English 110-13 & 41
Daily Schedule
Fall 2004
Dr. Floyd Ogburn
08/16: Course and personal introductions
HW: 1. Read the Preface to Narrative. 2. Answer on paper the
following questions. You will have to
use an
Encyclopedia or the Internet to
answer the first one: Who is William
Lloyd Garrison and why does he stress
that
“Mr. Douglass has very properly written his own Narrative” and “that it is
essentially true in all its
statements”? What
purpose does Wendell Phillips’ letter serve?
08/18: Class discussion of questions. Please submit the questions (set 1—5 points) at the end of class
HW: 1. Read chapter 1 in Narrative. 2. Select ONE of the following topics and answer the questions
regarding
it: Unclear
Ancestry--Why is Douglass uncertain of his age? How does he feel about his
uncertainty? Who is Douglass’ father? What are the implications of men like
Douglass’ father upon slavery?
(Slave) Mother-Child Relationship--What is the nature of the
relationship between Douglass and his mother,
Harriet Bailey? Rape,
Power, and Capitalism--Explore the reasons behind Captain Anthony’s brutal
flogging
of Douglass’ Aunt Hester.
08/20: Group reports by topic
HW: Bring to class 3
complete sentences (set 2—5points): Sentence 1 should tell where your father is
from
and describe your relationship with him. Sentence 2 should tell where your mother is
from and describe your
relationship with her. Sentence 3 should state your view of slavery
and indicate whether you think it still
impacts
American society.
08/23: Voluntary oral reports. Submit all reports at the end of class to get
instructor’s signature.
HW: Write ONE paragraph
describing how ONE of the sentences could lead to a narrative essay, minimum
1,000 words.
08/25: Writing Workshop: using paragraphs to plan (develop criteria) for
the narrative essay
HW: Construct rough outline
with thesis.
08/27: Class meets in Computer Lab 312 Butler--Common
Freshman English Pre-Test
08/30: Writing workshop: adding, re-arranging, deleting information
from outlines
HW: Construct a new outline
(attach the previous one)
09/01: Writing Workshop: drafting (discovery or rough draft)
09/03: Computer Lab 312 BU—writing workshop
HW: Do draft #1, Essay #1
09/06: Labor Day—No class
09/08: Workshop--draft #1, Essay #1 due, group
editing—thesis & supporting details
HW: do draft #2
09/10: Class meets in Computer Lab—workshop—draft
#2, editing/proofreading. Submit draft
#2 and prior materials
at the
end of class.
HW: 1. Read chapters 2 &
3, Narrative. 2. Do set
3 questions—5 points)
Chapter II
·
Songs
of Joy or Songs of Sorrow
o
Colonel
Lloyd’s main plantation is called the “Great House Farm” by the slaves. The ones “selected to go the “Great House
Farm” went enthusiastically. On their
way, they would fill the “dense old woods” with sounds of “the highest joy and
deepest sadness,” always interweaving references to the Great House: “I am going away to the Great House Farm! /
O, yea! O, Yea! O!”
Explain Douglass’ comment: “I have often been utterly astonished, since
I came to the north, to find persons who could speak of the singing, among
slaves, as evidence of their contentment and happiness.”
Chapter III
·
To
Tell the Truth
o
Colonel
Lloyd—hypocrite that he is—will not abide theft or lies by his slaves. What
is the effect of his hypocrisy upon the physical, mental, and ethical
well-being of the slaves?
09/13: Selected oral reports, class discussion
HW: Make a list of
incidents in your own life that involve being misunderstood or hypocrisy.
09/15: Oral
reports regarding lists, class discussion
HW: Select one incident and do
a discovery draft: who, what, why, when, where, and how?
09/17: Class meets in computer lab—essay #1
returned, reviewed, revised, and resubmitted (in depth revisions due
9/20 at the beginning of class)
HW: Continue work on discovery draft for essay #2
09/20: Workshop—sharing and embellishing discovery
drafts
HW: complete draft #1, essay
#2
09/22: Workshop—identifying
thesis and main supports, checking coherence
HW: Work on introductory
paragraph(s)
09/24: Class
meets in computer lab—work on draft #2; essay #1 returned with final grade
HW: Complete draft #2
09/27: Workshop—editing/proofreading draft #2,
essay #2. Submit at the end of class.
HW: 1. Read chapters 4-6, Narrative. 2. Do set
4 questions—5 points:
Chapter VI
·
The
Epiphany
o
What does Douglass discover to be “the
white man’s power to enslave the black man”?
09/29: Select
oral reports and applications to 21st century
HW: Bring to class ideas
related to chapter 6 for essay #3 topics.
09/30: Fall
Convocation,
on the Chancellor’s speech (set 5 questions—5 points) . Please
gather in front of Capel after
convocation
for group photos.
10/01: Class meets in computer lab; draft #2, essay
#2, returned, reviewed, revised, and resubmitted
( in
depth revisions due 10/4)
10/04: Essay #2 returned with final grade (those
submitted 10/01); class discussion—convocation
HW: 1. Read chapter 7,
Narrative. 2. Do set 5 questions (1 extra credit):
Chapter VII
·
The
Classroom Without Walls
o
Explain in detail the methods Douglass
uses to learn to read and write.
o
Do you find his methods credible,
realistic for his time? (1800s)?
Explain.
o
Do you think his methods have
applications to today’s youth? Explain.
10/06: Selected oral reports—set 5 questions;
submit questions at the end of class.
HW: Bring to class ideas
related to chapter #7 for essay #3 paper topics.
10/08: Midterm
grades posted; class discussion—writing prompts for essay #3
HW: 1. Do a discovery draft
for essay #3.
10/11-12: Fall Break
10/13: Sharing of discovery drafts
HW: 1. Continue work on
discovery drafts, essay #3
10/15: Class meets in computer lab (BU 312); writing
workshop, draft #2—thesis, support, introductions, conclusions
HW: Do draft #1.
10/18: Writing workshop—peer response to draft #1
HW: Do draft #2
10/22: Last day to withdraw from classes; class
meets in computer lab—editing/proofreading exercises; draft #2, essay
#3 due at the end of class
HW:
1. Read chapter 8 & 9, Narrative.
2. Do set 6 questions (3 extra credits):
Chapter VIII
·
The
Color of Slavery
o
Because
Captain Anthony dies without a will instructing the dispensation of his
property, Douglass has to return to Colonel Lloyd’s plantation to attend the
“valuation” of Anthony’s property. He
concludes: “At this moment, I saw more
clearly than ever the brutalizing effects of slavery upon both slave and
slaveholder.”
List and react to the graphic examples Douglass uses to
illustrate the above statement.
Chapter IX
·
Religion
and Dates
·
1 Timothy 6
o
1 Let as many servants as are under the yoke count
their own masters worthy of all honour, that the name of God and his doctrine
be not blasphemed.
o
2 And they that have believing masters, let them not
despise them, because they are brethren; but rather do them service, because
they are faithful and beloved, partakers of the benefit. These things teach and
exhort.
In August 1832, Captain Auld
experienced a religious conversion. Describe
the
effect of his
conversion upon his views of slavery? Is
religion used similarly today?
10/23:
HOMECOMING!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
10/25: Selected oral reports,
set 6 questions—those selected to report should submit questions at the end of
class.
10/27: Selected oral reports,
set 6 questions—those selected to report should submit questions at the end of
class.
Essay #3 returned with final grade.
10/29: Class meets in computer lab; essay #3
returned, reviewed, revised, and resubmitted.
HW: 1. Read chapter 10, Narrative. 2. Do set 7 questions (2 extra credits)
11/01: Selected oral reports,
set 7 questions
11/03: Selected oral reports,
set 7 questions
HW: Make a list of ideas for
paper topics related to sets 6 & 7 questions.
11/05: Last day for WN requests; class meets in
computer lab; workshop—writing prompts—essay #4
HW: 1. Read the appendix, Narrative. 2. Do set 8 questions (2 extra credits):
Appendix
·
Christianity
o
Douglass concludes,
What I have said respecting and
against religion, I mean strictly to apply to
the
slaveholding religion of this land, and with no possible reference to
Christianity proper; for, between the
Christianity of this land, and the
Christianity of Christ, I recognize
the widest possible difference—so wide,
that to
receive the one as good, pure, and holy, is of necessity to reject the
other as
bad, corrupt, and wicked.
o
Imagine
that you are a contemporary of Douglass (say, 1830s). Would you agree or disagree with the above
statement? Now, consider Douglass’
statement from your current perspective?
Do you still respond to the statement the same way? Explain.
Try to use contemporary examples to support your answer.
11/08: Registration for spring semester begins; workshop—refine writing prompts for essay #4
HW: Do discovery draft for
essay #4.
11/10: Workshop—sharing
and critiquing discovery drafts
HW: Begin draft
#1, essay #4
11/12: Class
meets in computer lab—workshop, drafting and peer collaboration
HW: Complete draft #1
11/15: Workshop—draft #1, essay #4
HW:
Develop a set of questions that you
would like to have answered regarding your essay. These questions
should be ones designed to improve essay focus and critical
thinking.
11/17:
Workshop—responding to peer questions
HW: Do draft
#2
11/19: Class
meets in computer lab; proofreading and editing exercises
HW: Do a final draft of essay #4;
this draft is due Monday and will receive a final grade.
by the instructor will be final. I have intentionally not given you the close
assistance on this essay
as on prior ones. I
wish to see how many skills and processes you have internalized.
11/23: Selected
individual conferences. Last day for WN
appeals AND last day to withdraw from the University
11/24--28: No class—Happy Turkey Day!!!!
11/29: Post-test
preview
12/01: Post-test;
essay #4 returned with final grade; portfolios submitted. Happy Holidays!!!!!
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