final exam information and instructions
Due: 2021, by 9:00 pm
Format: Word or PDF (Pages and Google docs NOT accepted)
Specifications: please write the entire exam in a new, Word or PDF document set with 1-inch margins, 12-point font, and double spacing. CLEARLY label each section and name all sources discussed by author name and title. You do not need a Works Cited page for this exam.
Students may not consult ANY external sources as they write this exam. Rely solely on assigned readings, course lectures, discussion forums, and your notes. Paraphrase—do not quote—specific examples from the assigned readings. Attribute credit to authors by author name.
*No quoting, paraphrase ONLY. Need to write in own words*
Format: The final exam is in TWO SECTIONS. You must discuss a total of FIVE sources
listed in the course readings section on this exam.
- THREE sources should be discussed in SECTION ONE and TWO sources should be discussed in SECTION
- DO NOT repeat discussions of authors or sources within or across sections. (e.g., a letter grade, or more, may be deducted if a text is discussed, at length, twice).
- Clearly indicate which passages or question you have
Anderson, Feed – PDF FILE PROVIDED
Boyer, “The Revolt of the Peasant Girls” – https://pen.org/the-revolt-of-the-peasant-girls/
Gondry, External Sunshine of the Spotless Mind
Hopkinson, “A Habit of Waste” – Document provided
Russell, “St. Lucy’s Home for Girls Raised by Wolves” – Document provided
Van Camp, “On the Wings of this Prayer” – Document provided
Wong, “The Girl Who Ate Rice Almost Every day” – Document provided
SECTION ONE (30%): Passage Identification and Analysis
PROVIDE ONE paragraph response for EACH passage. A single paragraph should be approximately 175 words in length. Each response is worth 10% of the exam grade. In total, write THREE short answer responses following these steps:
- Identify the author and title of the
- Close read the passage or image. Interpret the significance of key words, phrases, or Identify, if applicable, any figurative language (similes, metaphors, or symbols), rhetorical devices (questions, digressions, evidence of point-of-view), uses of irony, narrative strategies, etc.
There are things that are specific about the passage that you should be able to identify as a close reading thing. Need to talk specifically about the material that is in front of you from that larger source, not an overview.
- Suggest the significance of the passage or image to the rest of the
- The people at large never answered back: they never even wept for us. We were of three classes: female, children, poor. We were of two more classes: farmers, rebels. We were of one more class: who fought their own fathers. We were of one more class: who betrayed their own We were of one more class: who received dreams and visions. We were of one more class: who took instruction from an oracular sow.
The president, upon hearing that we had taken up arms, sent us coloring books. The sheriffs’ deputies, upon hearing we were girls, tried to rape us. The others just killed us: but to tell that story in plural is to deny the intimacy of facts.
The Intimacy of the Facts: DEAR FUTURE GIRLS,
*A lot of peculiar language here which will tip you off to where it comes from, a lot of repetition happening here that might be worthy of discussion of close reading analysis, the use of collective pronoun “we,” you might want to talk about who “we” are. In the next paragraph (the one below) there’s some important things that are discussed around the violence around girls and women, there’s a peculiar way that this passage ends as well with this certain salutation that you can discuss.
- Identify who wrote this (first step)
- Elaborate in a close reading way about it
- Then talk about why this section might be important to the larger work overall
- If you are reading this, please know that I tell you these things because I love you and wish for the world a better way. I have sent this back to tell you this, my ancestor: the Tar Sands are ecocide. They will bring Her back. In both stories, it is the Tar Sands to blame. This is how the Wheetago will
As far as we can tell, the exact pinpoint is around the time when they transport one atom from one part of the world to another. This has something to do with all of everything during your time. If you read this, there is still a spirit with a starving heart there. Waiting to be resurrected.
- Stage 2: After a time, your students realize that they must work to adjust to the new This work may be stressful and students may experience a strong sense of dislocation. They may miss certain foods. They may spend a lot of time daydreaming during this period. Many students feel isolated, irritated, bewildered, depressed, or generally uncomfortable.
Those were the days when we dreamed of rivers and meat. The full-moon nights were the worst! Worse than cold toilet seats and boiled tomatoes, worse than trying to will our tongues to curl around our false new names. We would snarl at one another for no reason. I remember how disorienting it was to look down and see two square-toed shoes instead of my own four feet. Keep your mouth shut, I repeated during our walking drills, staring straight ahead. Keep your shoes on your feet. Mouth shut, shoes on feet. Do not chew on your new penny loafers. Do not. I stumbled around in a daze, my mouth black with shoe polish. The whole pack was irritated, bewildered, depressed. We were all uncomfortable, and between languages.
Two sections to address here. The voice of the first section is different from the second section. It is up to you to identify the interesting and unique rhetorical devices that are being used in this storytelling that show you understand the showing and some of the techniques the writer is using. You talking about the POV is important and talking about repetition (if that happens) is important in this passage and so on.
Overall, this is an opportunity to review, showcase and demonstrate an ability to focus on passages, and to participate in Close reading analysis, to really slow down your reading process and show me that you understand writing technique and how language is working in a specific focused way.
SECTION TWO (70%): Compare and Contrast Essay
Choose ONE question from the selection below and write an essay in which you compare and contrast TWO sources, at equal length, based on similarities and differences. Do not discuss the sources you chose to discuss in your short answer responses in section one.
The essay must consist of at least five paragraphs, including an introduction with a thesis statement, body paragraphs with original argument and specific examples (paraphrased), and a conclusion. A strong essay will include sufficient analysis to link sources to a thesis inspired by an essay question. A basic paragraph should be approximately 175 words in length. As such, the essay word count should be 875-1000 words (no more, and no less).
- Memories and History: compare and contrast how two sources that we’ve studied portray human interventions in the production, preservation, and/or erasure of memory and What is at stake in each case? You need to take a stance on this.
- Think about which sources come to mind when thinking of memory and history
- Addressed in Feed: Violet is trying to download her memory into Titus and there’s a crisis of his knowledge of history
- Boyer’s text: there is an issue of memory and history, and how do we remember women/girls history, how do we think about it in relation to the history of struggle and there might be a reference to geology there to think about where these girls have come from and who there past ancestors are
- Eternal Sunshine of Spotless of mind: the two main characters are seeking to erase each other’s memories, a lot at stake in doing that
- Russel’s Story: Stage 1-5 as they’re trying to assimilate the wolf girls, crisis of culture of wolves being lost; allegory potentially for indian residential schools, crisis in language, language loss, children re-named, trained to act in particular ways, marbella is resistant and there are consequences for her
- Girl who ate rice story: talk about Agriculture, Genetic modification, how we keep records of things, how we’re aware of that, if you think about the one column thinking about the databases on the right side
- Female Risk in a Technological Age: compare and contrast how two sources that we’ve studied depict female characters who challenge technologies that directly impact their What risks do they take? Why do they take these risks? Are the risks worth it? Explain.
- Focus most specifically on female characters, someone like Cynthia from Habit, Marbella or Claudette, Clementine in the movie eternal sunshine, Mary, The un-named female characters in the revolt of peasant girls, Feed: Violet is a great candidate
- Compare and contrast analysis of two main female characters
- Need to answer all the questions asked in question
- Critical Visions: compare and contrast how two sources that we’ve studied use specific storytelling strategies to offer critical visions of the Discuss how the strategies may prompt audiences to think more critically about humanity and life forms on this planet. Be sure to address the content of the messages as well as the form in which they appear.
- Think about content and form, when I say form you’re going to think about specific strategies in storytelling
- Example: St. lucy’s raised by wolves story, there’s this sort of frame narration in the sense that the whole story is built around stages that come from this handbook, this is sort of the formation of storytelling that really sets the tone and mood that allows you to make an argument about the messaging in that particular story
- Example: Wong’s girl who ate rice; has a peculiar format, that can produce an interesting reading impression but also can be analyzed and interpreted in different ways depending on your approach on how you read it.
- Example: Eternal Sunshine Movie: it’s not told in a linear way
- Example: Feed: hard style to get used to due to vocabulary and the interruption in the story (the italics aka the feed)
- Overall, you want to look at the way something is formatted or structured to indicate what it’s trying to get at in terms of the content and how it’s trying to get us to think about something