5 Oct. Sources & Storm

Part I. Article & Annotation

Please complete the following tasks:
  • 1. Review the requirements for Blog Post 2
  • 2. Take 10 mins and search for a scholarly source in the MLA database
  • 3. How does the article you chose relate to the paper prompt and/or the claim you drafted?

Part II. Using Secondary Sources

Please consider the following as you write your Literary Analysis Essays:
  • 1. How can you incorporate secondary material into your argument/analysis?
  • 2. Where does secondary analysis belong and what does it do?
  • 3. How can you revise your annotations into the final draft of your analysis paper?

1. “They say, I say”: Joining a Conversation

2. Developing Argument: Context & Defining Terms3. A Gloss to Your Close Reading

Part III.Close Reading

Organize yourselves into groups of five, read the passage assigned to your group, and then (10-15mins)

1. provide a brief summary of the passage; 2. describe/point out at least two key rhetorical figures/literary devices (metaphor, meter/rhyme, tone, etc.); and 3. explain how your passage may sustain (also support/enhance) an argument about the relationship between The History of King Lear and Nature; 4. Have member of your group write your findings on the white board.

  • Group One: 9.49-60
  • Group Two: 11.24-33
  • Group Three: 11.91-98
  • Group Four: 11.115-122
  • Group Five: 13.70-75

The Anatomy Lesson of Dr. Nicolaes Tulp. Rembrandt, 1632

Post 2: King Lear Article Annotations

Please publish an annotation of an article on King Lear and Nature as a post by 5:00PM Monday, October 3.
For full credit, please complete the following:

  • 1. Using the MLA database, please search for an find one peer reviewed article or book chapter on King Lear and Nature (ecology, anthropocene, posthumanism, ecocriticism, storm, wind, etc). printed after 2000.
  • 2. Read the article
  • 3. Write a 300-500 word annotation, with MLA citation, of the article you chose. For more on how to write an academic annotation see below and for further reading see Perdue OWL: Annotated Bibliography.

 ‘How To’ Annotate a Scholarly Article 

For Post #2, you need to find a critical article on Lear & Nature (ecology, anthropocene, posthumanism, ecocriticism, wind, storm, etc.); read the article; and then write an annotation. What is an annotation? What is its purpose? What are its parts?
An annotation is a short statement in which you summarize and assess the validity of a secondary, scholarly source you plan to use in your research. To write an annotation, complete the following:

  • 1. Cite the source in MLA
  • 2. Write 2-3 sentences that give a broad overview of the argument, aims, and/or scope of the article or chapter: what are the main claims/goals, what are the key terms, what’s the context?
  • 3. Write 2-3 sentences explain the main mode of inquiry and/or evidence the author uses to achieve her main claim/goal. Literary scholars main mode of inquiry is close reading, so you then have to point what portions of King Lear are being read, and according to what line of inquiry. 
  • 4. Write 1-2 assess the validity of the source. Did the author accomplish the goal he set out for himself? You’ve already stated the main claim/goal and the evidence/methods the author uses to achieve that goal, so now assess the article’s success. 
  • 5. Write 1-2 How will you use this article/chapter in your own work? Authors use secondary literature in a variety of ways: define and/or complicate key terms/ideas; provide social or historical context; build on and add to ideas that have already been published–“joining the conversation.” 

Example Annotation

Ball, Cheryl. Ball, Cheryl E. “Assessing scholarly multimedia: A rhetorical genre studies approach.” Technical Communication Quarterly 21.1 (2012): 61-77.

Ball opens by defining a webtexts as, “Scholarly multimedia…article- or book length, digital pieces of scholarship designed using multimodal elements to enact authors’ arguments. They incorporate interactivity, digital media, and different  argumentation strategies…” (62).  A webtext cannot be translated to a hard copy without significant meaning loss. In her courses Ball asks students to compose texts that aim to be “scholarly web texts.” To support the students in their composition, Ball asks them to articulate the criteria they use in assessing digital texts. To her students’ criteria she adds “Warners’ (2007) criteria for evaluating webtexts;” The criteria by Kairos editors to review submissions; and criteria developed by Kuhn et. al. in “The Components of Scholarly multimedia” and “Speaking with Students: Profiles in Digital Pedagogy.” Kuhn evaluates her students (and her own assessment via conceptual core, research component, form and content, and creative realization). Ball’s students synthesize the criteria available and add their own. Ball guides students through the criteria generating process each time she requires a webtext. She has published a sample student-generated assessment criteria to model the process of criteria generation–not the product. Like White et. al., Ball strongly cautions against borrowing rubric or criteria and applying to a writing situation, and argues instead,  “…each piece must be evaluated on its own terms in relation to that moment and to technology and media and genre, in time” (68). Her article is successful b/c she shows how criteria works best when “created fresh” in collaboration with students at the local level to fit the specifics of the writing task. I will use this article in my presentation to show how to crowdsource assessment criteria.