Instruções para os ensaios finais

1. O trabalho reporta-se a uma questão de investigação, que vos pareça suficientemente transversal à literatura dos sécs. XVIII-XIX dois textos à vossa escolha da nossa disciplina (de autores diferentes), e tendo obrigatoriamente apoio em pelo menos dois artigos / capítulos de livros, ou obras académicas, que constarão da vossa bibliografia.

2. O trabalho será preferencialmente concebido em pares, embora se possam aceitar pedidos para o fazer individualmente, desde que justificados.  Terá 2500 palavras máx. excluindo bibliografia (ou 1800 palavras máx. no caso de trabalhos individuiais.

2. Plano / Abstract O plano do trabalho não deverá exceder 2 páginas e deve incluir 
a) título / questão de investigação
b) pequeno resumo
c) Tópicos e subtópicos 
d) Bibliografia Anotada (2 a 5 itens - ver post em baixo)

2. Prazos

Plano / Abstract: até dia 18 de novembro, enviado pela plataforma moodle

1º rascunho (com pelo menos 3/4 do trabalho): até 13 de dezembro

Entrega de trabalhos finais: 19 de dezembro, por moodle e no cacifo da professora (no corredor do Departamento de Estudos Anglísticos, 2º piso)

3. Orientações formais 

Folha de rosto: Logotipo da Universidade, Nome do Aluno, Professora, Disciplina, Título do projeto e Data
Formatação: tipo 12, dois espaços
Citações, referências e bibliografia: aconselho o estilo MLA https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html
(poderão também usar outro modelo, desde que sejam coerentes)

Dimensão máxima: 2500 palavras (excluindo bibliografia, para trabalhos convencionais) ou 1 800 palavras (individual)

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What does an annotated bibliography look like?

An annotated bibliography starts with the bibliographic details of a source (the citation) followed by a brief annotation.
As with a normal reference list or bibliography, an annotated bibliography is usually arranged alphabetically according to the author’s last name. An annotated bibliography summary for each entry should not be more than 80 words. Summary should inlude an evaluation (why the work is useful) and/or an explanation of value (relevance of the citation for the research paper)  

Purpose of an annotated bibliography
Depending on your specific assignment, an annotated bibliography might:
review the literature of a particular subject;
demonstrate the quality and depth of reading that you are processing;
exemplify the scope of sources available—such as journals, books, web sites and magazine articles;
highlight sources that may be of interest to other readers and researchers;
explore and organise sources for further research.

Questions to Consider 
What topic/ problem am I investigating?
What question(s) am I exploring? Identify the aim of your literature research.
What kind of material am I looking at and why? Am I looking for journal articles, reports, policies or primary historical data?
Am I being judicious in my selection of texts? Does each text relate to my research topic and assignment requirements?
What are the essential or key texts on my topic? Am I finding them? Are the sources valuable or often referred to in other texts?

Sample entries for annotated bibliography

Zinman, Toby Silverman. “‘In the presence of mine enemies’: Adrienne Kennedy’s An Evening with Dead Essex.’’ Studies in American Drama, 1945-Present 6 (1991): 3-13.
Zinman analyzes the play in terms of “presence” and absence” of the characters, but as he says, not in as complex a manner as they are used to in the theories of Lacan, Saussure, and Derrida. He contends that the real subject of the play is absent (Essex) and that Kennedy has not found “a satisfying way to present absence on stage” in this play (12).  The article was interesting, but I’m still not sure what a satisfactory absence would be.

Mitchell, Jason. “PMLA Letter.” 1991. 23 May 1996.
<http:10/28/2008/sunset.backbone.olemiss.edu/-jmitchel/plma.htm>
Mitchell protests the “pretentious gibberish” of modern literary critics in his letter to PMLA. He argues that “Eurojive” is often produced by English professors to show that their status is equal to that of math and science faculty. His sense of humor makes this letter a great read.

Textos opinativos sobre citações de Margaret Fuller (para 25 de outubro)

 Escreva um texto opinativo (comentário) sobre qualquer um dos seguintes excertos de "The Great Law-Suit" de Margaret Fuller, relacionando-o com pelo menos dois outros textos da disciplina.

1.

"[T]he position I early was enabled to take, was one of self-reliance. And were all women as sure of their wants as I was, the result would be the same. The difficulty is to get them to the point where they shall naturally develop self-respect, the question how it is to be done.
Once I thought that men would help on this state of things more than I do now."

2. 

"It may be said man does not have his fair play either; his energies are repressed and distorted by the interposition of artificial obstacles. Aye, but he himself has put them there; they have grown out of his own imperfections. If there is a misfortune in woman's lot, it is in obstacles being interposed by men, which do not mark her state, and if they express her past ignorance, do not her present needs. As every man is of woman born, she has slow but sure means of redress, yet the sooner a general justness of thought makes smooth the path, the better."

How Douglass's Speech Reflects on the United States of Today (by Maria K., Inês L. and Andreia)

'What to the Slave is the Fourth of July' is a speech by Frederick Douglass, born in 1818. He lived a slave until 1838, when he escaped.

The main point of this speech is that, while white Americans celebrate freedom in the 4^th of July, black Americans- more specifically, the slaves- do not know such freedom and are the victims of barbaric oppression.

Though nowadays slavery no longer legally exists, this system of oppression is still affecting the black people of the United States (and of the world). For this reason, we consider many arguments used in this speech to be extremely relevant in the present times. Our presentation consists mainly on establishing a parallel between what was said in this speech and the reality of today’s America.

In his speech, Douglass separates himself from his audience and from the nation by using “you” whenever referring to them. He makes it very clear that he doesn’t consider himself to be included.

Daveed Diggs, an African-american rapper and actor who played the role of Thomas Jefferson in the musical Hamilton, said the following: “[the show 'Hamilton'] gives us a sense of ownership over a country we have often felt excluded from”

On the Fourth of July, when the free, white Americans celebrated freedom, slaves were made particularly aware of the fact that they were not, in fact, free. This free America excluded them. Today, black people, conscious of their heritage and aware of the way America treats black people, still find it difficult to feel included in its History.

“To say now that America was right and England was wrong is exceedingly easy. Everybody can say it. The dastard, not less than the noble brave, can flippantly discant on the tyranny of England towards the American Colonies. It is fashionable to do so. But there was a time when to pronounce against England and in favor of the cause of the colonies tried men’s souls. They who did so were accounted in their day plotters of mischief, agitators and rebels, dangerous men.”- Douglass

Colin Kaepernic, an NFL player, chose to kneel down and stay silent during the national anthem preceding a match, in protest of the way black Americans are treated. Donald Trump had this to say about his protests: “I have followed it and I think it’s personally not a good thing. I think it’s a terrible thing, and you know, maybe he should find a country that works better for him. Let him try – it won’t happen.”

Those who stand up against oppression are labelled "dangerous men". Those who fought for the American freedom were considered rebels. Abolitionists were considered rebels. Today, some think racism no longer exists. However, when one person decides to do something as simple as sit down during the National Anthem to protest against the death of innocent black people, he is considered a traitor of his own country. This goes to show that not much has changed.

“But I fancy I hear someone of my audience say, it is just in this circumstance that you and your brother abolitionists fail to make a favorable impression on the public mind. Would you argue more and denounce less, would you persuade more and rebuke less, your cause would be much more likely to succeed.”- Douglass

“When a system itself has dismissed human rights, such a structure is deserving of disruption. A society, which continually condones the murders of innocent men and women, cannot be accepted and excused for its wrongdoings (…). When America is more outraged by the protesters who stop traffic than by the deaths of unarmed black men and women, we’ve got a bigger problem on our hands.”-  Rini Sampath, Why Tone Policing Protests Isn’t Helping America, Huffingpost

Tone policing essentially means to tell someone else that their way of protesting or complaining is wrong. Oppressed groups are often accused of taking things out of proportion, and that is the case with Black Live Matters protesters.

“What is this but the acknowledgment that the slave is a moral, intellectual and responsible being? The manhood of the slave is conceded. It is admitted in the fact that Southern statute books are covered with enactments forbidding, under severe fines and penalties, the teaching of the slave to read or to write.”- Douglass

“To say black people have made progress would be to say that they deserve what happened to them before. So, to say Obama is progress is saying that he’s the first black person that’s qualified to be president. That’s not black progress. That’s white progress. There’s been black people qualified to be president for hundreds of years.”- Chris Rock

The points being made by Douglass and Chris Rock are very similar. Throughout history, it has been common for black people to be left out of certain opportunities with the excuse that, for some reason, they would not be as able as white people. However, Douglass’s argument exposes how contradictory this is: black people were in fact less able to do certain things, but only because they weren’t allowed to have a proper education. Chris Rock says something similar: he explains that it wasn’t because black people were more able now that Obama became president, but because white people became more acceptant of the possibility of a black president.

These are some of the many similarities we found between Douglass’s speech and today’s America. It helped us understand that, although America has changed drastically, as well as the situation of black Americans, since this speech was conceded, racism and oppression still plague the country, even if it has taken different forms.

Leituras e convites à escrita para 18 de outubro - Frederick Douglass, "What to the Slave is the Fourth of July"

Encontre e comente exemplo de intertextualidade retórica ou estrutural com um destes textos

- The Declaration of Independence
- William Apess, "An Indian's Looking Glass for the White Man"
- H. D. Thoreau, "Resistance to Civil Government" (também na antologia, em caso de haver tempo para ler...)

Mais prática de análise de texto / escrita criativa - para 11 de outubro (excertos de Walden de H. D. Thoreau)

 Atentando no excerto que começa na p. 2111 do texto (89 do lado direito da antologia) - "Every morning was a cheerful invitation" até, no mesmo parágrafo, mas na página seguinte, "Moral reform is the effort to throw off sleep" (inclusive), responda a uma das duas seguintes propostas:

a) uma análise de texto, estabelecendo relação com pelo menos dois outros textos da disciplina.

(Fatores a que convém atentar: tema e estrutura; importância do texto no contexto da obra e da época do autor; sujeito de enunciação e ponto de vista + relação com destinatário; efeitos linguísticos; simbolismo; função dos recursos expressivos; tom, dicção, prosódia)

b)  uma composição de escrita criativa (se preferir, recorrendo ao cruzamento com a sua experiência pessoal), não esquecendo de inserir nela uma relação com um outro texto da disciplina + c. de  5-10 linhas explicando as ideias norteadoras da sua composição e como foram relacionados os conhecimentos de Lit. EUA sécs. XVIII-XIX

"Do I Contradict Myself?" - Walt Whitman, "Song of Myself" (51)

Song of Myself, 51

Walt Whitman - 1819-1892

• 
• 
• 
• 
• 
• 

The past and present wilt—I have fill'd them, emptied them.
And proceed to fill my next fold of the future.

Listener up there! what have you to confide to me?
Look in my face while I snuff the sidle of evening,
(Talk honestly, no one else hears you, and I stay only a minute longer.)

Do I contradict myself?
Very well then I contradict myself,
(I am large, I contain multitudes.)

I concentrate toward them that are nigh, I wait on the door-slab.

Who has done his day's work? who will soonest be through with his supper?
Who wishes to walk with me?

Will you speak before I am gone? will you prove already too late?

"Self-Reliance" de Ralph Waldo Emerson - para 7 de outubro

 Atentando no excerto que começa na p. 69 da antologia (35 do texto) - "The other terror that scares us from self-trust"-  e termina na mesma página em - "To be great is to be misunderstood." - produza uma análise de texto (com relação intertextual com outros 2 textos da disciplina) ou uma composição de escrita criativa (se possível, recorrendo ao cruzamento com a sua experiência pessoal e não esquecendo de relacionar com um outro texto da disciplina).

Qualquer das suas produções deverá ter no máximo 35 linhas (sendo que a escrita criativa requer entre 5 a 10 linhas de explicação do processo relacional). Tod@s @s alun@s que responderem até quinta-feira receberão feedback por escrito até domingo, de forma a poderem preparar-se para o exercício midterm no dia 13 de outubro.