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COURSE SYLLABUS

COURSE INFORMATION Course Name: EN 110 Course Number: Literature & Ideas Cohort Number: BAC 121/125 Start/End Date: October 23, 2013 November 20, 2013 Location/Room: Wichita Campus, Classroom 2 INSTRUCTOR INFORMATION Name: Brent Wolf Instructor Availability: Call or text my cell phone anytime. A prompt reply should be expected. E-mail is also a preferred communication tool. Email: brentwolf@fac.bakeru.edu Phone: C: (620) 229-4888, H: (620) 221-1022 COURSE DESCRIPTION

Students study the artistic conventions and techniques employed by writers to structure written language into literary works of art. Selections come from a wide spectrum of contemporary and historical works.
COURSE OBJECTIVES

After completing Literature and Ideas, you should be able to: 1. Identify and describe the main genres of literature and representative authors of those genres. 2. Explain ways in which writers have both represented and responded to their respective eras. 3. Identify thematic connections I fiction, poetry, and drama. 4. Improve your critical response to literature, both orally and in writing. 5. Organize and write an analytical argument about literary works.

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TEXT

Cather, Willa. O Pioneers! (1913) New York: Mariner/Houghton Mifflin, 1995. Print. Charters, Ann, and Samuel Charters, eds. Literature and Its Writers: An Introduction to Fiction, Poetry, and Drama. 6th ed. Boston: Bedford/St. Martins Press, 2013. Print.
ASSIGNMENT OVERVIEW

Readings. Students are to read and study assigned readings prior to class. Class One Readings in Literature and Its Writers: a. Ch. 1 What is a Short Story? (includes story Samuel), pages 9-13. b. Ch. 2 The Elements of Fiction, pages 14-23. c. Ch. 3 The Art of the Short Story, pages 24-33. d. Ch. 26 Developing Your Ideas in an Essay, pages 1653-1671. e. Chopin, Kate. The Story of an Hour. Pages 121-122. f. Erdrich, Louise. The Red Convertible. Pages 138-145. g. OBrien, Tim. The Things They Carried. Pages 419-432. h. Jackson, Shirley. The Lottery. Pages 235-241. Class Two Reading: Cather, Willa. O Pioneers! Class Three Readings in Literature and Its Writers: a. Ch. 19 What is a Play?, pages 1119-1123. b. Ch. 20 The Elements of Drama, pages 1124-1142. c. Ch. 21 The Art of the Play, pages 1143-1151. d. Hansberry, Lorraine. A Raisin in the Sun. Pages 1493-1560. e. Williams, Tennessee. The Glass Menagerie. Pages 1374-1420. Class Four Readings in Literature and Its Writers: a. Ch. 9 The Elements of Poetry, pages 727-747. b. Commentaries by Strand, Wojahn, and Wordsworth, pages 1073-1078. c. Ch. 13 The Art of the Poem, pages 815-825. d. Explication essays, pages 1672-1674. e. Brooks, Gwendolyn. We Real Cool. Pages 921-922. f. Donne, John. Death, be not proud. Page 774. g. Shakespeare, William. Shall I compare thee to a summers day? Page 1011. h. Frost, Robert. The Road Not Taken. Page 965. i. Study literary terms used in the readings, including: 1. Alliteration 2. Onomatopoeia 3. Rhyme 4. End-stopped and end-jammed lines 5. Rhythm 6. Accent and meter 7. Tone 8. Syntax 9. Imagery 10. Simile and metaphor 11. Figurative and literal language

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Wolf 3 12. Personification 13. Allusion Response Paper to Selected Short Story. Each student writes a two-page reader-response paper to one of the short stories read for Class One. Make sure you choose a story that you personally connect with in some way. In a reader-response essay the primary emphasis is your response or reaction to what you read. No two people interpret a piece of literature in exactly the same way. As a result of your age, gender, education, culture, and experiences, you interpret what you read differently than anyone else. In a response paper, you are asked to relate the story and its experiences to your own life. Consider the following questions before writing your response: a. Does the story you selected remind you of any situations, experiences, or people in your own life? b. What images or memories are called to mind from your reading of the story? c. Does the story affirm or contradict any of your own attitudes or perceptions? d. What significance does the text have for you personally? For examples of reader responses, see Richard Fords essay in Literature and Its Writers (596599) and Bobbie Ann Masons essay (612-613). Reader-response criticism is described on page 1648. Students share and discuss their essays in learning team. The paper is due Class One. Essay Paper on O Pioneers! Each student will write a two- to three-page essay addressing an assigned topic on Willa Cathers O Pioneers! The essay is due Class Two. Short Comparison/Contrast Paper. For Class Three, write a one- to two-page comparison and contrast paper exploring a topic for your four- to six-page final paper. You can use this short paper as a proposal or as a rough draft to be further developed for your final paper. This short paper should have a thesis statement and show major points of argument, but needs only minimal development. The paper must refer to two different works read in class. In addition, use the Collins Librarys EBSCOhost database to find two scholarly sources to bolster your argument in your paper. Print out the two articles and turn them in with the short paper. The instructor will return your articles with your short paper Class Four. Be sure to refer and cite to both articles in your final comparison and contrast paper. Explicate a Poem. Each student chooses one of the assigned poems to explicate. The explication paper should be at least one page and is due Class Four. Write a Poem. Each student writes an original poem due Class Four. Choose one of the following types of poem and read about the poetry form in Literature and Its Writers. a. Haiku, pages 788-790. b. Sonnet, pages 771-773. c. Imagism, pages 790-794 (example: Williams The Red Wheelbarrow, 792). d. Ballad, pages 750-751. e. Limerick, pages 779-780. f. Simile and/or metaphor, pages 737-740. g. Open form (free verse), pages 785-786. h. Form of rhyme, pages 781-784.

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Wolf 4 Final Comparison/Contrast Essay and Presentation. Due Class Five, each student writes a four- to six-page comparison and contrast essay analyzing a topic. The paper should have a thesis statement and well developed arguments that are supported by specific examples and effective quotations. At least two scholarly articles found by using Collins Librarys EBSCOhost database should be referred and cited to in the paper. Each student also will present his/her final comparison/contrast paper to the class. Quizzes. Students will take weekly quizzes on assigned readings, literary vocabulary, and other course material. Quizzes cannot be made up or scheduled for an earlier time. Course Capstone Project. Students will create a website or blog that will serve as the courses capstone. Review of literature, appreciation of literature, all assignments, and epiphanies will be housed on the website. It is the students choice whether to share his/her digital capstone project with others. Keeping it private is an option, as long as the instructor has access to evaluate its content. This project will be discussed in further detail in class.

In-Class Assignments
Discussion Questions - Class One Readings. Discuss the following questions regarding the short stories read for Class One. Be prepared to discuss answers in class. See the attached Literary Vocabulary list for definitions of literary terms as well as the textbook Literature and its Writers. The Story of an Hour a. Mrs. Mallards young face showed lines of repression. What has she been repressing? b. What does the view from the window symbolize? c. In what way is the doctors pronouncement of the cause of death ironic? In what way is it correct? d. Chopin wrote the story in 1894. What is her message about the role of women in the late nineteenth century?
The Red Convertible a. How do the six elements of fiction function in this story? b. What is the function of the third section of the story? Why does the narrator tell us about their wandering, about meeting Susy? What associations does the red convertible carry? Is this symbolic of anything? c. The closing sentence says, And then there is only the water, the sound of it going and running and going and running and running. How does this statement comment on the relationship between the two brothers? The Things They Carried a. The soldiers obviously carry more than their physical belongi ngs. Discuss how psychological burdens can weigh as much or more than physical ones. b. What is OBriens message about the war? How does this message differ from the more commonly told heroic stories about war? The Lottery a. Discuss the degree to which the tradition of the lottery has been kept. Why does no one want to make a new box? Why is the whole institution not abandoned?

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Wolf 5 b. Examine the character of Tessie Hutchinson. She claims that her fate is not fair. Is there any reason why she should be singled out? Is she a tragic heroine? Consider her cry, Theres Don and EvaMake them take their chance! Discussion Questions - Class Two Readings. Discuss the following questions regarding O Pioneers! read for Class Two. Be prepared to discuss answers in class. See the attached Literary Vocabulary list and Literature and its Writers for definitions of literary terms. a. How does the town scene in Chapter 1 serve as a microcosm of the novel? b. How does the nature of the land change as the novel progresses? Identify some contrasting images Cather uses to describe the land. c. Analyze Alexandras relationship to the land. In what way is the land personified as a character? Could you argue that the land is the hero of the novel? d. Analyze how Cather relates human fertility and vegetative fertility. Identify some examples of Cathers use of sensuous, sexual imagery to describe the fertility of the land and the physical settings in which Emil and Marie meet. e. In what way does Alexandra play the archetypal role of a mythic earth goddess? Identify and analyze images and situations used to describe Alexandras physical appearance, intellectual capacities, and actions that might give her mythic qualities. f. What is the significance of Alexandras repeated reverie? g. What is the significance of the last sentence of the novel? h. While the novel is set in a specific time and place in history, what are the themes that universalize Cathers message? Discussion Questions - Class Three Readings. Discuss the following questions regarding the characters Lena, Ruth, Beneatha, and Walter in A Raisin in the Sun and the characters Amanda, Laura, and Tom in A Glass Menagerie. Be prepared to discuss answers in class. See the attached Literary Vocabulary list and Literature and its Writers for definitions of literary terms. a. How does the character see the role of women and men in American society? b. How does the character seem to define success? c. How does the character reflect the generation from which he or she comes? d. Do you see any similarities in the characters of the two plays, or in the characters of other works read for this course? If so, identify the characters and their similarities. e. What do you believe would happen to the Younger and Wingfield families if the stories had continued? Peer Evaluations of Individual Comparison and Contrast Papers. Assigned partners share and discuss their short comparison and contrast papers that are due Class Three and their final papers that are due Class Five. Use the attached Peer Review Form to review each members papers and provide constructive feedback. Each student turns in the peer evaluations with the students papers. Individual Presentation. In Class Five, assigned students will present a 5 to 10- minute oral report that highlights what literature and lessons learned in this course.
GRADING CRITERIA All written assignments in this course should exhibit college-level skills appropriate for the level of study in grammar and mechanics. In addition to being typed and double-spaced with one-inch margins all around, your papers must follow MLA format. Cite in-text sources in parenthetical format, and include a complete works-cited

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list at the end of your paper. Refer to A Writers Reference or the MLA Formatting & Style Guide for more information. These aspects of the written work will represent a portion of your grade.

Formal Assignments In Class Discussion questions Response Paper to Selected Short Story O Pioneers! Essay Short Comparison/Contrast Paper Peer Evaluation of Short Comparison/Contrast Poem Explication Original Poem Final Comparison/Contrast Essay Presentation of Final Essay Weekly Quizzes Course Capstone Project Peer Evaluation of Final Comparison/Contrast Individual Presentation
GRADING SCALE 540-600 points 480-539 points 420-479 points 360-419 points 0-418 points CLASS SCHEDULE: 90-100% 80-89% 70-79% 60-69% 59% and below

Due Classes 1-4 Class 1 Class 2 Class 3 Class 3 Class 4 Class 4 Class 5 Class 5 Every class Class 5 Class 5 Class 5

Total Points 80 (4 x 20pts) 50 50 50 25 25 25 50 25 50 75 25 70

A B C D F

Week Week OneOctober 23

Assignment

Due Date

Points

Readings: Introductions. Course a. Chapters 13 and 26 in objectives, Literature and its requirements, Writers. expectations. Short b. The Story of an Hour story genre. Elements (121-122). of fiction. Compare and c. The Red Convertible contrast writers themes (138-145). and techniques in d. The Things They selected stories. Carried (419-432). Identify role of race, e. The Lottery (235gender, social class, 241). and culture in creation Assignments of the narrative point of 1. Response Paper to Short view. Story 2. Weekly Quiz (in class) 3. Answers to readings discussion questions (in

October 23, 2013

Assignments 1. 50 2. 10 3. 20

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class)
Week TwoOctober 30, 2013

Novels as works of art and social commentary. Themes and techniques used in O Pioneers! Unique themes of particular region and time. Human qualities common to people of all times and places. Cathers use of archetype and myth to universalize her prairie novel.
Week Three November 6, 2013

Readings: O Pioneers! Assignments 1. O Pioneers! Essay 2. Weekly Quiz (in class) 3. Answers to readings discussion questions (in class)

October 30, 2013 Assignments 1. 50 2. 10 3. 20

November 6, 2013 Readings: a. Chapters 1921 in Play genre. Drama Literature and its and social Writers. commentary. b. A Raisin in the Thematic connections Sun (1493-1560). in drama and fiction. c. The Glass Similarities and Menagerie (1374differences in 1420). elements of fiction Assignments: and drama. 1. Short Comparison > /Contrast Paper with copies of the two articles that you plan to cite and refer to in your final comparison and contrast paper. 2. Weekly Quiz (in class) 3. Answers to readings discussion questions (in class) 4. Peer Evaluation of Short Comparison/ Contrast Paper
Week FourNovember 13, 2013

Assignments: 1. 50 points 2. 10 points 3. 20 points 4. 25 points

Elements of poetry. Explicate a poem. Poetic form.

Readings: a. Chapters 9 and 13 in Literature and its Writers. b. Commentaries by

November 13, 2013

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Aesthetic dimensions of poetry.
>

Week FiveNovember 20, 2013

Components and characteristics of well-written essays. Themes connecting all literary genres. Literatures roles in society. Course highlights.

Strand, Wojahn, and Wordsworth (1073-1078). c. Explication essays (1672-1674). d. We Real Cool (921-922) e. Death, be not proud (774) f. Shall I compare thee to a summers day? (1011) g. The Road Not Taken (965) Assignments due Class Four: 1. Study literary terms listed on page 2 of this Syllabus. 2. Poem Explication 3. Original Poem 4. Weekly Quiz (in class) 5. Answers to readings discussion questions November 20, 2013 Readings: None. Individual Assignments due Class Five: 1. Final Comparison/Cont rast Essay and presentation 2. Course Capstone Project 3. Weekly Quiz (in class) 4. Peer Evaluation of Final Comparison/Cont rast Essay 5. Individual Presentation
>

1. 2. 3. 4. 5.

0 points 25 points 25 point 10 points 20 points

1. 2. 3. 4. 5.

75 points 75 points 10 points 25 points 70 points

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INSTRUCTORS EXPECTATIONS

Textbooks/Materials. Every student is expected to access the required course materials in order to complete all assignments on time and as assigned. Students are responsible for using the correct edition of textbooks and other materials and for accessing required course resources such as software or websites. The instructor will not excuse late or incorrect work due to the students not timely accessing correct course materials. Instructor Contact. If you have any questions that are not answered in class, please do not hesitate to contact me. I check my e-mail daily, including weekends. Feel free to call any of my contact numbers listed on the first page of this Syllabus. Professionalism. Students are expected to display professionalism in discussions and any other communication during the course. Professional behaviors are achieved through courtesy and attentiveness to all presentations, respectful communication skills, and the demonstration of a mature approach to learning. Additional Expectations. Arrive on time and stay for the entire class. Bring all necessary materials. Turn off cell phones (or put on silent mode) during class. Use laptops for class activities only. Complete all assignments (including assigned readings) on time. Make meaningful contributions to class discussions. Attend all scheduled class sessions. Attend and contribute to learning team sessions and activities. TEXTBOOKS/MATERIALS Every student is expected to access the required course materials in order to complete all assignments on time and as assigned. Students are responsible for using the correct edition of textbooks and other materials and for accessing required course resources such as software or websites. The instructor will not excuse late or incorrect work due to the students not timely accessing correct course materials. STUDENTS EVALUATION OF LEARNING: The Student End-of-Course Survey affords the student an opportunity to contribute to the schools process of evaluating student learning and student achievement of program outcomes. During the last class for each course, you will be asked to complete an End-of-Course Survey. The survey asks students to evaluate the instructors performance, curriculum quality, and technology enhancement of learning. The instructor receives a summary of the feedback only after final grades are posted to the students transcripts. Completed surveys are retained in the SPGS assessment archive and help to determine opportunities to improve the instruction, curriculum, and the overall classroom environment.

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Wolf 10 ASSESSMENT OF STUDENT LEARNING Each degree program embraces a unique assessment plan that includes course assessments related to program outcomes, graduate surveys, and other relevant assessments. The academic assessment process provides evidence of student learning primarily related to program outcomes appropriate to each degree. All program outcomes are closely linked with the required sequence of courses in each program. Please see the SPGS and GSOE Student Catalog and Handbook for more information. UNIVERSITY ATTENDANCE POLICY COURSE ATTENDANCE Attendance of all class meetings is mandatory. Since a large portion of the learning in the SPGS programs takes place during class, absences may impact a students grade or jeopardize continued enrollment in the course. In the case of an absence, the student must: 1. Notify the faculty member prior to the absence, 2. Make arrangements to complete missed assignments, and 3. Complete additional make-up work if allowed by the faculty member. Under no circumstances may a student miss more than 40% of course meeting hours and receive credit for the course. This University policy is not at the discretion of the faculty member. A student who misses more than 40% of a course is required to repeat the course and incur additional tuition and fee expenses for that course. Students with extenuating circumstances that make it impossible to complete the course may request a grade of No Credit. See No Credit under the subsection of the SPGS Catalog and HandbookGrading Procedures for further information. If a students attendance record demonstrates a pattern of missed classes, that student is administratively withdrawn from the program. A petition must be submitted to the Admissions Committee prior to readmission. Class Cancellation: Instructors are not allowed to cancel class, change room location, or change meeting time. Only SPGS staff members have that authority, based on instructors requests due to emergencies, etc.

ACADEMIC MISCONDUCT The University community traditionally has been a place where all members are free to express and exchange ideas. Such fundamental goals of the University as intellectual growth and development are predicated on honest investigation, straightforward expression of views and opinions, and genuine dialogue. The attainment of these goals requires that all who participate in the exchange of ideas maintain intellectual integrity. Baker University seeks to ensure that both instructor and student are protected from unfair actions or accusations in cases of cheating and plagiarism. The University encourages instructors and students to adopt a responsible attitude toward one another.

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Wolf 11 Academic misconduct includes but is not confined to plagiarizing; cheating on assignment and assessments; turning in counterfeit reports, tests, and papers; stealing of tests and other academic material; knowingly falsifying academic records or documents; and turning in the same work to more than one class. Students and instructors alike must recognize that none of the procedures set forth in this document operate to the exclusion of civil or criminal litigation. Likewise no definitions in this document supersede any parties concerned to resolve the contested issues without the necessity for recourse to the law in a manner that protects the rights of the individuals involved. Consequences of academic misconduct may include, but are not limited to, a failing grade for a paper, a failing grade for a course, or expulsion from the University. Any form of academic misconduct which results in administrative or academic withdrawal is noted on the students transcript. STUDENT RESPONSIBILITY It is the responsibility of each student to be aware of and to meet the catalog requirements for graduation and to adhere to all other rules, regulations, and deadlines published in 2012-13 SPGS and GSOE Course Catalog and Student Handbook. ADA STATEMENT Baker University is committed to providing reasonable accommodations in keeping with Section 504 of the Rehabilitation Act and the Americans with Disability Act of 1992. Access Services coordinates Access Services Policies and Procedures accommodations and services for all eligible students with disabilities. If you have a disability and wish to request accommodations and have not contacted Access Services, please do so as soon as possible. Access Services is located on the Baldwin City campus in the Office of Student Academic Success (in Collins Library (lower level); 785-594-8352; sas@bakerU.edu). Information about Access Services can also be found on the Baker web site at www.bakeru.edu/sas. If accommodations have been approved by Access Services, please communicate with your instructor(s) regarding your accommodations to coordinate services. RESOURCES Baker University Library Databases are available online by accessing http://www.bakeru.edu and clicking on Library under the Academics column. Students access their library card and pin numbers via the student portal. For writing or MLA assistance, email questions or papers for review and feedback directly to Baker Writers at bakerwriters@bakeru.edu. Papers should be in final form (not very rough draft) and must meet basic MLA formatting requirements such as correct margins and an MLAapproved font. Papers must be in Word 2003, 2007, or 2010 (.doc or .docx). Baker Writers requires a minimum of thirty-two hours to respond. Check your Baker email account for replies from Baker Writers, especially if you forward your Baker email. Sometimes a receiving accounts server will block email from Baker Writers; the email, however, will still be accessible in your Baker email account.

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Literary Vocabulary

Accent: Alliteration:

The strong syllable or syllables in a word. The repetition in two or more nearby words of identical consonant sounds. A brief reference to a person, place, thing, or event with which the reader is presumably familiar. A narrative poem, often a song that tells a story. The turning point or highest interest in the story. The place at which the final outcome of the story is inevitable. A technique, often used in tragedy, by which the true meaning of a characters actions and words is understood by the audience but not by the character himself. A poetic line that comes to a stop or a pause at the end. A poetic line that continues on without a pause to the next line. A character that provides a direct contrast to another character. A device by means of which the author hints at something to follow. A form, class, or type of literary work (i.e., short story, novel, poem, play). A form of Japanese poetry with three lines: 5 syllables in the two outer lines and 7 syllables in the middle line. An exaggeration. Everything in a literary work that appeals to the senses. Some contrast or discrepancy between appearance and reality or between the ideal and the real. An ironic comment is one that is usually sarcastic and makes its point by expressing the direct opposite of the situation at hand.

Allusion:

Ballad: Climax:

Dramatic Irony:

End-stopped: Enjamb, end-jammed: Foil: Foreshadowing: Genre:

Haiku:

Hyperbole, hyperbolic: Imagery: Irony:

- Page 1 of 2 Literary Vocabulary -

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Wolf 13 Juxtaposition: A form of implied comparison or contrast created by placing two items side by side. A short humorous poem with five lines and a rhyme pattern of aabba. A figure of speech in which two unlike objects are implicitly compared without the use of like" or as. Pattern set by the rhythm of words in a poem moving from unstressed to stressed or from stressed to unstressed sounds. The word sound like the noise it makes (Boom! Zap!). A self-contradictory and absurd statement that actually turns out to be, in some sense, true and valid. (Oedipus is blinded but sees the truth.) A figure of speech in which an idea or thing is given human attributes or feelings or is spoken of as if it were alive. The perspective from which a story is told. The chief character of a literary work; also, commonly referred to as the hero or heroine. A type of writing that ridicules persons, ideas, or social institutions, usually in the hope of bringing about some desired change. A figure of speech in which two essentially dissimilar objects are expressly compared with one another by the use of like or as. A 14-line poem with a rhyme scheme of abab cdcd efef gg. An image (a physical concrete reality or a quality) that evokes or suggests some idea or concept. The subject or main message of the work, thesis. A term used in criticism to denote the mood or color of a piece of writing.

Limerick: Metaphor:

Meter:

Onomatopoeia: Paradox:

Personification:

Point of View: Protagonist:

Satire:

Simile:

Sonnet: Symbol:

Theme: Tone:

- Page 2 of 2 Literary Vocabulary -

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Peer Review Form


1. What is the thesis of this paper? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Does every paragraph in the essay address a new idea directly related to the thesis? If not, which paragraphs do not fit? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Does the paper properly use MLA format? If not, where is it incorrect? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. Does the introduction hook the reader? Does the conclusion wrap up the argument? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 5. Does the paper make good use of direct quotations from articles and texts to back up its assertions? Why or why not? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 6. Does this paper have a relevant title and a Works Cited page? ______________________________________________________________________________ __________________________________________________________________________

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