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An identification, short-answer, and essay section.

Update, Oct 29: An earlier version of this page said parts of the exam would just cover the second half of term. That was leftover text from an earlier syllabus that included a midterm exam. Since I didn't offer a midterm exam this year, the final exam will cover the whole term.

One question will ask you to analyze a short text that we did not discuss during class. My goal is to see whether you can analyze and interpret, without using excess summary.

See these resources on writing timed in-class essays:

1. Plan your time wisely.
2. Answer the right question.
3. Collect your thoughts.
4. Leave time to revise.
5. Revise your thesis statement before you turn in your paper, so it looks like the conclusion you stumbled across was the one you planned from the start.

See also: Writing That Demonstrates Thinking Ability

Moved from Nov 18: This paper is due online on the 23rd.

Write a paper that uses peer-reviewed academic sources to defend an intellectually complex, non-obvious claim about one or more of the works on the syllabus. Your paper should demonstrate your developing ability to apply a consistent critical approach (economic determinism, gender theory, historical-topical, etc.), to integrate quotations from quality sources (at least 4, in addition to your literary work or works), and to acknowledge a variety of interpretations (including evidence that challenges your thesis).

Anything goes, so long as you

1. produce something to be performed or otherwise shared during class time
2. demonstrate your ability to engage creatively and critically with a literary text from our syllabus
3. articulate your goals and a meaningful way of assessing your achievement
4. reflect on your accomplishment (quoting from responses you receive from your classmates)

In the past, students have filmed video skits, written original short stories and poetry, or published research on their weblogs. Every year I suggest interpretive dance, but so far nobody has actually done it.

Depending on class size, everyone will have about five minutes. If you double up with a partner, the two of you will share 10 minutes.

Note, Nov 6: (An earlier version of the schedule listed a different assignment in this slot -- a paper draft. But I have pushed that assignment back to Nov 18, to make room for this pre-writing assignment.)

Find three peer-reviewed academic articles that present different critical approaches to the same text or author. Write a coherent essay (2-3 pages) that analyzes the arguments made by the three academic authors you chose.