Westchester Community College: Valhalla Campus
Professor Melinda Roberts
Thursdays: 6:00-8:40 PM

Sunday, March 28, 2010

A PERFECT ESSAY


This essay received 100 of 100 points.


NATHANIEL HAWTHORNE AND “YOUNG GOODMAN BROWN”
         The great American literary figure Nathaniel Hawthorne is best known for his works depicting the history of his Puritan ancestors in New England, such as in “Young Goodman Brown.” He was born in Salem, Massachusetts in 1804, as part of the sixth generation of Hawthornes in Salem. Hawthorne attended Bowdoin College, and after graduating, began writing short stories, including “Young Goodman Brown.” Hawthorne married his childhood neighbor Sophia, and moved to Concord, Massachusetts, where he lived among important philosophers of the time such as Ralph Waldo Emerson and Henry David Thoreau. In 1846, he returned to his hometown of Salem when he was given the position of land surveyor for the Salem Custom House. He was fired in 1848, which is when he wrote what is considered his greatest success, “The Scarlet Letter.” Hawthorne continued his writing until his death in 1864. 
            Although Hawthorne’s works contain a wide variety of themes, they share a Puritan New England setting. At first glance, it is somewhat odd that most of the works of a 19th century writer involve peoples who lived two centuries earlier. However, if one were to research Hawthorne’s background, his connection to Puritanism is realized. Not only were Hawthorne’s ancestors Puritans, but they were also involved in a very memorable part of Puritan history. Hawthorne’s family lived in Salem at the height of the witchcraft hysteria, and played an important role in it. His great-great grandfather served as a judge at the witch trials, and sentenced many supposed “witches” to death. Hawthorne felt a sense of personal responsibility for the wrongdoings of his ancestors, admitting to “being haunted by the figure of the prominent but guilty ancestor who ‘was present to my boyish imagination, as far back as I can remember.’” (Unger 293) Hawthorne exposes the negative aspects of Puritanism in his writing, aspects that are often veiled by the Puritan ideals of personal holiness and virtuosity.
            The Puritans were a God-fearing people, who believed the Bible to be God’s true law, and that it provided a plan for living. The Puritans also felt that Christianity had become corrupted by unnecessary rituals and frivolities, and sought to create a “purified” version of Christianity, hence their name. Due to religious persecution in Great Britain, many Puritans settled in New England, where they created very regimented societies governed by religious law. They believed in Predestination, or that their fate had already been decided before birth, and so each Puritan worked hard to do good in the hopes that they had been one of the chosen ones. Any deviation from the normal way of life was met with disapproval, and since the church elders were also the political leaders of the communities, church infractions were also social infractions. Puritans also held the belief that the devil was everywhere. A large part of Puritanism was fear of this evil that supposedly lurked behind every corner.
            Nathaniel Hawthorne’s “Young Goodman Brown” captures the very essence of this fear, telling the story of a Puritan man who ventures into the woods at midnight to meet with the Devil, and to test his faith in God. It is on this journey that he discovers the entire population of his town had joined the ranks of evil, despite their holy and pious facades. He is horrified to discover that his beloved wife Faith had done so as well. Faith herself is a double entendre in this story. As a person, Faith is seemingly extremely devout, but she is also representative of Brown’s faith in God. Brown tells the Devil that it is Faith that “kept me back a while,” as, in order to undertake this journey, he must part with his own goodness and integrity. (Abcarian, Klotz, and Cohen 82) While traveling through the treacherous woods, the Devil attempts to convince Brown to abandon his faith, claiming that Brown’s own father and grandfather were under the spell of evil. “They were my good friends, both; and many a pleasant walk have we had along this path.” (Abcarian, Klotz, and Cohen 83) However, it is only after Brown hears Faith’s voice among those at the Devil’s coven, where “he could have well-nigh sworn that the shape of his own dead father beckoned him to advance,” that he realizes the Faith he once knew is gone, as well as the faith he once had in God. (Abcarian, Klotz, and Cohen 89) Brown leaves his experience “with a personal understanding of innate depravity.” (MaGill 1613) Brown could no longer believe in the decency of mankind. The human condition is one of evil. “There is no good on earth; and sin is but a name. Come, Devil, for to thee is this world given.” (Abcarian, Klotz, and Cohen 87)
         Although Brown emerged from the woods, he “never emerged from the forest depths of despair.” (Walsh) From that point on, Brown lived a life in which he was inwardly alienated, unable to forget the pure malevolence that he had seen in the hearts of the townspeople, and rejoin his community. “Often, waking suddenly at midnight, he shrank from the bosom of Faith; and at the morning or eventide, when the family knelt down at prayer, he scowled and muttered to himself, and gazed sternly at his wife, and turned away.” (Abcarian, Klotz, and Cohen 90)  Brown was unable to function without the belief that men, in their heart of hearts, are good.
         One might wonder why Hawthorne would write a story in the 19th century that was set almost two hundred years before, or why this story is still applicable today. Although the setting, practices, and lifestyle of the characters of “Young Goodman Brown” are largely unfamiliar today, Brown’s struggle between good versus evil is an eternal one, faced by many regardless of the time period.  It is comforting to think that, despite all of the pain, suffering, and hardships of the world, wickedness and evil are not intrinsic. For all of the bad deeds of humans, we still have a sense of righteousness. What would we do if we were to discover that goodness is merely a false ideal? Mostly likely, we too, like Brown, would find that our worlds have been turned upside down. In the story, Brown also finds himself trying desperately to resist temptation, which is certainly a common occurrence today. However, it seems as though today, most do not try as hard as Brown to resist the lure of immorality. Perhaps this is because we recognize the alienation that occurs when we act against popular opinion. No one wants to end up in the same situation as Brown, alone in one’s misery.
            Despite the setting and time period, the message of “Young Goodman Brown” still resonates in its readers. Hawthorne seems to be commenting on the dismalness of humanity, but perhaps he also intended for the reader to use this awareness to better deal with reality. There is no escaping the evil that often surrounds us, but there are alternatives to Brown’s complete rejection of and isolation from it.

                                        Works Cited
Abcarian, Richard, Klotz, Marvin, and Cohen, Samuel. “Young Goodman Brown.” Literature the Human Experience. Ed. Stephen A. Scipione.  Boston: Bedford/St. Martin’s, 2010. 81-91. Print.
“Nathaniel Hawthorne.” Critical Survey of Short Fiction. Ed. Frank N. Magill. Englewood Cliffs: Salem Press, 1981. 1612-1613
“Nathaniel Hawthorne 1804-1864.” American Writers: A Collection of Literary Biographies. Ed. Leonard Unger. New York: Charles Scribner’s    Sons, 1973. 293-295.
Walsh Jr., Thomas F. “The Bedeviling of Young Goodman Brown.” Short Story Criticism. Vol 29. (1998): 331-336. Literature Resource Center. Web. 22 March 2010.

Saturday, March 27, 2010

"A Red, Red Rose," by Robert Burns

HOMEWORK ASSIGNMENT
DUE THURSDAY, APRIL 1, 2010,
BY 12:00 NOON EDT

Read “A Red, Red Rose,” by Robert Burns (page 920).

Online study guide:

Online musical version (lovely and sappy J):
Another musical adaptation:

Become familiar with the poem and enjoy the musical adaptations.  You do not have to write a response paper.

Friday, March 26, 2010

"A Rose for Emily," by William Faulkner


HOMEWORK ASSIGNMENT
DUE THURSDAY, APRIL 1, 2010,
BY 12:00 NOON EDT

Respond to the "post a comment" activity: http://english102wcc02.blogspot.com/2010/03/dozen-roses.html

Read A Rose for Emily, by William Faulkner, available online: http://www.eng.fju.edu.tw/English_Literature/Rose/el-text-E-Rose.htm

Online reading guide:
Online reading guide:

Write a First Response to A Rose for Emily.
You may use the following prompts: What surprised you most about the story? Which aspect of the work affected you most? Why?
Or you may freewrite your response.
Be sure to provide specific textual details and quotes from the story to justify and/or explain your response. Remember, a first response is not a summary -- use 3-5 quotes from the story and discuss how it affected you.


Put together a time line of the events (as best you can) to prepare for an in-class activity.

Enjoy your time with William Faulkner and Miss Emily Grierson! 

Guidelines for first response papers are available here:

If you have any questions, send me an e-mail at english102wcc@gmail.com, and allow up to 24 hours for a response (although I will most likely get back to you much sooner than that).

A Dozen Roses

ONLINE HOMEWORK ASSIGNMENT
DUE WEDNESDAY MARCH 31, 2010
BY 10:00 PM EDT

When was the last time you received roses? or, when was the last time you gave roses to someone? Why were the roses given to you? or, why did you give the roses?

Be sure to put your first name and the initial of your last name on the post, or it will be rejected and we won't be able to enjoy your comment!
Guidelines for “Post a Comment” activities are here: http://english102wcc02.blogspot.com/2010/03/post-comment-guidelines.html

Thursday, March 18, 2010

OPPORTUNITIES FOR EXTRA CREDIT

OPPORTUNITIES FOR EXTRA CREDIT
Due on or before 
Thursday, May 6, 2010,
@ 6:00 PM EDT

To be eligible to "earn" extra credit, students must timely submit their Essay #1, Essay #2, Essay #3, and Research Paper.  Students who have not submitted the assignments required for the class are not eligible for extra credit.  In other words, students cannot use the extra credit assignments to "replace" work that was not turned in.

Each extra credit assignment is eligible to "earn" up to 25 points.  Students may turn in up to three (3) extra credit assignments, for a total of 75 points.

Students may attend an event related to the arts (theater, ballet, gallery opening, lecture, foreign film, etc.) and thereafter submit a 400-500 word brief summary and a first response.  The summary/first response should be submitted via e-mail (to english102wcc@gmail.com) on or before Thursday, May 6, 2010 at 6:00 PM. Students are also required to submit their ticket stub from the event.  Extra credit papers submitted without a ticket stub will not be accepted.

Westchester Community College has many events scheduled this semester that "qualify" as an extra credit event.  Several are listed below.  Students may also attend an event of their choosing that is not on the list; however, any event not on the list below must have the prior approval of Professor Roberts.

E-mail any questions to: english102wcc@gmail.com

LES BALLETS JAZZ de MONTREAL
4/24/2010 @ 8:00 PM
Event Description
Canada’s internationally acclaimed touring ensemble is known for its creative combination of ballet, jazz and modern genres, not to mention its indefatigable energy. Eleven powerhouse performers showcase a cascade of eclectically inspired music selections and dance styles from Vivaldi arias and klezmer to Brazil’s capoiera.
Wild but wonderful, this carnival of movement—“insect-like creeping, shoulderdislocating partnering, hitch kicks, ronds de jambe, wheeling turns, and leaping quick steps all bring down the house with sheer exuberance and precise execution, par excellence.”  (San Diego Arts)
Location Information:
Academic Arts Theatre
More Information and Ticket Prices:

FRIDAY NIGHT FILM SERIES (sponsored by the English Department):
(Six consecutive Fridays beginning April 10, 2010
All films begin @ 8:00 PM
April 10, “The Band’s Visit,” Israel (2007) (w/English subtitles)
April 17, “Private Fears in Private Places,” France (2007) (w/English subtitles)
April 24, “My Father, My Lord,” Israel (2008) (w/English subtitles)
May 1, “Mafioso,” Italy (1962) (re-released 2007) (w/English subtitles)
May 8, “Facing Windows,” Italy (2003) (w/English subtitles)
May 15, “Flight of the Red Balloon,” France (2008) (w/English subtitles)
Location Information:
Room 200, Classroom Building
More Information and Ticket Prices: http://www.sunywcc.edu/events/smart_arts/sa_film.htm

Saturday, March 13, 2010

"The Storm," by Kate Chopin


HOMEWORK ASSIGNMENT
DUE WEDNESDAY, MARCH 24, 2010,
AT 12:00 NOON EDT

Read "The Storm," by Kate Chopin (page 805 of our text). Kate Chopin wrote "The Storm" on July 19, 1898. The story was not published until 1969, in The Complete Works of Kate Chopin. “The Storm” is set in the late 1800’s at Friedheimer's Store in Louisiana, and at the nearby house of Calixta and Bobinôt.

Here’s a link to an online version of the text, with pop-up questions to help you understand/digest the story:

For an audio recording of the story, go to iTunes on your computer, go to the iTunes store, search for "Kate Chopin - 23 Unabridged Stories," scroll down until you find “The Storm,” and download it for FREE.

Write a first response to “The Storm.”
Use the following writing prompts: How did you feel about Calixta at the beginning of the story? At the end of the story? How did you feel about Alcée? Did the ending surprise you?
Or free-write your own response.
Be sure to provide specific textual details and quotations from the story to justify and/or explain your response.  Remember, a first response is not a summary -- use 3-5 quotes from the story and discuss how it affected you.

Guidelines for first response papers are available here:

MOTHER NATURE'S FURY

ONLINE HOMEWORK ASSIGNMENT
DUE WESNESDAY, MARCH 24, 2010,
AT 10:00 P.M. EDT

What is your most memorable experience with the fury of Mother Nature?

Be sure to put your first name and the initial of your last name on the post, or it will be rejected and we won't be able to enjoy your comment!
Guidelines for “Post a Comment” activities are here: http://english102wcc02.blogspot.com/2010/03/post-comment-guidelines.html

"The Story of an Hour," by Kate Chopin

HOMEWORK ASSIGNMENT
DUE TUESDAY, MARCH 23, 2010,
AT 12:00 MIDNIGHT EDT

Read "The Story of an Hour," by Kate Chopin. Here's a link to the text with very cool, detailed study notes:

Here's a link to an online audio recording of a reading of "The Story of an Hour":

Here's a link to the Cummings Study Guide:

Write a first response to "The Story of an Hour."
Use the following writing prompts: How did you feel about Mrs. Mallard at the beginning of the story? At the end of the story? Did the ending surprise you?
Or free-write your own response.
Be sure to provide specific textual details and quotations from the story to justify and/or explain your response.  Remember, a first response is not a summary -- use 3-5 quotes from the story and discuss how it affected you.

Guidelines for first response papers are available here:

"Her Letters," by Kate Chopin

HOMEWORK ASSIGNMENT
DUE THURSDAY, MARCH 25, 2010,
AT 12:00 NOON EDT

Read "Her Letters," by Kate Chopin, available online (not in the class text):

For an audio recording of the story, go to iTunes on your computer, go to the iTunes store, search for "Kate Chopin - 23 Unabridged Stories," and then scroll down to Story No. 7 ("Her Letters"), and download it for FREE.

Write a first response to "Her Letters."
Use the following writing prompts: How did you feel about the wife? How did you feel about the husband? How did you feel about the letters? Did the ending surprise you?
Or free-write your own response.
Be sure to provide specific textual details and quotations from the story to justify and/or explain your response.  Remember, a first response is not a summary -- use 3-5 quotes from the story and discuss how it affected you.

Guidelines for first response papers are available here:

FIRST RESPONSE PAPER GUIDELINES

FIRST RESPONSE PAPER GUIDELINES

© Short Stories: minimum 350 words; maximum 500 words (NOT including student/class information and title)
© Poems: minimum 250 words; maximum 350 words (NOT including student/class information and title)
REMEMBER: A first response paper is not a summary -- use 3-5 quotes from the story (2-3 quotes from the poem) and tell how the piece affected you.

Upper left-hand corner, single-spaced:
FIRST AND LAST NAME
Date Assignment is Due
Professor Melinda Roberts
Comp & Lit Ii: Spring 2010
Centered Title (all caps and bolded):
RESPONSE PAPER: "TITLE OF SHORT STORY/ POEM"

Submission of Response Paper:
© Submit via e-mail to: mailto:english102wcc@gmail.com
© Cut and paste your response paper into the e-mail (response papers sent as an attachment to the e-mail will not be accepted.)
© Put your first name, last name and RESPONSE PAPER: "TITLE OF STORY/POEM" as the subject of the e-mail.
© Response papers are due on or before 12:00 noon EDT on the assignment's posted due date.
© You will receive an e-mail confirming receipt of your response paper within 24 hours. If you do not receive a response within 24 hours, locate your original e-mail in your "sent" folder and resend it.
© It is strongly suggested that you submit your response paper well in advance of the deadline to avoid computer and/or Internet-related technical snafus.

IMPORTANT REMINDER: Response papers that do not meet the paper guidelines will not be accepted and will be given a score of zero.

IMPORTANT REMINDER: Response papers are due on or before 12:00 noon EDT on the assignment's posted due date. Late papers will not be accepted and will be given a score of zero.

If you have any questions, send me an e-mail at english102wcc@gmail.com, and allow up to 24 hours for a response (although I will most likely get back to you much sooner than that).

Friday, March 12, 2010

Secret Love


ONLINE HOMEWORK ASSIGNMENT
DUE WEDNESDAY, MARCH 24, 2010,
AT 10:00 P.M. EDT

You have been happily dating/married to the love of your life for several years. Suddenly you discover your sweetie has been hiding a stack of letters from you. He/she is very secretive about the letters, won't tell you who the letters are from, and refuses to throw them away. What would you do?

Be sure to put your first name and the initial of your last name on the post, or it will be rejected and we won't be able to enjoy your comment!
Guidelines for “Post a Comment” activities are here: http://english102wcc02.blogspot.com/2010/03/post-comment-guidelines.html

Kate Chopin (1851-1904)


ONLINE HOMEWORK ASSIGNMENT
DUE WEDNESDAY, MARCH 24, 2010,
AT 10:00 P.M. EST

Google "Kate Chopin." Find one interesting fact about her and post it. Don’t forget to review what has already been posted, so you don’t duplicate information.

Be sure to put your first name and the initial of your last name on the post, or it will be rejected and we won't be able to enjoy your comment!
Guidelines for “Post a Comment” activities are here: http://english102wcc02.blogspot.com/2010/03/post-comment-guidelines.html

ESSAY #1: THE WORLD IN WHICH THEY LIVED


ESSAY #1:
THE WORLD IN WHICH THEY LIVED
DUE THURSDAY, MARCH 25, 2010,
AT 12:00 NOON EST

ESSAY TOPIC: The World in Which They Lived

ESSAY TITLE: ESSAY #1: THE WORLD IN WHICH THEY LIVED

ESSAY CRITICISMS: Biographical/Historical
Biographical / Historical criticism takes its name from where emphasis is placed when trying to understand the true meaning in a work of literature. The word Biographical comes from the emphasis placed on the author, while the word Historical comes from the emphasis placed on an age or era that the author lived in. This is also known as genetic criticism because of the idea that the author and his/her work are the offspring of an age. Studying the age in which an author lived can be helpful in understanding the author's intention of a work. The purpose of this type of criticism is to be as accurate as possible when trying to locate meaning in literature. To write about the Biographical / Historical criticism one must ask what the author meant when he/she created a particular piece of literature. It is the search for the author's true intention, whether conscious or unconscious.

ESSAY STRUCTURE: Research and analysis

ESSAY COMPONENTS (You will choose from the following and research and write about one author/story):
© Ambrose Bierce and “An Occurrence at Owl Creek Bridge”
© Herman Melville and “Bartleby, The Scrivener: A Story of Wall Street”
© Nathaniel Hawthorne and “Young Goodman Brown”

ESSAY QUESTION (choose from one of the following):

ESSAY QUESTION OPTION 1: AMBROSE BIERCE AND “AN OCCURRENCE AT OWL CREEK BRIDGE”
© Provide a brief biography of Ambrose Bierce (150 words, more or less)
© Provide a brief historical summary of the American Civil War (100 words, more or less)
© Discuss three of the following (no more, no less) within the context of historical/biographical criticisms:
© The story’s setting.
© The decorum and the manner in which Peyton Farquar’s sentence of hanging was carried out.
© The significance of the North’s control of a railroad bridge behind Confederacy lines.
© Why Peyton Farquar felt “chafed under the inglorious restraint, longing for the release of his energies, the larger life of the soldier, the opportunity for distinction” and why he was willing to risk his life and considered “no adventure too perilous for him to undertake if consistent with the character of a civilian who was at heart a soldier.”
© How easily Peyton Farquar was tricked by the Union scout (disguised as a Confederate soldier).
© The significance behind the statement: “Mrs. Farquhar was only too happy to serve him with her own white hands.”
© The details in Bierce’s physical descriptions of the pain in Farquar’s body as a result of the “escaped hanging” and the 30-mile trek back to his plantation.
© The significance of the statement: “The wood on either side was full of singular noises, among which--once, twice, and again--he distinctly heard whispers in an unknown tongue.”

ESSAY QUESTION OPTION 2: HERMAN MELVILLE AND “BARTLEBY, THE SCRIVENER: A STORY OF WALL STREET”
© Provide a brief biography of Herman Melville and his relationship with lower Manhattan (150 words, more or less)
© Provide a brief historical summary of Wall Street in the 1850's (100 words, more or less)
© Discuss three of the following (no more, no less) within the context of historical/biographical criticisms:
© The story's setting.
© The role of the scrivener in mid-19th Century Manhattan.
© The significance of Melville's mention of the September 1841 murder of Samuel Adams by John C. Colt
© The significance of Melville's mention of "Priestley on Necessity" and the lawyer's decision that his troubles "touching the scrivener (Bartelby), had been all predestinated from eternity, and Bartleby was billeted upon me for some mysterious purpose of an all-wise Providence, which it was not for a mere mortal like me to fathom."
© The class differences between the lawyer and his scriveners
© The similarities between Wall Street in the 1850’s and the Wall Street of 2010
© The significance of Trinity Church in the life of the lawyer
© Peer pressure and the expectation of conformity
© The analysis of Bartleby as an allegorical “everyman” of the mid-19th Century

ESSAY QUESTION OPTION 3: NATHANIEL HAWTHORNE AND “YOUNG GOODMAN BROWN”
© Provide a brief biography of Nathaniel Hawthorne (150 words, more or less)
© Provide a brief historical summary of Puritan settlers' beliefs/lifestyle in the second half of the 17th Century (mid-to-late-1600's)  (100 words, more or less)
© Discuss three of the following (no more, no less) within the context of historical/biographical criticisms:
© The story's setting.
© The significance of dream vs. reality (did Goodman Brown fall asleep and dream the events, or did they really happen?)
© Hawthorne's personal connection to the Puritans and the Salem Witch Trials.
© The significance of Brown's initial conversation with the "traveller."
© The significance of the ongoing double entendre with Goodman Brown's wife's name, "Faith."
© The significance of Brown's meeting-up with Goody Cloyse and Deacon Gookin?
© The significance of a trek into the woods at midnight.
© Hawthorne's motivation for writing to an early 19th Century audience about a mid-to-late 17th Century Salem.

ESSAY VALUE: 100 points (125 points with extra credit; see below)

OPPORTUNITY FOR EXTRA CREDIT:
Discuss four items from the option list, increase the word count to 1,000 words minimum (1,200 words maximum) and earn up to 25 extra credit points.

ESSAY GUIDELINES: Be sure to follow the guidelines for preparing and submitting your essay. Essay guidelines are available at this link: