
4. University courses require that a student take on agency and be an active learner. If a person is a first-time college student, it can take students a while to realize and accept how much responsibility they need to take for their education. For professionals, the expectations can be an adjustment from their regular work life. After doing an honest assessment, how much have you been enacting agency so far this semester?
How have you potentially been making active choices in engaging with your studies?
Examples include:
taking notes and fully watching videos,
setting up a weekly plan and following it,
setting up zoom or office hour appointments with your professors,
setting up/attending study sessions with classmates,
getting a tutor or help from ODU Student Support, etc.
Setting aside time to read texts multiple times
Going back through notes from earlier in semester to answer assignments, tests, ect.
Creating flashcards for literary or vocabulary terms
Setting aside time to potentially revise first drafts of assignments
How have you potentially been making passive choices? Examples might include:
Not attending class/not watching lecture videos (lecture videos = attendance for online classes)
Attending class/watching lecture but checking out by being on your phone or doing other tasks simultaneously
Realizing your study habits won’t work for college courses, but not changing/researching alternatives.
Instead of reading texts/watching lectures, going online and finding someone else’s ideas to substitute for your own
Expecting other students will do the work in discussion of finding quotes.
Not setting up a weekly plan and instead going from moment to moment
Putting off doing assignments, with the vague idea that you will later make them up with extra credit or asking professors for “do-overs”
If you realize that you have been mostly passive so far this semester and it’s hurting your grade/life, what small steps can you change about your behavior to take on agency?
Learning Outcomes and Goals of the Course:
Students in general education literature will:
1. Read literary texts from an eclectic selection of works written in a variety of genres and styles by writers who reflect diversity in race, gender, sexuality, class, region, religion, historical culture etc. and engage in class discussion, written assignments, and projects designed to help students:
Appreciate the literary expression of ideas, emotions, and shared experiences
Gain exposure to diverse perspectives that may add to but also challenge students’ ideas and experiences
Develop empathy for the human experience of others
2. Interpret literary texts through class discussion, written assignments, and projects designed to help students:
Recognize how texts not only reflect but produce culture and history – i.e. in what ways do these stories/dramas/poems reflect the socialhistorical ideas of their time. Also, how do the messages in these stories/dramas/poems begin making audiences and readers question culture, and therefore begin to change it in small and large ways.
Argue for distinct connections between texts and context in interpreting meaning – i.e. the sociohistorical
Support interpretations with evidence from close reading of the text in ways that demonstrate integrative and independent thinking – i.e. you are able to look at a text, analyze it, and come up with supports that not only use the terms and ideas we’ve studied for that text, but by using other literary terms learned earlier in the course. You combine these building blocks of analysis in your own way to suit what you want to talk about, showing that you can use the terms and think for yourself.
Allow for a multiplicity of meanings and reflect on how acts of making meaning are dependent on perspective – i.e. Realizing that there may be more than one way of looking at a story, a situation, and life. Thinking about how the perspective of the narrator, or the reader, can color how they see a situation, which may be different for other characters or readers.
Relate ideas expressed in literature to everyday life
3. Analyze literary texts through class discussion, written assignments, and projects designed to help students:
Become acquainted with aspects of genre, voice, and a variety of literary elements – i.e. things like the narrative arc, Greek tragedy rules of theatre, poetry forms on a basic level. On a deeper level, understand how diction and syntax and figurative language like alliteration, metaphor/simile, stanzas, etc. affect readers.
Conduct “close readings” of texts through attention to word choice and context – i.e. diction, syntax, who is the narrator, etc.
Consider how authorial techniques and material delivery affect the readers’ experiences – how does the choice of form affect or uplift the content?
4. Evaluate and apply critical thinking to literary texts through class discussion, written assignments, and projects designed to help students:
Integrate aspects of reading, analysis, and interpretation when synthesizing and expressing their ideas and opinion of a text – i.e. you are able to take the literary terms and ideas we’ve learned, see how they work in a text, and then are able to speak or write about them so you can share what you’ve observed with others.
Recognize and articulate the ways in which literature reflects, influences, perpetuates, and resists cultural beliefs and how those beliefs interact with race, gender, class, sexuality, and nationality i.e. not only have you started thinking about how characters interact with each other, but how different stories, dramas, and poems interact with larger cultural ideas and power structures. This especially includes structures that are sometimes not spoken about but which influence everyone and have unspoken “rules”, like gender roles or race.
Reflect on how literature connects to various professions, disciplines, and aspects of social and civic life – i.e. one’s personal life, professional life, and one’s life as an ethical citizen.