Literary Theory Research Package

Historicist

  • Jack Dunn: Facilitator
  • Aidan Ferguson: Director
  • Alyssa Fryer: Resource Manager
  • Leslie DeShaw: Research Coordinator
  • Gana Hassan: Research Coordinator

We need to examine a text by looking not only at its explicit message(s), but at the implicit message(s) as well. Explicit messages are on the surface. Implicit messages are suggested or implied. So let’s do that with a well-known fairy tale: Little Red Riding Hood. Your group will analyze and present your analysis of the implicit messages that become clear in Little Red Riding Hood after applying a Formalist lens to the text.

1)Everyone should read the story to make sure they remember all the key details (Google “Little Red Cap” and “Grimm”)

2)Research your theory in more depth. You will need to come up with a list of key words and definitions; an explanation of big ideas/concepts; and a list of questions that a person would apply to a text when analyzing it from this perspective.

3)Analyze the text:

  1. Apply the questions that you created to the text and answer them. Use specific examples from the text to support your answers. Use the key words and terms that are specific to your school of literary criticism.
  2. Create a thematic statement that summarizes the implicit messages that become clear when analyzing your text from a particular perspective.

4)Prepare this information in Google Slides or Prezi (why not power point? Because I want you all to collaborate on the presentation. I do not want one person creating the presentation). Please see TIPS FOR CREATING PRESENTATIONS before moving to this stage.

Roles:

You are all responsible for conducting research and creating the presentation, but you each have a specific role to complete in addition to that. I have assigned the roles but if you want to swap roles, you may do so provided that both parties agree. I do not believe in assigning one group mark. You will be marked on what you contribute to your group.

1)Facilitator: Coordinate sharing of files/emails etc., identify tools and resources that are needed.

2)Manager: Delegate tasks, manage time, make sure everyone knows what they’re supposed to do.

3)Director: Keep notes and handouts, make sure everyone has access to them if you’re going to be away.

4)Research coordinator: (Please note, your job is not to create the presentation on your own) Make notes on who’s doing what. Identify and assign sources for research. Text the teacher on Remind if your group is stuck. (Some groups will have two research assistants.)

The Presentation:

Slide 1: Identify your school of literary criticism. Include an image that helps represent your theory. Be creative.

Slide 2: Define your theory.

Slide 3 (or more if necessary—please don’t fill your slide with text): Identify and explain the big ideas (key concepts of your theory)

Slide 4: Define key terms and words for your theory.

Slide 5: Present your thematic statement. It should look something like this: When examining Little Red Riding Hood from a ______perspective, it becomes clear that … (Remember, you’re focusing on the implicit message that your theory reveals about the text).

Slide 6: List the questions that a person applies to a text when using your theory.

Slide 7… (add a slide for each question you answer): Answer the questions using specific evidence from the text.

Resources: Please see the class blog with for a post containing links to resources for your theory.

Presentation Tips

1)Do not read your slides. Look at your audience.

2)Do not read from your notes. Look at your audience.

3)Do not fill your slides with text that’s small and hard to read.

4)Use images to reinforce key ideas, but one large image is better than lots of small ones. If you can’t find a good image—don’t use one.

5)Don’t use clip art.

6)Your slides should reinforce your presentation—they should not replace your presentation.

7)Practice. Everyone should know what part of the presentation they are speaking to. Do not decide that during the presentation.

8)Don’t fidget, giggle, say “um” or “like” a lot. If you don’t look like you know what you’re talking about, it’s hard to inspire confidence in your audience.

Assessment:

Remember, you are marked individually.

For a level 4, this is what I expect:

  • Knowledge: demonstrates excellent knowledge and understanding of literary criticism through correct definitions, explanation, and terminology.
  • Thinking: demonstrates excellent planning and processing skills through fulfilment of role and use of time and resources.
  • Communication: demonstrates excellent oral and visual communication through application of effective presentation techniques
  • Application: demonstrates excellent application of knowledge through insightful critical interpretation of Little Red Riding Hood

Name:______

Reflection:

After presenting, complete this reflection as honestly and accurately as you can:

Using the above criteria, circle the level you think you achieved and explain why. (Provide an explanation for each criterion.

Criteria / Level / Explanation
Knowledge / R 1 2 3 4
Thinking / R 1 2 3 4
Communication / R 1 2 3 4
Application / R 1 2 3 4

Identify one specific goal that you would like to work on for your next collaborative activity. What’s a specific step you can take to achieve this goal? (PS I’m not asking whether you like collaborating. That’s not optional): ______