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Environmental Literature Fall Semester, Location: Bealee-mai l This environmental literature course introduces you to a wide array of writers who have inspired greater attention to and respect for the biophysical world.
Student recitations and verbal presentations allow for learning about particular facets of writers not fully covered in the class readings.
The literature of the environment and eco-criticism is an exciting and difficult emergent field that seeks to bridge the unbridgeable gap between biology and English to better inform us about the ecological conditions sustaining the world and its peoples.
We focus on Anglo-American themes. Write the names and phone numbers of two other students in the class: We will study how authors have explained how humans both shape their surroundings and are psychologically shaped by ecological conditions.
Course Aims and Outcomes: Aims You are enrolling in a seminar that calls attention to those distinctively literary forms of artistic expression that take an ecological approach to people, nature and wildlife in their landscape or native settings.
I want you to read critically from the perspectives of ecology and literary expression concerning the natural world. By demonstrating examples of how authors have portrayed natural settings I would encourage your to interpret your surroundings in an environmentally literate manner.
Expectations of the course: More practically, participants will have many opportunities to hone their skills in reading analytically, in verbally conveying their views about ecological ideas and ethnic identity in a supportive setting.
You will be coaxed to better express your ideas in writing as you learn throughout the term. Especially in our class, I would hope you would experience the delight and enjoyments of being often moved by the profound power of ideas and articulate prose to lift your spirits, amend your behavior, nourish your more curious sensibilities, and even move you to act prudently as a means to improve both yourself and our world.
Come to class on time having read the web page links and all assigned materials for that day as listed on pages four and five. Practice to be better prepared to read selections from the assigned texts to the class.
Student Learning Outcomes for American Environmental Literature are in the cognitive, expressive, affective, and interpretive domains By the end of this course, students will demonstrate proficiency in five or more of these areas.
Active participants should verbally demonstrate and explain in writing the settings, authors and narratives of three to five authors we have read with clarity, logic, and examples.
Verbally present from a prepared script artistic and photographic portrayals of our national struggle with the ecology of altered landscapes revealing changes across time. Explain verbally and in writing by analyzing the clash between early and recent writers with examples, from significantly different sources and perspectives such as Oates and Stoppard.
Accurately articulate in writing the significance of Faulkner, Williams and Oates together with poets Frost, Bishop and Bryant with respect to changing patterns of American thought and attitudes about freedom, citizenship, and nature. Interpret a particular facet or feature of the landscape in Mead Gardens revealing the influence of two or more author's descriptive and analytical writings depicting natural settings.
The study of American and English writer's views of our natural environment is a retrospective story about people who continually misunderstood the prospect of democratic values in a vastly varied land.
To comprehend the enduring character of how generations of Americans expressed their intellectual needs with regard to nature, our class examines the cultural and natural meaning as embodied in the ecology of freedom. We read critically in order to actively discuss and examine decisive ideas about national character as portrayed by authors: We do so in order to use written discourse to critically interpret and carefully judge competing beliefs about biophysical situations that altered attitudes towards nature from being more than the mere setting of a human narrative to becoming an active participant in the formulation of literary narratives.
Each of these writers has expressed significant practicalities of environmental literature. Students may demonstrate their understanding of these writings by an ability to clearly distinguish the contrasting and complementary qualities of these several writers by posting words each week to the class wiki.
Grades All assignments are graded with careful attention to each of these criteria: Students in passing the course are expected to demonstrate six of the learning outcomes in their submissions.
What must you do: In allowing participants to practice writing and speaking abilities, I desire to generate meaningful discourse. My purpose is to support your inquiring intellect with significant concepts in a coherent and challenging manner.
I anticipate you will ask questions so we all actively learn together to overcome the problems these authors pose for you in achieving superb performance levels based on critical reading. Your written comprehension of these ideas is crucial to my success.
My hopes are that serious participants exceed the customary habits of arriving promptly to class having taken notes from assigned texts for that meeting day. By discussing concepts arising from these readings, do keep in mind that participation involves not only alertness and verbally contributing your ideas, but also listening respectfully without interrupting other speakers who proffer their views on the assigned texts.
Paying attention to others and to me is a sign of respect that I will reward. Since using electronic media, texting, or web browsing for other than class purposes is rude; unauthorized texting, internet surfing, e-mailing, or being digitally inattentive to discussions during class meetings counts as an absence, because it robs us of your responses to the texts.
I do not tolerate side conversations during class time when other people are speaking. You may regularly contribute verbally your analyses to enrich our class discussions.Salome Jens Salome Jens has appeared in lead roles on Broadway in Far Country, Night Life, The Disenchanted, Patriot For Me, A Lie of the Mind.
Analysis It has been suggested that one of Tom Stoppard's favorite ideas is "all men desire to know." This seems particularly evident in Arcadia, a play obsessed with knowledge of many kinds. Other Subjects - Literature Study Guides - SparkNotes. Montgomery Annie John Jamaica Kincaid Anthem Ayn Rand Antigone (The Oedipus Plays) Sophocles Antigone Jean Anouilh Antony and Cleopatra William Shakespeare Arcadia Tom Stoppard Arms and the Man George Bernard Shaw.
Turnitin provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback. Arcadia is a play, so each character gets to speak for him or herself on an equal footing with the audience.
The lack of a narrator also means that everything in the play has to be expressed throug.
Waiting for Godot (/ ˈ ɡ ɒ d oʊ / GOD-oh) is a play by Samuel Beckett, in which two characters, Vladimir (Didi) and Estragon (Gogo), wait for the arrival of someone named Godot who never arrives, and while waiting they engage in a variety of discussions and encounter three other characters.
Waiting for Godot is Beckett's translation of his own original French play, En attendant Godot, and.