The Final Project, Fall 2004

The final project in this course is your chance to move beyond what we do on the listserv--generating observations and questions--in class--developing hypotheses, opinions, and possible answers to key questions--and in the critical essays--trying to support a hypothesis, convince someone else to accept your opinion, or persuade your audience that your answer is not only possible but is also highly plausible--by pursuing a research topic of your choice in some depth and presenting your findings in the form you feel is most appropriate. The form and subject of the final project is of your choosing: it could be a 7-to-10-page research-based critical or pedagogical essay; a creative writing project of variable length; a research-based analytical web information/research site; or some other format of your invention. It's your call--in terms of what topic or issue you choose to focus on as well as what format you present your findings in--so think carefully about which texts, questions, and modes of analysis have been most interesting to you over the course of the semester and feel free to invent your own line of inquiry.

Once you've chosen an option and a topic for the final project (see below), you must write me a brief proposal in which you (1) describe your option, topic, and research plans; (2) provide a rationale/justification for doing what you plan; (3) ask me any questions you may have about the final project. You must turn in this proposal by Monday, November 29, 2004--but preferably earlier.

Final projects are due by the close of the academic day on Friday, December 17, 2004.

Final Project Options

• Critical Essay option: write a 7-to-10-page analytical/persuasive essay in which you advance an argument about one or two works from the course, drawing on at least three secondary sources to help you develop and support your argument.
• Pedagogical Essay option: write a 7-to-10-page paper on how you'd organize a high school class period (or set of meetings) devoted to one or more of the works we read in the course and on your reasons for teaching the work(s) in the way you described, drawing on at least three secondary sources to help you develop and justify your teaching plan.
• Creative Writing option: write a story, poem, or play that is in significant intertextual dialogue with an author, work, or movement that we've studied this semester, along with an author's note of at least two pages detailing the critical issues you are addressing and the thought process that went into your composition.
• Web Authoring option: create a web information/research site devoted to a specific author, genre, movement, event, or issue from the course that includes an essay of at least two pages detailing the critical issues you are addressing and the thought process that went into constructing the web site, and a bibliography of all your sources (both electronic and print).

Final Project Topics. The following list of suggestions is meant to be illustrative, not comprehensive or prescriptive. Feel free to propose your own line of inquiry.

• For the critical essay option, you can explore the relation between two works from the second half of the course that treat a similar theme or use a similar narrative strategy and develop an argument about what is at stake in this relation. As for works to analyze, pretty much any works that are in the same week are sure to relate to each other on many levels, but you could also pair a work from the second half of the course with one from the first.
• For the pedagogical essay option, you should choose a text (or texts) from the course that you believe would work well in a high school classroom. Think about how you were taught English in high school or other college courses, as well as this one, and consider what goals and methods of teaching and ways of assessing student work you learned the most from and why. Draw on your coursework in education, if applicable. Research how others have recommended the work you have chosen ought to be taught.
• For the creative writing option, you can write a story that puts you in dialogue with the writers and texts that have interested you most during the semester. Make a case through fiction of what you see to be the real powers of narrative, write your own fable or reflection, create your own version of the Scheherazade situation--the possibilities are endless, so long as you are engaging key issues and texts in the course and able to explain how and to what ends you are doing so in an author's note.
• For the web authoring option, you should look at the links page to see what writers, genres, and literary movements seem to be well-covered on the web and what seem to be begging for some quality attention. You should choose your topic from among the latter.

Final Project Assignment Sheet. The first three options below should follow the usual format from the critical essays: double spaced, with reasonable fonts, font sizes, and margins; title that indicates main argument of paper; heading that includes your name, the course name or number, and the date; bibliography and citations in MLA style (see the links page for explanations of this style of citation); proper quotation format for quotations within a paragraph: "..." (12). and blockquote format for quotes five lines or longer. As for the length, I'm flexible, but you should put at least the same thought, effort, and time into the other options as you would for the 7-to-10-page research-based critical essay that is the first option--and their length should similarly be comparable to it.

• Critical Essay option: The goal of this option is for you to incorporate research into secondary sources into the development and support of an argument on a work or works from the course--and hence to hone your analytical and persuasive skills by entering into an interpretive dialogue with other readers/critics of the works we have read.

  I will be grading this essay in terms of how well you make your case for your argument, how well you base your argument on textual analysis and interpretation, and how well-organized and well-written your paper is. Hence I will be evaluating the coherence, validity, and persuasiveness of your paper's argument, the effectiveness of your paper's structure, and the quality of your paper's prose (diction, grammar, syntax, and punctuation).

• Pedagogical Essay option: The goal of this option is to show what you've learned in the course about the analysis and teaching of narrative fiction by making a case for the best way of teaching a particular work in a high school classroom. Your essay, in other words, should not simply describe what you want to do with your class; it should explain why and justify your choices. Your essay should explain and justify your goals, methods, and modes of assessment--it should make a case for why it's important to teach students what you want them to learn, make a case for why the teaching strategies you plan to use will help you achieve your goals, and make a case for why the assessment methods you have chosen will enable you to tell to what degree students have met your goals.

  I will be grading this essay in terms of the quality of the lesson plan itself, how well you make your case for your pedagogical goals, methods, and assessment strategies, and how well-organized and well-written your essay is (including diction, grammar, syntax, and punctuation).

• Creative Writing option: The goal of this option is to show what you've learned about the powers of narrative by writing a work of your own that engages critical issues of the course, along with an author's note that shows you are adept at analyzing your own fiction and relating it to works in the course. Rather than, say, analyzing how someone else's fiction works, or arguing for how you'd teach students to do this sort of analysis, as in the previous two options, you'd be showing what you've learned from the writers in the course by "doing it yourself." By entering into an intertextual dialogue with other writers--by relating your text to theirs on any of modes and devices of narrative fiction (setting, character, plot, point-of-view, theme, figurative language, form, and so on)--you will be able to get across your "take" on the other works, on the critical issues they engage and the narrative strategies they enact.

  I will be grading your project on the quality of the fictional work and of the author's note, the inventiveness with which your work engages the work or works and critical issues it is responding to, and the quality of your writing (including diction, grammar, syntax, and punctuation).

• Web Authoring option: The goal of this option is for you to provide an educational/critical resource for other readers. Your site should go beyond the usual moves (providing biographical and bibliographical information on an author, selecting quality links for further information) to fill a need/niche that is unfilled or undeveloped or not yet well done on the world-wide web.

  I will be grading your web site on the quality of its content and design, on the originality and thoughtfulness of approach to the topic you have focused on, and on the quality of your writing (including diction, grammar, syntax, and punctuation).