Am I the person who will teach your English 1103 class? I posed that question this morning at the beginning of class as a starting point for our critical thinking, one of the key features of the class and of your other college courses.
To begin the collaboration and inquiry that will figure prominently this semester, you worked together in groups today to find the answers to some of the most frequently asked questions about the course. After class, continue to review the syllabus. (An additional copy is posted in Blackboard.) If you have any questions about the assignments, the course policies, or the calendar, please let me know.
Textbook
All of you in sections 8 and 18 of English 1103 are required to purchase or rent the paperback edition of the textbook, Writing Analytically, 9th edition, by David Rosenwasser and Jill Stephen. Bring your copy to class on the days when the title, Writing Analytically, appears in bold on the course calendar. On those days, we will examine portions of the chapters in class and you will address passages in the textbook in your own writing.
Your first (in class) reading assignment in the textbook is scheduled for September 10, which will give you ample time to order and receive your copy before you are required to have it in class.
Other Required Materials
Writer’s notebook/journal, bring to every class.
Loose leaf paper (for drafts and short in-class assignments), bring to every Monday and Wednesday class
Pen with dark ink, bring to every class
Pocket portfolio (for class handouts), bring to every class
WordPress Blog
As practice in developing your web literacy and writing for a broader online audience, you will maintain a free WordPress blog for the class. As soon as possible, create a free blog at wordpress.com. After you create your blog, email the address, or URL, to me, and I will link your blog to our class page, English at High Point. If you encounter technical difficulties creating your blog or publishing a post, email help@wordpress.com or contact the HPU Help Desk: helpdesk@highpoint.edu, 336-841-HELP (3457).
You will post the revisions of all of your major writing assignments both to your blog and to Blackboard. The posts that you publish for class will be public. You are welcome to create additional posts on your own. If you prefer for some of those posts to be private, keep them in draft form or choose the private visibility option.
You may also be asked to post comments to your classmates’ blogs and to mine.
Next Up
On Wednesday, you will continue to compose the introductory reflective essay that you began in class today.
For the cast and production staff of Stained Glass Playhouse‘s Picnic–meditations on William Inge’s play and the book that Millie reads:
William Inge’s choice to place The Ballad of the SadCafé in the hands of Picnic’s Millie Owens—along with his choosing to write, in the words of Alan Seymour, that it’s “on the reading list at college” (22)—denotes the popularity and stature that Carson McCullers’ novella achieved in a short time. Houghton Mifflin published The Ballad of the Sad Café in 1951; Picnic debuted in 1953. But Inge’s inclusion of McCullers’ novella isn’t simply a nod to a then-recent work. For Inge, Ballad serves as a countermelody, at times complementing his own themes and at times appearing as a reflection of Picnic in a funhouse mirror.
At first glance, the stories seem disparate, just as at first glance Ballad’s Lymon Willis isn’t what he appears to be. When a townsperson spots him in the distance, he says, “‘A calf got loose’” (399). Moments later, someone else says, “‘No, it’s somebody’s young’un.’” But Lymon is neither. As he draws nearer, it becomes clear that he is “a hunchback . . . scarcely more than four feet tall” (399). Though physically, he couldn’t be further from Picnic’s “exceedingly handsome” Hal Carter (7), both Lymon and Hal are the archetypal stranger-come-to-town.
Welcoming the stranger, as Helen Potts does, comes as no surprise. As Flo Owens observes, Helen “takes in every Tom, Dick, and Harry” (11). Conversely, Amelia Evans, the usually stand-offish storekeeper, has never taken in anyone before Lymon shows up and claims her as kin. But the sociability of Lymon—Cousin Lymon as Miss Amelia comes to call him—leads her to transform her store into a nightly café that offers a gathering spot in the spirit of the back porches of Helen and Flo. Yet despite the popularity of Cousin Lymon and the café he inspires, some of the townspeople are scandalized when he takes up residence in Miss Amelia’s rooms above the café:
[A]ccording to Mrs. MacPhail, a warty-nosed old busybody who is continually moving her sticks of furniture from one room to another, according to her and to certain others, these two were living in sin. If they were related, they were only a cross between first and second cousins, and even that could in no way be proved. Now, of course Miss Amelia was a powerful blunderbuss of a person more than six feet tall—and Cousin Lymon was a weakly little hunchback reaching only to her waist. But so much the better for Mrs. Stumpy McPhail and her cronies, for they and their kind glory in conjunctions which are ill-matched and pitiful. (417)
The notions of Mrs. MacPhail and the other gossips in Ballad are the reasons that Picnic’s Rosemary Sydney labels the book “filthy” and says that “Everyone in it is some sort of degenerate” (22). Though the exact nature of Amelia and Lymon’s relationship is never clear, they are judged not only for their apparent transgressions but also for their unconventional appearances—a testament to the belief that good looks, themselves, are a virtue, a tenet that Picnic’s beauty, Madge Owens, calls into question when she asks, “What good is it to be pretty?” (16).
For all of Madge’s and Hal’s natural good looks, it’s clear that what we behold as beauty is also partly artifice. When Hal tells his friend Alan Seymour about his stint in Hollywood, he says, “[Y]ou gotta have a certain kind of teeth or they can’t use you . . . they’d have to pull all my teeth and give me new ones” (26). When Madge delays getting ready for the picnic, Alan prods her, saying, “Go on upstairs and get beautiful for us” (49). Still, unlike, the cross-eyed, six-foot Amelia and the hunchback Lymon, Madge, with or without powder and lipstick, finds the image in the mirror affirming. As she says to her mother, Flo, “It just seems that when I’m looking in the mirror that’s the only way that I can prove to myself that I’m alive” (42). Yet Madge is as much a misfit as McCullers’ oddballs, a truth signified in the image of her as Miss Neewollah published in The Kansas City Star’s Sunday magazine. Due to a printing error, her mouth appears in the middle of her forehead, rendering her grotesque.
That image of Madge with her mouth in the middle of her forehead is like the woman in the Picasso prints that hang over her sister Millie’s bed, a woman that Madge sums up sarcastically as one “with seven eyes. Very Pretty” (23). Millie knows that works of art “don’t have to be pretty” (23), that the woman with her seven eyes speaks a truth that photographic realism doesn’t. Similarly, The Kansas City Star’s unrealistic photograph doesn’t lie. Objectifying Madge distorts her.
Millie vows that after she graduates from college that she’s “going to New York, and . . . write novels that’ll shock people right out of their senses” (87). Some people, like Ballad’s Mrs. McPhail and Picnic’s Rosemary Sydney, may be shocked. Others, ones with Millie’s own sensibility, will read her books and feel the way Millie herself feels when she reads The Ballad of the Sad Café. When Hal asks her what it’s about, she says, “[I]t’s kind of hard to explain, it’s just the way you feel when you read it—kind of warm inside and sad and amused—all at the same time” (53). The same may be said of Picnic. Near the play’s end, before Hal jumps the train, he says to Madge, “I feel like a freak to say this, but—I love you” (85). We all feel like freaks, Hal. We all are freaks, for that matter; and we love, for better or worse—and all at the same time.
Works Cited
Inge, William. Picnic. 1953. Dramatists Play Service Inc., n.d.
McCullers, Carson. “The Ballad of the Sad Café.” 1951. Carson McCullers: The Complete Novels. The Library of America, 2001. pp. 395-458.
Remember that your exam period begins at 8 a.m. on Tuesday, April 29.
Keep all of your required blog posts for the semester (your final essay and annotated bibliography, analysis, and literacy narrative) published (visible on your blog) until final grades have been posted. Also make sure that you have corrected errors of grammar, punctuation, mechanics, and style, and deleted all placeholders and sample posts. Since blog activity is a component of your course work, I will review your blogs before I finalize those grades.
If you haven’t done so already, submit course evaluations for ENG 1103 and your other classes.
Your course assignment grade has been updated to its preliminary final average; exemplary blog activity, class participation, and attendance may raise it. If you wish to check that preliminary grade, please do so before 5 p.m. today, Thursday, April 24. After that, the Blackboard course site for English 1103, section nineteen, will no longer be available to students. Final grades for the course will be posted in eServices by the end of the day on Wednesday, April 30.
Next Up
During the exam period, you will deliver your individual presentations and serve as the audience/intern selection committee for your classmates. See your assignment handout and the April 16 blog post for details.
This final Scrabble post of the semester features the names of authors and characters that are playable words. Learning these will not only increase your word power and up your game, it will also broaden your knowledge of literature. If you haven’t read some of classics listed here, I encourage you to check them out.
eyre: a long journey (the last name of of the title character in Charlotte Bronte’s Jane Eyre, 1847)
dickens: a devil (Charles Dickens, 1812-1870)
fagin: a person, usually an adult, who instructs others, usually children, in crime (from a character of that type in Dickens’ Oliver Twist, 1838)
holden: the past participle of hold (Holden Caulfield, the protagonist in J.D. Salinger’s The Catcher in the Rye, 1951)
huckleberry: a berry like a blueberry (the first name of the title character in Mark Twain’s Adventures of Hucklebery Finn, 1884)
oedipal: describing libidinal feelings of a child toward the parent of the opposite sex (from the title character in Sophocles’ Oedipus Rex, c. 429 B.C.)
quixote: a quixotic, or extremely idealistic person; also quixotry, a quixotic action or thought (the title character in Michael de Cervantes’ Don Quixote, Part I: 1605, Part II: 1615)
Note that “huckleberry” and “quixote” could not be the first two words played in a Scrabble game because “huckleberry” is more than seven letters long. However, “huckleberry” and “quixote” could constitute the first three plays. The first two plays could be “berry” and “quixote,” and the third play could add “huckle” to “berry.”
Next Up
Wordplay Day! To prepare for class, revisit the Dictionary and World Builder pages on the Scrabble website, and review the blog posts devoted to Scrabble tips, including this one.
(L-R) Madison Kline, ENG 1103.19 Fall 2024, Kaitlyn Ngo, and Olivia Quinones with their poster display for their research project “Environmental Effects on Wing Shape in the Painted Lady Butterfly, Vanessa Cardui.”
Last Tuesday’s High-PURCS featured poster displays for research projects produced by two former students of mine: Molly McCarver, who was enrolled in English 1103.19 in the fall semester of 2023, and Madison Kline, who was enrolled in English 1103.19 in the fall semester of 2024.
Molly McCarver, ENG 1103.19 Fall 2023, with her poster display for her research project “The Prevalence of Physical Problems and Overuse Injury Symptoms in Adolescent Athletes.”
The final essays and bibliographies that you wrote for English 1103 may serve as starting points for larger projects, and I encourage you to consider pursuing those projects in upper-level courses and presenting those projects at High-PURCS as well as at undergraduate research and creative works conferences at other institutions.
Madison Kline (center) and her collaborators (right) discuss their project with a poster session attendee (left).
If you missed High-PURCS 2025, be sure to check out next year’s symposium. Attending the poster and presentation sessions will not only provide you with ideas and inspiration for your own projects, it will also show your support for the HPU students whose research achievements are on display.
Molly McCarver discusses her project with a poster session attendee (left).
Also consider submitting your writing to Innovation, High Point University’s journal of scholarly and creative work. For more information on Innovation, contact Editor-in-Chief Justin Cook, jcook3@highpoint.edu.
Next Up
Tomorrow marks your final Wordplay Day of the semester! To prepare, revisit the Dictionary and World Builder pages on the Scrabble website, and review the blog posts devoted to Scrabble tips.
In honor of the Bard of Avon, born on April 23, 1564, this week’s Scrabble post features Shakespeare characters whose names are also playable common nouns.
ariel: a gazelle found in Africa (Ariel, The Tempest, 1611-12)
dogberry: the fruit of a dogwood tree (Dogberry, Much Ado about Nothing, 1598-1599)
hamlet: a village (the title character of Hamlet, 1600-1601)
lear: learning (the title character of King Lear, 1605-1606)
puck: a disk used in ice hockey and other games (Puck, A Midsummer Night’s Dream, 1595-1596)
romeo: a seductive lover, a male lover (one of the title characters in Romeo and Juliet, 1594-1595)
shylock: to lend money with a high interest rate (Shylock, The Merchant of Venice, 1596-1597)
Next Up
When class resumes next Wednesday, you will have your final Wordplay Day of the semester! To prepare, revisit the Dictionary and World Builder pages on the Scrabble website, and review the blog posts devoted to Scrabble tips, including this one.
This morning in class, you will have time to plan and prepare the individual presentation that you will deliver during the exam period, 8 a.m. Tuesday, April 29. I will distribute copies of the assignment in class. An additional copy is posted on Blackboard and the directions are also included below.
Overview
As a finalist for a much-sought-after internship in your field, you are required to deliver a concise and engaging presentation that highlights your achievements in English 1103 and demonstrates your ability to effectively assume the responsibilities that the internship requires of you. Among the aspects of the course that you should address are one or more of your major writing assignments and the development of your critical thinking and collaboration skills. You are encouraged but not required to address additional aspects of the course.
Directions for Planning
Plan a brief presentation of approximately three minutes that highlights your achievements in English 1103 and demonstrates your ability to effectively assume the responsibilities that the internship in your field requires of you.
Address one or more of your major writing assignments and the development of your critical thinking and collaboration skills. You are encouraged but not required to address additional aspects of the course.
Include the following in your presentation:
an opening in which you state your first and last names and your major,
concrete details in your blog that illustrate the development of your writing, your critical thinking, and your collaboration skills
a close examination of one pertinent passage in your blog, and
a conclusion that provides closure and invites questions from the interview committee.
Directions for Rehearsing
In preparation for rehearsing, write your notes on index cards. If your notes are in complete sentences, rewrite them to include only words and short phrases for your key points. If your notes are too detailed, you will risk relying heavily on them and making minimal eye contact with the interview committee. Make as much eye contact as possible and be sure to make eye contact with committee members throughout the room rather than fixing your eyes on one or two people.
Because you are required to project your blog on the classroom screen, you should familiarize yourself with the presentation station. Demonstrating that you are not adept at using the technology required for your presentation may jeopardize your chances for obtaining the internship. If you have not used the presentation station, I encourage you to devote part of today’s class period to familiarizing yourself with its setup.
Practice good posture. As you deliver your presentation, your ears should be directly above your shoulders. If you tend to shift your weight from one foot to the other—a distracting habit that’s sometimes called rocking the boat—stand with your feet perpendicular to each other. If you do, you will not be able to shift your weight from one foot to the other.
Avoid filler words, such as um, like, and you know. If you tend to use filler words, practice pausing at the points where you are likely to use fillers.
Rehearse with a classmate. Take turns delivering your presentations and offering feedback. Offer both suggestions for improvement and words of encouragement.
Grade Criteria
An A final presentation includes all elements outlined in the directions for planning and rehearsing and demonstrates the presenter’s poise and ability to avoid filler words.
A B final presentation includes all elements outlined in the directions for planning and rehearsing but may be marred by the presenter’s lack of poise and/or lack of ability to avoid filler words.
A C final presentation includes most but not all elements outlined in the directions for planning and rehearsing and may also be marred by the presenter’s lack of poise and/or lack of ability to avoid filler words.
A D final presentation includes only some of the elements outlined in the directions for planning and rehearsing and may also be marred by the presenter’s lack of poise and/or lack of ability to avoid filler words.
An F final presentation includes few if any elements outlined in the directions for planning and rehearsing and may also be marred by the presenter’s lack of poise and/or lack of ability to avoid filler words.
Next Up
When class resumes next Wednesday, you will have your last Wordplay Day. To prepare, revisit the Dictionary and World Builder pages on the Scrabble website, and review the blog posts devoted to Scrabble tips.
Remember that High-PURCS, (High Point University Research and Creativity Symposium) will be held today from 12:30-6 p.m. at the Nido and Mariana Qubein Conference Center.
To encourage you to attend, you have the opportunity to earn five bonus points for your final in-class assignment.
To earn bonus points, follow these steps:
Attend a portion of High-PURCS, today, Tuesday, April 15, at the Nido and Mariana Qubein Conference Center from 12:30-6:00 p.m.
View a minimum of five presentations.
For each, list the presentation identifier (poster number or oral session time and room), topic, and name of the presenter, as well as what you learned from the presenter, on the online form provided.
Attending High-PURCS will not only offer you the chance to see student projects produced for upper-level courses, it will also serve as an opportunity for you to see how your own final essay and annotated bibliography might develop into a larger project for an upper-level course.
For a complete schedule of the High PURCS sessions, see the April 10 blog post.
Next Up
In class on Wednesday, you will plan and prepare for the individual oral presentation that you will deliver during the exam period at 8 a.m. on Tuesday, April 29. You will receive a copy of the assignment in class, and it will be featured in Wednesday’s blog post.
Today in class you will compose a final reflective essay that documents your work in the second half of the semester, focusing on what you consider some of your most significant work and the feature or features of the course that have benefited your development as a writer and a student. Since you have already written a reflective essay on your final essay and annotated bibliography, your final reflection should focus on other assignments and features, including one, two, or three of the following:
Studying one of the texts we have examined in the second half of the semester, including “The Case for Writing Longhand,” The Competition, “Scrabble is a Lousy Game,” Seedlings, “Skim Reading is the New Normal,” “Strawberry Spring,” or the sample final essay and annotated bibliography (“Scrabble as a Game Changer in the College Classroom”)
Writing for an online audience beyond the classroom/creating and maintaining a WordPress blog
Delivering your group presentation on the first four lessons of the Check, Please! course
Collaborating with your classmates on in-class writing assignments
Playing Scrabble/Collaborating with your teammates on Wordplay Day
Writing longhand
Limiting screen time
Keeping a journal
Focus on one, two, or three assignments or features of the course.
Include in your reflective essay the following elements:
A title that offers a window into your reflection
An opening paragraph that introduces your focus and presents your thesis
Body paragraphs that offer concrete details from your work to support your thesis.
A relevant quotation from Writing Analytically or a relevant quotation from one of the texts that we have studied in the second half of the semester. Introduce your quotation with a signal phrase and follow it with a parenthetical citation. Refer to your citation handout for models.
A conclusion that revisits the thesis without restating it verbatim
An MLA-style works cited entry for your source
Sample MLA Works Cited Entries
Aubrey, Allison. “A Break from Your Smartphone Can Reboot Your Mood: Here’s How Long You Need.” NPR, 24 Fb. 2025. https://www.npr.org/2025/02/24/nx-s1-5304417/smartphone-break-digital-detox-screen-addiction#:~:text=Researchers%20studied%20what%20happened%20when,felt%20better%20after%20the%20break.
Rosenwasser, David and Jill Stephen. “Arriving at an Interpretive Conclusion: Making Choices.” Writing Analytically, 9th edition. Wadsworth/Cengage, 2024. pp.111-12.
—. “Integrating Quotations into Your Paper.” Writing Analytically, 9th edition. Wadsworth/Cengage, 2024. pp. 343-46.
—. “The Idea of the Paragraph.” Writing Analytically, 9th edition. Wadsworth/Cengage, 2024. pp. 307-313.
—. “Two Methods for Conversing with Sources.” Writing Analytically, 9th edition. Wadsworth/Cengage, 2024. p. 325.
—. “Ways to use a Source as a Point of Departure.” Writing Analytically, 9th edition. Wadsworth/Cengage, 2024. p. 326.
Next Up
In class on Wednesday, you will plan and prepare for the individual oral presentation that you will deliver during the exam period, Tuesday, April 29, at 8 a.m. You will receive a copy of the assignment in class, and it will be featured in Wednesday’s blog post.
As I noted in last week’s Scrabble post, keeping a u on your rack before the q is played is one way to decrease the chances that you will be left holding the q, a deduction of ten points. From the “Two-Letter Words, Q-Z” blog post, you know that qi (the central life force in Chinese culture) is one u-less option–and one that’s fairly easy to play since there are nine i’s in the game. Learning additional q words without u’s, such as the ones listed below, will increase your word power and provide you with more options for playing the q.
qibla(s): the direction of the Kaaba shrine in Mecca toward which all Muslims turn in ritual prayer. Also qiblah, kibla, and kiblah
qigong(s): a Chinese system of physical exercises.
qindar, pl. dars or darka: a monetary unit of Albania. Also qintar(s).
qiviut: the wool of a musk ox.
qoph(s): the nineteenth letter of the Hebrew alphabet. Also koph.
Next Up
Wordplay Day! To prepare for class, revisit the Dictionary and World Builder pages on the Scrabble website, and review the blog posts devoted to Scrabble tips, including this one.