English 590s: Momento Mori

This class dealt with the topic of memorial maniathat is, our collective fascination
with memorializing those who die. This is a phenomenon that has occurred for many
generations. In fact, it is possible to examine both current and past memorials in order to
analyze how they play a part in shaping what we consider to be our history. Memorials exist
in all different shapes and forms. There is a large realm of politics in the way they are
constructed as well. Looking at who constructs memorials and what the creators produce is
necessary to critically deconstructing our national narrative. Chief requirements for this
course included leading a weekly discussion. My particular discussion was on how we die. I
annotated the text and looked at other resources to construct discussion questions for the
seminar. I led the discussion, posing questions and harnessing the conversation to focus
around the text. At the end of the course, I was required to present on a topic involving
memorial mania. I chose to analyze a popular young adult fiction novel, The Hunger Games,
and its use of memorial within the arena. I made a Powerpoint presentation and a daily lesson
plan for this topic to present to the seminar.
I learned a lot of new information about memorials. I had never thought of this topic in
the way that we explored it. Memorials are everywhere and affect everyone in unique ways. I
learned to think critically about our U.S. national narrative and how I have constructed history
in my mind. I became more comfortable presenting in a seminar-like setting with PhDseeking students. I was able to look at writing in a more philosophical way.
Because I learned to think critically about the national narrative, I feel that I will make
sure my students think critically about it as well. I will always have them look at the creators
of art and literature and note the impact that the creators backgrounds have on the artwork
they produce. This will be necessary when looking at biases and the reasons why certain

authors write the way they do. I was able to construct a lesson plan for my final project, which
I could certainly use if I were to ever teach The Hunger Games in school. I continue to have
thoughts about memorial in my mind in my classroom. I was able to devote a day of my unit
on Elie Wiesels Night to looking at memorials of the Holocaust and the effects they produce
on us today.
English 536s: Shakespeare and Company
In this class, we explored plays and playwrights of the English Renaissance. We
started by breaking down the Shakespearean stage, looking at ways that the plays were
brought to life for public entertainment. This was helpful to establish a historical, tangible
context for what we would be reading. We then read plays from a variety of playwrights
Kyd, Marlowe, Shakespeare, Jonson, and Middleton. A large focus of the course was on
Shakespeares plays, of which we read Romeo and Juliet, Othello, Coriolanus, and The
Winters Tale. Essentially, we would read a play or two every week and discuss them based
on questions posed by the professor. We were each responsible for a weeks discussion. I
chose to discuss Jonsons Bartholomew Fair, a comedy involving characters who attend a
well known cloth fair in England. For my discussion, I annotated the play and came prepared
with a list of discussion questions to lead the class. Another requirement of the course was to
complete a 25-page paper concerning a topic of our choice. I chose to write about teaching
methods for Shakespeares Romeo and Juliet and Othello.
I gained an appreciation for theatre as literature in this class. I was able to pick up on
patterns in the works, such as themes or ways that the playwrights depicted certain characters.
I had a limited background with Shakespeare before this class, so I was able to invest a lot of
time in studying his life and his plays. I discovered a deeper appreciation for the finesse and

skill that these playwrights possessed. Facilitating another academic discussion was helpful
for me to gain confidence in the classroom.
Writing the 25-page paper was helpful in terms of solidifying the ways in which I can
bring this material into the high school classroom. During the research for my paper, I was
able to look at a lot of reliable, extensive resources for teaching Shakespeare. I feel as though
I now have a large body of sources to pull from when teaching one of his plays. I also have
some quirky facts about Shakespeare that students might like to hearsuch as the fact that he
hated dogs. These facts will be helpful to maintain student interest when we read his plays in
class.
English 546s: Victorian Genres
This class involved the close reading of six Victorian texts by various Victorian
authorsTennyson, Barrett Browning, Collins, Eliot, Haggard, and Hardy. These texts were
all 19th century texts; some were extended poetry and others were long, initially serialized
novels. A primary focus of the class was the question of genrethat is, we analyzed the texts
to see what genres they fit into. The class was discussion based and revolved around the texts
themselves as well as literary criticisms provided by the professor. The main assignment of
the course was a 20-page paper. My topic revolved around how the body impacts fate in a
particular Victorian novel, Armadale. There were different checkpoints that we were required
to complete for the paper. For instance, we had an abstract due at one point, followed by
different draft deadlines. We were required to conference with the professor at each draft
deadline.
This class was extremely rigorous and challenging for me. The texts were complex
and lengthy and the discussions were extremely academic and involved. This was ultimately

of personal benefit for me, as I was intellectually stimulated and placed outside of my comfort
zone. I was able to participate in complex analytical discussion involving a breadth of literary
theory. I was also able to work extensively on a paper with feedback that pushed me to think
critically and create my best work possible.
I was able to discover some novels that I could potentially teach in the classroom.
Among the novels that we read, She and Tess of the Durbervilles seemed to be the most
readable for high school students. Particularly in an AP class, I could see myself teaching both
of these novels. I now have a thorough background of both of these novels, which will be
helpful in preparing lesson plans for my students in the future.