Re-Posting Group Timeline

Posting this again for clarification.

Guidelines for Pamela Keyword Contributions:

1) Each person in the group choose an entry (a letter, or in the case Letter 32, a section or two). An entry should be more than 2 pages. Compare it to the 1740 version (or if you have the 1740, compare it to the 1801). Links are on LION: http://0-lion.chadwyck.com.library.colby.edu/searchTextsByAuthor.do?value%28ByAuthorId%29=1793&listType=All&AuthorDisplayName=Samuel%20Richardson

2) What are the difference you note between the 1740 and the 1801?

3) Find examples that map onto one or more of the keywords. Have a brief explanation of how the difference affects this Keyword:

Ex. http://keywords.fordhamitac.org/wiki2/index.php?title=Class%2C_Liberty%2C_Property%2C_Labor_%28or_Labour%2C_if_you_are_feeling_British%29

You will do the Keyword posts individually. As a group, you will do the following to prepare for your presentation:

Chose two passages (I can print them out for the class ahead of time)
Discuss the differences you think are significant or not, link it to a keyword (remember you can propose new Keywords)
Tie this to a one of the secondary sources read on the date of your presentation (secondary source = not Pamela). If there are not secondary sources for your presentation, go to  the week prior.

Find 1 source from outside of class that ties to directly tie to the reading by dealing with Richardson, Pamela, their  historical/cultural context, or a non-18th-century thematic correlation

Use pop-culture, web sources, scholarly journals, your other classes, etc.

For the in-class presentation portion, your group will collaborate on a presentation and lead course discussion on the one of the secondary sources assigned. Along with your presentation, you will turn a short handout. This handout should include the following:

  • the passages from the 1740 edition you are discussing
  • at least 3 questions for the class to discuss
  • these questions should include links between the passages, keywords,  the secondary sources, and  outside source. Every questions does not have to do all three, but it should do at least one.
  • a works cited section
  • feel free to add more, but keep the handout to 1-2 sheets of paper

Est. time 20minutes (including discussion, which we can carry on for the rest of the class)

If you send me the handout to me before noon on the day you present, I can xerox it for you. Otherwise, you are on your own.

This is not a static presentation where you speak and we stare. You need to engage the class. Be concise, clear, and if possible, creative. You can make assignments to the class, bring in pop culture references you find useful for discussion, make it a game, etc. The point is to promote dialogue about the argument made by the scholarship, evaluate its use as a way of analyzing our primary sources, as well as how it fits into the on-going discussion about the novel and the eighteenth century (hence, the Keywords page as a way of tying things together).

The bibliography needs to include three items from outside the class. One needs to directly tie to the reading, either by sharing a common topic (this needs to be narrower than just eighteenth-century novels), dealing the author of that week’s novel, or addressing that week’s novel. Two sources need to come from a scholarly journal, book, website, or database. There can be overlap between those two requirements. This will likely leave you with room for at least one source that may extend to sources that although not explicitly scholarly, offer a useful way of discussing the issues at hand.

After your presentation, you will  individually author a blog post on WordPress that builds on your presentation. This post should focus on the larger themes of the course (see the Keywords).  Have an analytical argument as (I hope) you would in a regular essay, but also remember that this is a different medium. Find visuals to help illustrate your point, link terms to reference resources, etc. Don’t forget, though, to cite everything at the end. The word count should be between 750 to 1200 words.

Commenting:

If your group is not presenting that week, you need to comment twice on the WordPress posts. Ex: During Week 3, Groups 1 and 2 Present, so Groups 3, 4, and 5 should comment.

Group Timelines

Group 1:

Cover  Preface to Letter XXXI (3-98) New Numbers: To 122 (Penguin)
Post to Keywords by Saturday, 2/18, noon
Over the weekend, discuss as a group, on which points you want to present. Gmail is a good way to do this, as is meeting in person.

Monday Class Presentation: 2/20

Individual Blog Post Due: Saturday 3/3

Group 2:

Cover New Wednesday, Week 3 reading
Post to Keywords by Monday, 2/20, noon
Over Monday and Tuesday, discuss as a group, on which points you want to present.

Wednesday Class Presentation: 2/22 (discuss a secondary source from that day)

Individual Blog Post Due: Saturday 3/3

Group 3:

Cover Reading on updated syllabus for Monday, 2/27:
Post to Keywords by Saturday, 2/25, noon
Over the weekend, discuss as a group, on which points you want to present. Gmail is a good way to do this, as is meeting in person.

Monday Class Presentation: 2/27

Individual Blog Post Due: Saturday 3/10

Group 4:

Cover Reading on updated syllabus for Wednesday, 2/28
Post to Keywords by Monday, 2/27, noon
Over Monday and Tuesday, discuss as a group, on which points you want to present.

Wednesday Class Presentation: 2/29 (discuss a secondary source from that day)

Individual Blog Post Due: Saturday 3/10

Group 5:

Cover Reading on updated syllabus for Monday, 3/5

Post to Keywords by Saturday, 3/3, Noon
Over the weekend, discuss as a group, on which points you want to present.

Wednesday Class Presentation: 3/5 (discuss a secondary source from that day)

Individual Blog Post Due: Saturday 3/17

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