THOUGHT EXERCISES

 

Ø      As you read assigned texts, note passages that seem especially revealing, interesting, perplexing, or controversial.

 

Ø      When you finish reading, choose a quotation (minimum 2-4 lines of poetry, sentences of dramatic dialogue, or prose).  Introduce and incorporate this quotation into the body of the paragraph (do not use it as a topic sentence or a concluding sentence).

 

Ø      Write a thoughtful paragraph explaining the significance of the quotation to the work, why you find it thought-provoking personally, or representative of an important literary or historical idea.  Do not simply record your initial reaction and whether or not you like or dislike it—explore it!  Also…

 

·        Title your thought exercise appropriately (not “Thought Exercise #2” or similar)

·        Following the paragraph, write one interpretive or evaluative question (or more) you have about the passage, the work as a whole, a theme, or historical context.

·        You may also write a question that could stimulate class discussion.

·        You may be called on to read your thought exercises aloud to the class at any time.

·        Thought exercises may be collected and randomly redistributed to peers for discussion, feedback, and responses.

 

Ø      Be sure to include your first and last name, date, and class period on the top of the first line.  Work turned in without this information will not earn credit.

 

Ø      Write in COMPLETE sentences.  Write LEGIBLY.  (You may type them if desired.) 

o                               Thought Exercises will be graded on a 1-10 scale

§                                                         10 = Outstanding, insightful

§                                                         9 = Excellent, astute

§                                                         8 = Good, discerning

§                                                         7 = Completed, perhaps a bit thoughtful, but generally lacks sincere effort

§                                                         6 and below = Extreme lack of effort, not a paragraph, sloppy, haphazard

§                                                         Unreadable responses will receive a grade of 0.

§                                                         Missing elements (e.g., no question(s), forgot the quotation) will incur deductions

 

Ø      EXAMPLE:

 

Michael J. Nagro                      8/19/08            period C5

 

The Inevitability of Becoming “a part of” Each Other

 

In “Theme for English B,” the African-American poet Langston Hughes expresses a sense of connectedness with his instructor and his nation.  He writes, “You are white ---/ yet a part of me, as I am a part of you. / That’s American. / sometimes perhaps you don’t want to be a part of me. / Nor do I often want to be a part of you. / But we are, that’s true!”  Even though he acknowledges a link with his instructor through his identity as an American, these lines also convey some frustration, even resentment, at the inevitability of becoming “a part of” a white person.  At the time Hughes wrote this, in 1951 – before the Civil Rights Movement – the country still accepted segregation.  Even if Hughes’ instructor behaved civilly, as a white person, he still represented those responsible for the oppression of “colored” people.  Nevertheless, Hughes saw that being American and a student in a class meant becoming “a part of” each other irrespective of whether the people involved want to or not.

 

Question:  How does it feel to be the only one of a group in a class?  If we think about it, are all of us in some way the only member of a certain group in a class?