61 research outputs found
Prose Fiction: An Introduction to the Semiotics of Narrative
Get PDFProse Fiction: An Introduction to the Semiotics of Narrative is an open-access textbook that introduces readers of fiction to its underlying semiotic principles. The text was originally published by Ignasi Ribo for students in a 300-level literature course. As an open access text, it has been adapted into this modified version by two additional authors, Miranda Rodak and Ben Storey, to address 200-level literature students entering the "Introduction to Fiction" course at Indiana University
Exam Review
No full textThis video accompanies the "For Students, By Students" Assignment and separate Instructor Note.
(Instructor Notes) - http://hdl.handle.net/2022/25289
(Exam Review Assignment Sheet) - http://hdl.handle.net/2022/25288. Active links available at the top of the page under "Other version".This brief video presentation outlines the rationale for the "For Students, By Students" Exam Review Assignment, explains the process, and provides examples of student work
Digital Scholarly Edition - Capstone Group Project
No full textA capstone group research project for an upper-level literature course that asks students to create their own scholarly edition of a text
“Getting to Green”: Developing Analysis with Generative AI
Get PDFStudents in analytical writing courses can struggle to fully grasp the difference between observing/describing features of a text and making interpretive claims rooted in close reading and analysis of those features. This multi-part class activity uses color coding and generative AI to establish a clearer framework for students to understand the relationship, as well as the critical distinctions, between observation or description and close reading or analysis. It also helps students identify the affordances and limitations of generative AI in helping them iterate, analyze, produce, and revise writing, as well as models for them strong iterative writing practices, including identifying areas/opportunities for revision and articulating strategies and next steps to pursue revision
Micro Essay Assignment Sheet
No full textAn essay assignment sheet and evaluation rubric for a lower-level General Education writing course focused on literary texts
Dzienniki Marii Dąbrowskiej: przygody człowieka etycznego
Get PDFIn analysing the complete diaries, the author points out that they are a specific form of personal document in which we encounter a doubly personalised approach to the world (through the author of the diaries and those who appear in the diary because they feature in her life). In the diary Dąbrowska is completely turned towards the world – primarily towards the other person (an exocentric, not egocentric, diary). It is from the point of view that the author describes four basic lines of tension in the diary – the private–public, the personal–social and historic, the internal–external, the conscious–subconscious, as well as its important function (keeping a balance of a situation of almost permanent crisis which is a part of the relationship between “me” and the world). Later, the author points to the most important components of Dąbrowska’s consciousness (the interrelated experiences of danger and the secrets of existence, the reality of the other person and its values and the undiminished ties which link people constituting a metaphysical and ethical component of their condition) and their sources (Abramowski, Conrad). The description of Dąbrowska identifies her embracing the “ethos of the democratic Polish intelligentsia” as well as her particular place within it. At the end the author emphasises that Dąbrowska’s private version as presented in the manuscripts of the diary is more authentic and real than the published version and that it demands the earliest possible publication of the whole diary in a philological edition (without footnotes), followed by academic work on it using the full critical apparatus
Revision Portfolio - Capstone Writing Assignment
No full textIntensive-writing classes ostensibly focus on teaching students how to write in the disciplines and tend to have two requirements: minimum word count (5K or so) and a formal revision of at least one paper. Instructors specializing in writing pedagogy know, however, that students writing more doesn't translate to students writing *more effectively*. Indeed, it can have the reverse effect. Emphasis on quantity reinforces poor writing habits developed in K-12 where students thought (incorrectly, but rewarded nonetheless) that they must "pad" their writing to meet requirements. In my approach to writing instruction, I help students find joy and power in approaching revision like a Rubik's Cube -- ruthlessly reconfiguring to find the most elegant formulation. Shifting the emphasis from "writing" to "revising" unlocks my students' growth and confidence. They realize "good writing" isn't born but made (and remade). The capstone project, then, needs to feature, evaluate, and reward this skillset. Typically, a portfolio features writing, not revision (i.e. products, not process). The "Revision Portfolio" I've designed shifts the focus by asking students to showcase their process, articulate their choices, and identify their *learning.* After several semesters using this assignment, I've found students consistently leave my intensive-writing course feeling more confident as writers and with an increased ability to identify and articulate the skills (and learning outcomes) they’ve developed
Dokument osobisty jako problem literacki (na przykładzie zapisów z czasu Zagłady)
Get PDFThe article considers the situation in which everyday, documentary and autobiographical records, made by people who are not writers and have been treated so far as non-literary, are beginning to be included in the area of literature and gain the status of literary works or pieces. This is the situation we are dealing with today, among others, in Poland, when it comes to records of Holocaust experiences. They are introduced into the realm of literature through the category of "personal document literature", introduced by Roman Zimand. The author of the article sees the justification for such an operation, thanks to which everyday, documentary and autobiographical records gain the meaning they deserve. At the same time, he indicates five basic operations characteristic of modern literature, which we do not find in these records: decontextualization (meaning instead of event), fictionalization (representation instead of experience), textualization (text instead of practice), rematerialization (book instead of notebook or notebook), remediation (print instead of manuscript)
Review Video Slides
Get PDFThese notes accompanies the "For Students, By Students" Assignment and separate Video.
(Video) - http://hdl.handle.net/2022/25308
(Exam Review Assignment Sheet) - http://hdl.handle.net/2022/25288. Active links available at the top of the page under "Other version".These Instructor Notes outline a possible lesson plan for the Review Video Slides
Video Study Guide Assignment
Get PDFThis assignment sheet accompanies the "For Students, By Students" Instructor Notes and separate Video.
(Video) - http://hdl.handle.net/2022/25308
(Instructor Notes) - http://hdl.handle.net/2022/25289. Active links available at the top of the page under "Other version".This assignment, designed for undergraduates, helps students synthesize and teach key writing concepts to their peers. Based on active learning pedagogy, it borrows from PechaKucha speed presentations as well as The New York Times' Vocabulary Video contest
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