Midterm Contents 4 parts to midterm 1. Long essay (options)
2. Short essay (4-6 paragraphs) (options) (or combinations as inspired) :
3. Web highlights: Review at least 3 posts from course website's Model Assignments (5-8 paragraphs) 4. Research proposal indicating choice of research options (essay, journal, or posts) and likely content (2+ paragraphs)
Details for Midterm Parts 1-4 Requirements for references to
objectives: you may refer to
part or
all of any objective, or combinations;
1. Long essay (options) Text requirements: refer to at least 3-4 texts (depending on extent of references) from readings to midterm (featuring at least 3 authors). Outside, additional, or later texts may be referred to, but maintain focus on shared texts of American Romanticism thus far. Write a unified, thesis-driven essay fulfilling or answering the following topics or questions. (These are options, not checklists.)
What idea, understanding, or image of American Romanticism is created by our texts, objectives, terms, and discussions? How does this image build from or depend on earlier courses and readings, and what purpose may it serve in your larger academic or professional career? Following our reading schedule to midterm, how has American Romanticism emerged chronologically from early European settlement to the American Renaissance? How have European models or terms of Romanticism adapted to the natural and cultural history of the North American colonies and the early USA? Consider beginning with a “focusing background or experience”—previous knowledge or a text, passage, objective, or insight that provides traction for comprehending our course materials—then expand or apply to other texts with consistent theme and appropriate variations. Or organize by problem-solution or question-answer involving objective(s), texts, and/or expectations or assumptions operating in class discussion. What issue do you or the seminar continually return that helps you imagine American Romanticism? Why or how does American Romanticism matter? Another possible organization is your progress from partial knowledge, confusion, etc. to increasing knowledge, familiarity, applications. or
Start with a central term or an objective (or part of an objective), but expand focus by end to emphasize learning (or potential learning) about Romanticism or American Romanticism generally. Alternatively, start with a text or texts exemplifying American Romanticism, then proceed to terms, objectives, etc., followed by application of themes or insights to other texts. As with 1a, considert tracing the development or evolution of your selected term or objective according to our mostly-chronological reading schedule. How has your selected aspect of American Romanticism emerged from early European settlement to the American Renaissance? How have European models or terms of Romanticism adapted to the natural and cultural history of the North American colonies and the early USA? Long essay samples from 2010; midterm samples 2013; midterm samples 2015
2. Short essay (4-6 paragraphs) on 1 of 2 options (or combinations as inspired) : 2a. Describe best textual experience (plus or minus class discussion) in comprehending course contents (terms, themes, objectives) Highlight a passage from our course readings—your best textual experience before the midterm—explaining why it made an impression on you. Analyze the passage’s language, how it works and connects. Apply to course terms and/or objectives + extend or apply beyond course. Copy and paste the passage into your exam, or refer to it so instructor can find it or know what you’re talking about. (Doesn’t count toward essay length) You may refer to more than 1 passage, but more material may equal shallower analysis. If 2 passages, be sure to connect. References to discussion or lecture
welcome; otherwise analyze text on its own terms, in larger context, by
connecting to other texts. Make it matter.
Why or how does the passage speak to literary and/or cultural issues in and
beyond our course?
or 2b. Apply course terms & themes or objectives to a previously-read literary text, American or otherwise, Romantic or otherwise; comparisons-contrasts, connects-disconnects to course readings and objectives. (3-5 paragraphs) New assignment, so no models—Questions? Suggestions? Suggested examples—You may go beyond:
Likely contents:
3. Web highlights: Review at least 3 posts from course website's Model Assignments Assignment: Review at least 3 submissions on the course webpage’s “Model Assignments” page and write 5-7 paragraphs (total) on what you found and learned. Requirements & guidelines:
To identify model passages you’re responding to, copy and paste brief selections into your web review, or simply refer to them using paraphrases, summaries, and brief quotations. (You'll see both options in models.) Either way, highlight and discuss the language used in the passages as part of your review. Critique what you’re reviewing for what you learn or where it lets down. What did you learn from reviewing model assignments that you didn't learn from in-class instruction?
4. Research Proposal. As part 4 of your midterm, write at least 2 paragraphs with the following content. More is more!
Instructor will reply to research proposal by email upon receipt of midterm. Instructor response to research proposal: Instructor will acknowledge receipt of email midterm and, in same reply-message, will briefly respond to your research proposal. Email exchange may continue. Research projects developing interdisciplinary or cross-cultural topics welcome. You may change your option or topic by notifying the instructor before the last minute. Parameters:
Documentation for midterm essays: no need for “Works Cited” or bibliography unless your essay goes beyond our shared readings, or you want to list some sources in your research plan. Documentation?—No documentation required for references to course texts except for citing author, title, & context.
Example from a 2008 midterm: Jonathan Edwards’ “Personal Narrative” could be seen as one extended account of his sublime religious experiences. He repeatedly describes his walks in the fields and pastures and how in his meditations “there came into [his] mind a sweet sense of the glorious majesty and grace of God, that [he] knew not how to express.” Nature is clearly key to his moments of transcendence, as Mary Brooks notes in her midterm: “Edwards finds his sublime religious meaning from being alone in the vastness of nature and from encountering all the vast array of phenomena that nature has to hold.” Yet I differ from Brooks in her notion that Edwards finds his religious meaning through nature alone. Edwards describes moments that are extremely emotional, almost otherworldly; while they do take place in nature and are sometimes a response to nature, they are even more a product of a mind and heart attuned to the metaphysical in everything. Ultimately, his sensitive spiritual nature leads him to a profound pleasure/pain response: “I seemed to see them both in a sweet conjunction: majesty and meekness joined together…an awful sweetness; a high, and great, and holy gentleness,” and again later, “And his blood and atonement has appeared sweet…which is always accompanied with an ardency of spirit, and inward strugglings and breathings, and groanings, that cannot be uttered, to be emptied of myself, and swallowed up in Christ.” Particularly in this second quote, we can see how the pleasure/pain sublime response leads to change, or at least a desire for change, in Edwards’s life. . . .
Instructor’s
response: A week or two after submission, you'll receive an email from instructor including your grade report with a midterm grade filled in and notes on your essays and web review.
General grading standards
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