• Read before class: Thomas Carlyle, “Signs of the Times” (1829)
• Resources: I, Pencil ; When Ideas Have Sex

• Task 1: Create a WordPress site using the WordPress Tutorial (Tip: when choosing your URL, make decisions about your online identity: do you want to use your real name? is your choice of name / URL professional? Avoid numbers, cougs, and WSU.) Example: Digital Clarissa Dalloway
• Task 2: Write a sample blog post: Why are you taking English 302? What are your long-term goals?
• Task 3: Submit your URL to Google forms

• Perform a #close reading of a single line of text from Frankenstein, using the Oxford English Dictionary [access via WSU libraries] to develop multiple literal and figurative interpretations of individual words.
• For example: hell (as in “I bore a hell within me, which nothing could extinguish” [109]), according to the OED, can signify: the dwelling place of the dead; a place of punishment for the wicked after death; a place of wickedness, suffering, or misery; a yawning depth or abyss; and etc.
• Close reading resources

• You are a scientist, much like Victor Frankenstein, whose experiment has gone awry and has pushed you to the verge of death. Before you die, you must confess your tale of hope, discovery, and ruin.
• Write a professional letter directed at future scientists: Who are you and who do you live among? What are your dreams, fears, ethics, and morals? How did your invention come about? Devise a technology of the (distant) future that transforms the #human experience in a significant way.

• You are a teacher (any grade level, your choice), and you have chosen to teach Frankenstein. Search for lesson plans online and select one to evaluate (for starters: look at this one). Identify the beliefs and values of the teacher / curriculum based on the lesson plan.
• After this analysis, create your own lesson plan for studying Frankenstein. Identify your objectives (think both short and long term). Include specific activities, writing prompts, or content delivery. Reflect: why teach Frankenstein?
• Reminder! Posts should be a minimum of 500 words in length and be submitted on your blog before 11:59pm!

• Examine Jekyll & Hyde from a specific disciplinary lens: i.e. psychology, gender and sexuality, economics, science and evolution, criminal justice, or ethics.
• Draw connections to at least one outside source. Consider the appendices in the Broadview edition (Degeneration and Crime, “Jack the Ripper”) and resources on The Victorian Web, BRANCH: Britain, Representation, and Nineteenth-Century History, or The British Library: Romantics and Victorians.
• Tip: point to specific examples in the novel that illustrate or expose your disciplinary references (i.e. in thinking about crime and degeneration, pull examples of Mr. Hyde’s appearance–“pale and dwarfish,” “murderous mixture of timidity and boldness,” etc).

Selected Blog Posts: Jekyll and Hyde in the Theatre; Who Is in the Mirror (Social Class); The Mind of a Monster (Physiognomy)

• Topic this week is open-ended. You might take this opportunity to work on revising / developing one of your earlier blog posts (in preparation for the Invention Project) or try something altogether experimental. Your choice!

1. Discuss how to prepare your draft for peer review
2. Form peer review groups and create a plan for sharing your drafts in advance of Wednesday’s class

• Resources: “Writing as Re-Vision” “Diving into the Wreck”

1. At what point(s) in the draft are you most engrossed, and what more do you want to learn about that point? In other words, where do you want to see more development? (Sometimes, the best writing of the piece doesn’t come until the last page!)
2. At what point(s) in the draft do you experience confusion, boredom, or otherwise lack of investment, and what do you think is causing that problem?
3. What paragraphs need to be altogether omitted, because they add nothing? (Choose at least one paragraph-sized section for deletion. For most people, it’s the first paragraph of the paper!)
4. Finally, describe in two sentences the goal of the piece and the identity of the writer.

1. Face-to-Face: I will offer an optional professional development seminar during our regularly scheduled class on Friday. We will discuss ways to begin developing your long-term career plans.
2. Hybrid Blog: Design your own program of study at WSU. What if you could select 4-6 courses from any subject and put them together to define your expertise? Describe the purpose of this program of study, along with any co-curricular activities you would engage in to ensure your professional success upon graduation.

• Charles Perrault, “Cinderilla; or The Little Glass Slipper” (orig. 1697); illustrated by Harry Clarke (1922)
• “The Fairy-Tale Façade: Cinderella’s Anti-Grotesque Dream” (1998)
• SurLaLune Fairytales: Cinderella
• Image: Aubrey Beardsley, “The Slippers of Cinderella” (1894)

• Read before class: George MacDonald, “The Fantastic Imagination” (1893) [Also in Broadview Alice in Wonderland; Appendix F; 251-256]
• Video: “How to Build Fictional Worlds“

1. Choose a well-known fairy tale (excluding Cinderella) to explore, break, and recreate. Visit SurLaLune Fairytales for tales, cross-cultural comparisons, history, and modern adaptations. Provide a critical assessment of one version of this fairy tale (Perrault’s, Grimm’s, Disney’s, etc). (Refer to “The Fairy-Tale Façade” as a model.)
2. Based on your critical assessment of the fairy tale, write your own modern adaptation.

• Read before class: Thomas Hardy, “The Ruined Maid” (1866)
• Read before class: Christina Rossetti, “Goblin Market” (1862) (PDF version)

Resources:

• William Acton, Prostitution (1857): Chapter VI, “A Modern Harlot’s Progress”
• Image: John Leech, “The Great Social Evil” (1857)
• Image: Richard Redgrave, The Outcast (1851) VicWeb
• Image: Augustus Leopold Egg, Past and Present, (1858) [No. 1, No. 2, No. 3]
• Image: George Frederic Watts, Found Drowned (1848-50) VicWeb
• Image: William Holman Hunt, The Awakening Conscience (1851-53)

• Read before class: Lewis Carroll, Alice in Wonderland (1865) (Ch. 1-6, 61-111)

Resources:

• “The Best Illustrations from 150 Years of Alice in Wonderland”
• Index of Sir John Tenniel’s original illustrations

1. Optional: Meet in Avery 103 to play with design tools in the computer lab. You can also use the scanner to scan your hand-drawn images to the computer.
2. Select a passage (and quote it in your blog post) from Alice in Wonderland or Goblin Market to illustrate from a critical perspective. For example: consider Alice’s agency (from a feminist critical theory perspective) as active or passive in the scene you’re reading. Depict “action” with large hands, blurred (as if in motion) feet, and wild lines. Depict passivity or lack of agency with a closed stance and narrow lines. Upload your image in your blog post.
3. Write a brief (250 word) analysis of your attempt to illustrate the passage. What effect were you trying to achieve? What was your critical perspective on the text?
4. Resources on Visual Rhetoric: Getty Museum’s Principles of Design; MakeShapeChange; “How to Read Nancy“

Examples: Goblin Market; Who Are You and Who Are You; A Distorted Version of Alice; Tucked Away

• Select a passage from Alice’s Adventures in Wonderland to examine.
• Develop and share a list of 2-3 research questions related to the passage (e.g.: what is the historical context for the phrase “off with their heads”? what kinds of games did people play around this time period?)
• Write a blog post that begins to explore one of the questions on your list, either through a critical reading of the passage / novel or through informal research.

Examples: Confidence Is Key; The Rules Have Changed; State Your Verdict

• Objective: To develop stronger historical perspectives when analyzing literary texts
• Summarize one article published on one of the following websites: BRANCH: Britain, Representation, and Nineteenth-Century History, The British Library: Romantics and Victorians; or The Victorian Web. (I recommend picking an article related to your topic for the Education Project; however, this article does NOT count as a peer-reviewed journal article, but it may count as your extra “source.”)
• Identify any misconceptions you may have had about nineteenth-century England, and how this new knowledge develops your understanding of the novels we read this semester (all of which were published in nineteenth-century England).

Examples: Eating and Drinking Misconceptions; The English Women’s Journal; Child Crime in 19th-Century England

• Write a formal letter (use a formal letter template in Microsoft Word, or similar) addressed to your professor that evaluates your blogging this semester (one to two pages, single-spaced).
• In the main body of your letter, select (and hyperlink to) three blog posts that represent your best content this semester. Analyze and quote from these blog posts to illustrate the breadth and depth of your learning and exploration of English Studies this semester.
• In the conclusion of your letter, self-assign yourself a grade according to the following rubric:

A = excellent effort, on-time submissions, 10 complete posts;
B = good effort, mostly on-time submissions, 9-10 complete posts;
C = adequate effort, some late submissions, 8-9 complete posts;
D = poor effort, many late submissions, 6-7 complete posts

• Write an academic essay (5-7 pages) on Lewis Carroll’s Alice’s Adventures in Wonderland that is informed by at least one critical perspective and one disciplinary focus. (See complete instructions)
• As with all things, and with all deadlines, you have the option to formally request an alternate due date for this project. You must simply submit a formal and reasonable request to me in writing.  

• Activity: Find Your Why; Professional Development
• Activity: Fill out Teaching Evaluations
• Resources: Junior Portfolios, LandEscapes; SURCA; Poster Tips; Professional Writing

• Write a formal letter (use a formal letter template in Microsoft Word, or similar) addressed to your professor that evaluates your learning achievements this semester (two pages, single-spaced).
• Select 3 examples (from projects, activities, lectures, or readings) to analyze. Be sure to include relevant quotes, screenshots, or summaries from the examples you select.
• Your objective is to demonstrate what kinds of learning took place this semester and how this learning could be applied to future endeavors. 
• NOTE: use this space to also demonstrate your level of engagement and participation in the course, as measured by your attendance, contribution to class discussion, participation in optional activities and opportunities, etc.