Exam info

As promised, here are a few study questions for the midterm. These are not the questions that you will be asked to write about; instead they are intended to help you focus your ideas and approach the material analytically:

Consider the ways that the work of Smith, Jefferson, and Fitzhugh is “foundational.” What ideas do these early works introduce, and how do other (usually later) writers grapple with these ideas?

Try to list the important themes in each text we have read. Then see which themes overlap, appearing in more than one text. Where do you see similarities in the way that authors are treating these themes, and where do you see differences?

What are these writers “doing” in their texts? How are they trying to make a point or convey a message through elements of literature such as language, characterization, irony, etc? What effect do they hope to have on their audience? Do these writers have “agendas”?

As I explained in class, I am looking for a strong grasp of both the themes of the course and of individual texts. I really want to see your interpretation of the texts; I am looking for analysis (vs. summary) and for detailed evidence to back up your assertions. I have created a grading key to help you understand how I will evaluate your essays:

A: Demonstrates an excellent understanding of the texts discussed; includes in-depth, detailed analysis of these texts; offers a clear and well-argued answer to the exam question; includes an introduction and conclusion that make connections (comparisons and contrasts) across texts, and are not mere restatements of my question.

B: Demonstrates a good grasp of the texts and the issues discussed in class; gives a clear answer to the exam question. Uses examples from individual texts to back up own ideas.

C: Displays a basic understanding of the texts but lacks detail or depth. May be more summary than analysis. May lack a clear, definitive answer to the exam question.

D-F: Essay lacks a clear understanding of the texts and the issues of the course. May distort elements of the texts, suggesting inattention or incomplete reading. Weak or incoherent response to the exam question.