Honors College
Global Scholars
ENGL 1102
Spring 2024
Guidelines for Written Homeworks and Write Now Exercises
SUPER IMPORTANT: Unless your instructor explicitly directs otherwise, tackle all assigned written work on your own. Do not collaborate with another individual. A verified instance of non-sanctioned collaboration may result in a grade of F (failure) for the entire course.
Upload every piece of work to Folio as a Word document, not a PDF. Use Times New Roman font: black color; size 11 for the main text; size 10 for any footnotes (do not offer endnotes); single spacing. Present all material in complete sentences. To avoid disciplinary action, do not plagiarize. Scrupulously acknowledge your sources. Edit your work so that the sentences and paragraphs in the final product are clean, clear, and comprehensible. Never submit your first draft. As this course is in the discipline of English, MLA style is the default presentational style. Purdue University’s data about MLA style are very helpful.
When writing, avoid such common problems as: (1) the run-on sentence; (2) the over-long sentence or paragraph; (3) over-use of the passive voice; (4) the naked this (WRONG: This demonstrates … \ RIGHT: This action demonstrates …).
Your instructor is not responsible for pointing out more than the first ten errors in a submitted artifact, although he generates a grade based on the entire artifact. An artifact submitted after the deadline is liable to a grade of zero.
Week Six: Feb 12 & Feb 14
Weekly Check-In about Tasks
Assigned this week and due next week: Written Homework “Magdalene Peggy? Invisible Tom?” \ Assigned on Mo-Feb-12-2024 (Week Six) and due on Folio before 4:00 pm on Mo-Feb-19-2024 (Week Seven).
Assigned this week for completion this week: Reading Homework Chapters VI, VII, and XII of Carleton’s Black Prophet \ Assigned on Mo-Feb-12-2024 (Week Six) to be read, fully and with care, before 4:00 pm on We-Feb-14-2024 (Week Six)
We-Feb-14-2024
Today, we dive yet more deeply into Chapters VI, VII, and XII of Carleton’s Black Prophet, exploring not just how the text addresses pregnancy outside marriage but also the hunger, disease, and stress associated with famine, plus exploitation of the Irish by the Irish, especially the meal-retailer Darby Skinadre and the land-agent-in-waiting Young Dick Henderson of the Grange.
Prior to our session, reread the Written Lecture about the novel and, in addition, study a brief History Ireland piece titled “William Carleton: Famine, Disease, and Irish Society.”
Carleton’s Black Prophet advances a narrative about Margaret (“Peggy”) Murtagh as an unmarried mother in the religiously conservative Ireland of the mid-1840s. As your engagement, last week, with Dr. Jennifer O’Mahoney of SETU Ireland underscored, well into the 1990s, women who became pregnant outside marriage continued to face deep church and public censure in Ireland. Central to exposing the phenomenon as a human-rights tragedy was the radio and television broadcaster Gabriel Mary (“Gay”) Byrne. Today in class, we’ll watch a relevant portion of the RTÉ (Irish national broadcaster) program, Dear Gay, which first aired on Se-29-2021: Minute 21:20 through minute 53:02.
Mo-Feb-12-2024
Overview • This week, we examine selected extracts from the novel, The Black Prophet: A Tale of Irish Famine, composed by William Carleton. A long work with complex and sometimes confusing plots, it first appeared in serialized form in the Dublin University Magazine, a publication of the University of Dublin (Trinity College), during 1846, the second of the five years of Ireland’s Great Hunger (potato famine). In 1847, it was published as a book.
The Black Prophet has the distinction of being the only major Irish novel about famine written and published as the Great Hunger unfolded. Working with it helps build your knowledge base as you gain competence in discussing sustainability in agriculture, especially Irish agriculture. Mid-nineteenth-century Ireland’s over-reliance on a genetically homogeneous variety of the potato (the lumper) proved unsustainable. Between 1845 and 1852, the result was over one million deaths from hunger and hunger-facilitated diseases and over one million instances of emigration.
Complete before Monday’s Classroom Session • Read the entry about William Carleton in the online Dictionary of Irish Biography, a high-quality resource. In addition, execute an initial read-through of your instructor’s Written Lecture about The Black Prophet. The document was created for a graduate course, so not every reference is relevant for us. To access the content, engage with the button immediately below.
ASSIGNED TODAY
Reading Homework to be fully completed before the classroom session that begins at 4:00 pm on We-Feb-14-2024: Carefully study Chapters VI, VII, and XII of Carleton’s Black Prophet. A discussion of that material will anchor the upcoming session.
ASSIGNED TODAY
Written Homework “Magdalene Peggy? Invisible Tom?” due on Folio before 4:00 pm on Mo-Feb-19-2024 (Week Seven). Student-Success Purpose: Intertextual Synthesis. SUBMIT AS A WORD DOCUMENT (NOT A PDF). Engage the button immediately below and complete the exercise, which asks you to synthesize knowledge you have gleaned about Ireland’s Magdalene phenomenon. Specifically, you should take data presented by your instructor when you studied Joyce’s “The Dead” and data presented by visiting scholar Dr. Jennifer O’Mahoney (South East Technological University, Ireland). Map aspects of those data onto how Chapters VII and XII of Carleton’s Black Prophet present the characters Peggy Murtagh and Tom Dalton.
Week Five: Feb 05 & Feb 07
Weekly Check-In about Tasks
This week is dedicated to consolidating our understanding of James Joyce’s seminal short story, “The Dead.” Therefore, you have a break form written or other kinds of homework exercises: Yeah!!!
We-Feb-05-2024
In-Class Discussion #1 • This session accomplishes two fundamental outcomes. First: We rehearse once more evidence that “The Dead” focuses on four types of nationalism, namely: (a) Land and House (conscious of the Land War/Campaign and the subsequent Wyndham Land Purchase Act of 1903); (b) Constitutional (centered on Gabriel’s interaction with the snow-touched statue of Daniel O’Connell); (c) Cultural (particularly as advanced by the GAA and the Gaelic League); (d) Physical-Force (from the secretive, oath-bound IRB/Fenian movement to the Pierce-bicycle-using Volunteers). Respecting physical-force nationalism, we acknowledge the following sequence of six rebellions: (a) United Irish in 1798 (inspired by the American and French revolutions); (b) Robert Emmet in 1803; (c) Young Ireland in 1848 (during the Springtime of Nations); (d) IRB/Fenian in 1867 (including the Clerkenwell Explosion of Dec-13-1867); (e) Easter 1916; (f) War of Independence (aka Anglo-Irish War; Back-and-Tan War) of Jan-1919 to Jul-1921.
In-Class Discussion #2 • Our second outcome (in advance of Friday’s archives-informed visit to the Bland Cottage and Model Farm in Statesboro): A brief overview of the cooperative movement in Irish farming, spearheaded by Sir Horace Plunkett’s Irish Agricultural Organization Society (1894). We consider a constellation of terms: value-adding (e.g., raw milk to butter, yogurt, cheese); creamery; Kerrygold butter (1962); Kerry Group; Glanbia; Tirlán (= Glanbia Ireland + Glanbia Co-Op).
Mo-Feb-05-2025
In-Class Discussion • Today, our core concern is how Joyce’s “The Dead” deploys Gaelige (the Irish language). We discuss: (a) Lily’s foreshadowing of a discourse on Gaeilge in the incipit; (b) the erotic valences that Gaelic League summer schools acquired (as suggested by Molly’s use of the adjective “splendid”); (c) the revival, in English translations, of tales from Ireland’s four cycles of mythology; (d) the contrast in meaning between beannacht and geis (plural: geasa); (e) how Michael has, in effect, worked a geis on Gabriel’s marriage.
Week Four: Jan 29 & Jan 31
Weekly Check-In about Tasks
Assigned last week and due this week: Written Homework “Magic Valley” \ Assigned on We-Jan-24 (Week Three) and due on Folio before 11:59 pm on Fr-Feb-02-2024 (Week Four).
We-Jan-31-2024
Today, we continue our review-and-expand consideration of Joyce’s “The Dead,” a learning task begun on Monday of this week. To access the necessary content, engage the Dead Again: Part Two button (immediately below).
Supplement your study of Dead Again: Part Two by listening to episodes from a series about the short story produced by University College Dublin. Begin with the fourth episode, The Dead: Distant Music and “The Lass of Aughrim” (10.25 minutes); and conclude with the fifth episode, The Dead: Sex, Love, and Longing at the Gresham Hotel (9.5 minutes).
Here is a version of “The Lass of Aughrim” in which John Feeley plays a guitar that James Joyce once owned.
Mo-Jan-29-2024
At this juncture, we have developed considerable competency anent James Joyce’s “The Dead.” Therefore, it’s apt to both review and add to what we’ve learned. During each class day this week, we comb over the short story, using both written and pictorial content to identify many of the essential themes and techniques that Joyce embedded in the work. Today: Dead Again: Part One, anchored by a PDF that you can open and download by engaging the button immediately below. (On Wednesday: Dead Again: Part Two.)
In addition to meticulous study of Dead Again: Part One, listen to the 11-minute University College Dublin podcast The Dead: 15 Usher's Island; Joyce's Dublin, 1904, the first episode in a series of six episodes about Joyce’s highly accomplished short story. Listen also to: the second episode, The Dead: Why the Story Resonates (9.5 minutes); and the third episode, The Dead: Looking East or West? (12 minutes).
Week Three: Jan 22 & Jan 24
Weekly Check-In about Tasks
Assigned this week and due next week: Written Homework “Magic Valley” \ Assigned on We-Jan-24 (Week Three) and due on Folio before 11:59 pm on Fr-Feb-02-2024 (Week Four).
Assigned last week and due this week: Write Now Exercise “James Joyce, ‘The Dead’” \ Assigned on We-Jan-17 (Week Two) and due on Folio before 4:00 pm on We-Jan-24-2024 (Week Three)
Assigned the week before last and due this week: Student Card \ Assigned on Mo-Jan-08-2024 (Week One) and due on Folio before 4:00 pm on Mo-Jan-22-2024 (Week Three)
We-Jan-24-2024
Today, we continue our in-depth analysis of James Joyce’s masterpiece, “The Dead.” When in class, please have open in front of you either the online or a printed copy of the short story. Use the version posted on this webpage under We-Jan-17.
In-Class Discussion #1 • Explanation of the Streaker-Stroller-Studier (or Headline-Takeaway-Immersion) paradigm in audience engagement by museum installations, conference posters, and other public-facing artifacts. Note: Some change-seeking creators or curators extend the above triple-S paradigm to Streaker-Stroller-Studier-Steward, the “steward” piece implying that the ideal studier will seek in the material a call-to-action. Such a studier should find herself/himself/___self empowered to take the new knowledge that a given artifact presents and become a steward (or responsible party) in respect to it. Here is a visualization of some text in a very basic triple-S presentation. In a fuller iteration, one would marry text and images.
In-Class Discussion #2 • Tensions between O’Connellite constitutional nationalism and Fenian oath-bound physical-force nationalism in “The Dead.” Comparisons between Browning’s narrative poem Sardello (1840) and Joyce’s short story “The Dead.”
Extract from 1836 map of Dublin (published by Baldwin and Cradock, London)
ASSIGNED TODAY
Written Homework “Magic Valley” due on Folio before 11:59 pm on Fr-Feb-02 (Week Four). Student-Success Purpose: Persuasive Rhetoric. SUBMIT AS A WORD DOCUMENT (NOT A PDF). Consume the article, ”How America’s Diet is Feeding the Groundwater Crisis,” published in the December 24, 2023, online version of the New York Times. The authors are Christopher Flavelle and Somini Sengupta, with data analysis and graphics by Mira Rojanasakul. As you read the piece, concentrate on its revelations about the alfalfa-dairy-cheese industry in Idaho, especially that state’s so-called Magic Valley. Having familiarized yourself with the article, attempt the two-question assignment titled Magic Valley Questions, which you can download by engaging the button immediately below. Also below: Find the webpage, “Our Journey,” from Glanbia. You’ll need it to complete this assignment. Having answered the questions in lucid, grammatically correct sentences, submit your work before the deadline.
Mo-Jan-22-2024
Throughout Week Three, our overriding focus is in-depth analysis of James Joyce’s “The Dead.” On both Monday and Wednesday, our classroom sessions are designed to reinforce the literary-critical skills that this team began to discover and deploy during the Fall 2023 semester. When in class, please have open in front of you either the online or a printed copy of the short story. Use the version posted on this webpage under We-Jan-17.
In-Class Discussion #1 • Recap of our Joyce-related learning outcomes from Week One: (a) Uncle Charles Principle (or “Joyce’s voices”) in incipit; (b) dearth of the author/authority; (c) foreshadowings in early paragraphs (including but not limited to: “thought you were never coming”; “perished alive”; “snow … like a cape”; “the three syllables”; “slim, growing girl … gas … look still paler … nursing a rag doll”; “in for a night of it”; “palaver … what they can get out of you”; “groove left by his hat”; “I wouldn’t take it”; “lines from Robert Browning”).
In-Class Discussion #2 • FIRST Four types of nationalism pertinent to “The Dead”: (a) constitutional; (b) cultural; (c) land (and house); (d) physical force. SECOND Cultural nationalism in “The Dead”: Gaelic Athletic Association (1884); Gaelic League (1893); West of Ireland as Irish Ireland; Molly Ivors. THIRD Land (and house) nationalism in “The Dead”: the motif of the rented cenacle; Wyndham Land Purchase Act (passed Aug-14-1903; enacted Nov-01-1903).
Week Two: (Jan 15 &) Jan-17
Weekly Check-In about Tasks
Assigned this week and due next week: Write Now Exercise “James Joyce, ‘The Dead’” \ Assigned on We-Jan-17 (Week Two) and due on Folio before 4:00 pm on We-Jan-24-2024 (Week Three)
Assigned last week and due this week: Written Homework “Ramboy” \ Assigned on We-Jan-10-2024 (Week One) and due on Folio before 11:59 pm on Fr-Jan-19-2024 (Week Two)
We-Jan-17-2024
Today, our class meets in person as usual. Dr. Theresa Duggar leads the session, which focuses on content pertinent to her engagement with y’all. Dr. Howard Keeley is in Ireland this week, receiving a high honor: the President of Ireland’s Distinguished Service Award for the Irish Abroad. Thirteen awards were given worldwide, two of which went to US-based recipients. Reminder: Your Written Homework Exercise, “Ramboy,” is due on Folio before 11:59 pm on Fr-Jan-19-2024. Details of that assignment feature both on Folio and in the We-Jan-10-2024 section of this webpage.
ASSIGNED TODAY
Written Homework due on Folio before 4:00 pm on We-Jan-24 (Week Three). Student-Success Purpose: Reading Comprehension. SUBMIT AS A WORD DOCUMENT (NOT A PDF). Consume the entirety of James Joyce’s short story “The Dead” (set 1904; written 1907; first published 1914). While working through the artifact, answer the ten reading-comprehension question sets that constitute the Write Now Exercise. Present your responses in a straightforward format, always using complete sentences that are clean, clear, and comprehensible with neither waffle nor unnecessary repetition. Edit your work scrupulously before submitting it.
Mo-Jan-15-2024
Martin Luther King, Jr., Holiday
Today, is a United States federal holiday in observation of the birthday of Atlanta, Georgia, native Rev. Dr. Martin Luther King, Jr. The university is closed, so we do not have a class session. The Civil Rights movement in the American South, to which King was central, directly inspired a campaign in Northern Ireland for civil rights for that jurisdiction’s large Roman Catholic minority. Optional: Read some extracts from Brian Dooley’s 1998 book, Black and Green: The Fight for Civil Rights in Northern Ireland and Black America (courtesy of Yale University’s Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition).
Week One: Jan-08 & Jan-10
Assigned this week and due the week after next: Student Card \ Assigned on Mo-Jan-08-2024 (Week One) and due on Folio before 4:00 pm on Mo-Jan-22-2024 (Week Three)
Assigned this week and due next week: Written Homework “Ramboy” \ Assigned on We-Jan-10-2024 (Week One) and due on Folio before 11:59 pm on Fr-Jan-19-2024 (Week Two)
Assigned and due this week: Written Homework “Attention” \ Assigned on Mo-Jan-08-2024 (Week One) and due on Folio before 4:00 pm on We-Jan-10-2024 (Week One)
We-Jan-10-2024
In-Class Discussion • Foreshadowings in the early paragraphs of Joyce’s “The Dead.”
ASSIGNED TODAY
Written Homework “Ramboy” due on Folio before 11:59 pm on Fr-Jan-19-2024 (Week Two). Student-Success Purpose: Hermeneutic Engagement. SUBMIT AS A WORD DOCUMENT (NOT A PDF). Consume Matthias Joulaud and Lucien Roux’s video essay, “Ramboy,” published in the Dec-24-2023 online edition of the New York Times. The work concerns an instance of atavistic cultural transmission, centered on sheep pastoralism on Achill Island in County Mayo in the West of Ireland. Elements in “Ramboy” have keen relevance to this semester’s two major themes: nationalism; and sustainability in farming. Produce three units of clean, clear, and comprehensible prose — free of waffle and repetition — each between 150 and 160 words in length. The first unit should interpret a scene to argue that masculinity is a concern in “Ramboy.” The second unit should interpret a different scene to argue that at least two foreign cultural influences impinge on the Irishness of the milieu. The third unit should interpret yet another scene to argue that a human-animal bond brings meaning to either Cian’s or his grandfather’s existence. You should not submit your first draft!
Mo-Jan-08-2024
In-Class Discussion #1 • Introduction to our course: How ENGL 1102 will coach you to produce public-facing prose on the themes of nationalism and sustainability, with, in the case of the latter, an emphasis on farming, agrifood, and the nutrition-health nexus in Coastal Georgia and Ireland.
In-Class Discussion #2 • Incipit of James Joyce’s short story “The Dead” (written 1907; first published 1914). Topics: (a) Hugh Kenner’s Uncle Charles Principle; (b) the dearth of the author/authority as a Modernist concern. Note: The course has scheduled scrutiny of these paragraphs for January 8, 2024; the action in “The Dead” likely occurs on January 5 and 6, 1903.
ASSIGNED TODAY
Written Homework “Attention” due on Folio before 4:00 pm on We-Jan-10-2024 (Week One). Student-Success Purpose: Reader Response. SUBMIT AS A WORD DOCUMENT (NOT A PDF). Consume the Jan-05-2024 edition of the Ezra Klein Show podcast titled “Tired? Distracted? Burned Out? Listen to This.” Host Ezra Klein discusses with Professor Gloria Mark how present-day Americans’ attention is and is not working. Identify the three things (experiences, problems, solutions, or otherwise) that, for you personally, most resonate in Klein and Mark’s wide-ranging conversation. Compose between 150 and 160 words about each of the three matters, for a total of no more than 480 words across the entire exercise. Each of your three 150-to-160-word units should name the plangent matter and then explain why you relate to it, given the demanding (perhaps stressful?) life you build and navigate as an Honors student. At a premium in this exercise is clean, clear, and comprehensible prose composition, so pay meticulous attention to your writing. Edit thoroughly. Avoid waffle and repetition. You should not submit your first draft!
ASSIGNED TODAY
Student Card due on Folio before 4:00 pm on Mo-Jan-22-2024 (Week Three). Student-Success Purpose: Student Wellbeing. SUBMIT AS A WORD DOCUMENT (NOT A PDF). Substitute your data for those of the hypothetical student on the example Student Card and then submit the completed document via Folio. If Dr. Keeley were submitting a Student Card, he would use the following naming protocol: StudentCard-HowardKeeley. If you lack a particular piece of data, leave the box blank but color the background bright yellow.