Choose ONE project idea from this handout to complete for the final project which serves as your final exam. These ideas serve as starting points for your conside

LIT1100 Introduction to Literature University of Northwestern – St. Paul

Grading Guide for Final Project Polishing

Attention is paid to spelling, grammar, formatting, editing, and articulate writing. All

demonstrate college-level proficiency and contribute to a seamless final project. For projects

not based on text, attention is paid to style, professionalism, and other relevant qualities.

Maximum score = 10

Logistics

Any links present work and are not password-protected. If images are used, they are high- quality and not pixelated, grainy, or blurry, and any necessary attributions (i.e., citations and bibliographic entries) for any project elements are present and accurately completed.

Maximum score = 15

Novel Analysis & Interpretation

Project reveals an accurate, thorough analysis and interpretation of the novel.

Maximum score = 15

Adherence to Final Project Descriptions

Project adheres to its description and incorporates all necessary elements.

Maximum score = 10

Coherence

Project is coherent and has a unifying theme with a controlling and sustained sense of purpose.

Maximum score = 10

Project Medium

Project displays sophisticated use of whatever medium (writing, drawing, acting, etc.) it deploys with the highest level of quality and imagination. All details are relevant and consistent with novel content.

Maximum score = 15

Total maximum score possible = 75 points

LIT1100 Introduction to Literature University of Northwestern – St. Paul

Final Project Specifications

Directions: Choose ONE project idea from this handout to complete for the final project which serves as your final exam. These ideas serve as starting points for your consideration. You may certainly complete the projects as stated below OR you may propose a customized project idea to your instructor. Note: All final projects are subject to instructor approval; failure to communicate with your instructor BEFORE completion may result in a failing exam project grade.

Worldview Projects – Synthesis

Novel advertisement: Analyze the novel for significant worldviews and underlying themes. Then, create a print advertisement in the form of a movie poster or book cover that clearly reveals one significant worldview and one underlying theme. Use colors, symbols, fonts, images and layout intentionally so that all elements evoke the appropriate emotional response from viewers. Viewers should be able to identify the worldview and theme from studying the advertisement. During the completion process, take three photos at different points of your work to allow viewers to see the progression of work, or if you are completing this project on the computer, save incomplete versions at three different points. For the final advertisement, provide one high-quality image of the poster or book jacket.

Novel commercial: Analyze the novel for significant worldviews and underlying themes. Then, create a 30 second to 1 minute commercial advertising the book as if it were an upcoming movie. As the commercial producer, you may use real actors, props and various locations and edit the commercial together. Or, you may use still shots, claymation, animation, etc. and voice- over narration. Use colors, symbols, props, images, settings, etc. intentionally so that all elements evoke the appropriate emotional response from viewers. Viewers should be able to identify the worldview and theme from viewing the advertisement. *Note: If you select the short film medium, this project may require you to post your product via YouTube and then post the link on the forum.

Worldview Projects – Evaluation

Character/Author Worldview & the Christian Worldview Assessment: Analyze the novel for the primary worldview and describe it thoroughly by answering these questions from either the author’s or main character’s point of view: Who am I? Where did I come from? Where am I going? What is true and what is false? How should I conduct my life, or act? Does God exist and if so what is my response to Him? Next, compare and contrast the main character’s worldview with your own by answering those questions for yourself. Then, consider how this book could help you in your own life based on your comparison and contrast, and discuss how the story could or could not make a contribution in your life. Present this evaluation in one of the following media: a short formal essay (750 word minimum), a Venn diagram (analysis) accompanied by a flow chart (evaluation) or two art pieces, one to illustrate the analysis and one to illustrate the evaluation.

Character/Author Worldview & the Christian Worldview “D ay in t h e Life” Scenario : Decide which character in the book you would most like to spend the day with. Then, analyze the novel for this character’s worldview and describe it thoroughly by answering these questions from his

or her point of view: Who am I? Where did I come from? Where am I going? What is true and what is false? How should I conduct my life, or act? Does God exist and if so what is my response to Him? Next, compare and contrast this character’s worldview with your own by answering those questions for yourself. Then, describe what that day would be like. Discuss how it would be different if you visited the character in his/her world or if he/she visited you in your world. Present this evaluation in a short story (750 word minimum).

Literary Criticism Projects – Synthesis

Literary Critic Review Article: Adopt the perspective of a school of literary criticism (choose from the seven schools used in this unit). Evaluate the theme, the primary conflict, three symbols and the main character of the novel from the perspective of the literary critic. Then, write a review article of the novel discussing these elements from the perspective of this literary critic, using use the voice of the criticism. Create a headline for the article and assign a rating to this novel.

Literary Critic Corner Clip: Adopt the perspective of a school of literary criticism (choose from the seven schools used in this unit). Evaluate the theme, the primary conflict, three symbols and the main character of the novel from the perspective of the literary critic. Then, create a five-minute video segment in the style of Roeper and Ebert, using use the voice of the school of criticism, to review the novel. Assign a creative rating to this novel. *Note: this project may require you to post your product via YouTube and provide your webmaster with the link.

Literary Criticism Projects – Evaluation

Criticism Comparison and Assessment: Analyze the theme and the main character of the novel from the perspective of three different schools of literary criticism. Evaluate which interpretation is the most valid according to the Christian Worldview. Present this evaluation in one of the following media: a short formal essay (750 word minimum), a one-act play within which these four critics debate their interpretations (complete with setting and costume descriptions, character names, and stage directions), or a Venn diagram (analysis) accompanied by a flow chart (evaluation).

Literary/Poetry Devices Projects – Synthesis

Setting Model: Analyze the novel’s primary setting details and construct a 3-D model of that setting, incorporating two significant novel symbols. Use of colors and materials should reveal the mood of the setting as it appears in the novel.

Original Conflict Song: Analyze two of the novel’s core conflicts to determine the underlying themes of the novel. Write and record an original song that creatively “discusses” and connects these two conflicts and their underlying themes. Instrumentation is at the discretion of the composer; however, the lyrics must use three poetic devices. *Note: If you select the short film medium, this project may require you to post your product via YouTube and then post the link

on the forum.

Passage Rewrite: Select a significant chapter or chapter excerpt from the novel that contains a significant turning point in the rising action of the primary conflict. Rewrite that passage from a different character’s point of view, using the style and language of the novel’s author. Present this project in one of the following media: written form (approximately the same length as the original passage) or a short film (script details or “length” should match the original passage content length). *Note: If you select the short film medium, this project may require you to post your product via YouTube and then post the link on the forum.

Role Reversal Chart: Analyze the novel’s characters with regard to how their roles advance the plot. Then, restructure the roles of four important characters in the novel to create three new outcomes. Describe what would happen when the characters change roles. Present this project in a flow chart and preface the chart with the analysis of their original roles.

Dramatic Monologue: Analyze the novel for a significant turning point in the rising action of the primary conflict (can be the climax). Then, create a monologue for the main character to communicate his or her thoughts and feelings at that moment. Use the language and style of the main character as he or she is written in the novel and reveal the novel’s underlying theme through the monologue. Record a dramatic reading using backdrop, dress and props intentionally. *Note: this project may require you to post your product via YouTube and then post a link to the video on the forum.

Poetic Device Artwork: Analyze the novel for examples of three different poetic devices (metaphor, simile, personification or sensory imagery). Evaluate the examples for the best- constructed and the most significant in terms of plot, theme or character. Choose the most superior example of each poetry device that you analyzed, and then use a visual art form to present the three poetry device examples. The presentation should illustrate the relationship among the three devices in terms of their significance to the novel (theme, plot or character).

Literary/Poetry Devices Projects – Evaluation

Literary Device Evaluation: Choose one of the following literary devices with which to evaluate the novel: Irony, symbolism, point of view, metaphor, simile, sensory imagery, or foreshadowing. Locate five effective examples of that literary device in the novel that helps readers understand the plot or main character more fully. Discuss how that literary device helps readers’ understanding of either the novel plot or the novel’s main character. Use the five examples you located as a basis for your discussion. Present this evaluation in a short academic essay (750 word minimum).

Symbol Evaluation: Locate five symbols in the novel that are significant to the plot. Explain the meaning of the symbols fully, and if applicable, discuss how the symbols evolve or recur in the novel. As well rank the symbols according to their creativity and significance and provide a rationale for your ranking. Present this evaluation in either an illustrated chart or academic essay (750 word minimum).

Novel Compare/Contrast: Compare and contrast this novel with another novel which contains comparable themes, plot or characters. Analyze each novel to locate three shared literary or

poetry devices such as irony, setting, symbolism, point of view, metaphor, simile, sensory imagery (writing style), or foreshadowing. Consider how these literary/poetry devices contribute to the revelation of underlying themes, the progression of the central conflict and the growth of the main character(s). Using that consideration as your basis, evaluate which novel is “better.” Present this evaluation in either an illustrated chart or academic essay (750 word minimum).

Character Life Map: Choose two significant characters from the novel whose paths intersect for a portion of the storyline. Evaluate the characters’ lives before their paths intersect and describe what they were like. Then, evaluate the characters’ lives after their paths separate and describe how they have changed for better and worse from the intersection of their lives. Present this evaluation in a visual art format, using color, materials and layout intentionally.

Their Eyes Were Watching God

Their Eyes Were Watching God

ZORA NEALE HURSTON

RYERSON UNIVERSITY

TORONTO

This work (Their Eyes Were Watching God by Zora Neale Hurston) is free of known copyright restrictions.

Front and back matter is licensed under a Creative Commons Attribution (CC BY) 4.0 license unless otherwise noted.

Cover image, Portrait of Zora Neale Hurston by Carl van Vechten, Public Domain, from Wikimedia Commons.

This book was produced with Pressbooks (https://pressbooks.com) and rendered with Prince.

Series Introduction PUBLIC DOMAIN CORE COLLECTION TEAM

The Public Domain Core Collection consists of over 50 titles of public domain works that have been created using Pressbooks and made available in online, epub, pdf and editable formats. Although the primary audience for this collection is students and faculty members in the post-secondary education sector in Ontario, the titles are freely available on the web to anyone who wants to read or adapt them for their own use.

Titles were chosen for this collection based on the following criteria:

• Relevance to post-secondary courses taught in Ontario • Frequency of appearance on syllabi listed in the Open Syllabus

Project • Proposed usage in open assignments in courses at Ryerson and

Brock universities during the Fall 2021 semester • Inclusion of underrepresented voices (including titles by

BIPOC authors) • In the public domain

All texts are in the public domain (50 years after the death of the author) in Canada as of 2021. If you are accessing these texts from another country, please be aware that some of these works may not be in the public domain in your country. Supplementary materials (introductions, acknowledgements, etc.) are licensed under a Creative Commons CC BY 4.0 license.

Credit Statement Adaptations of public domain texts do not require attribution;

however, we would appreciate acknowledgement of the source of the work as follows:

Series Introduction | v

This work has been adapted from Their Eyes Were Watching God, a title from the eCampusOntario Public Domain Core Collection. This work is in the Public Domain.

Content from the front and back matter is licensed under CC BY 4.0, and should be attributed according to Creative Commons best practices.

If you have suggestions for additional public domain titles that you would like to see in this collection, please complete this suggestion form.

This project is made possible with funding by the Government of Ontario and the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca/.

vi | Their Eyes Were Watching God

Introduction to the Book PUBLIC DOMAIN CORE COLLECTION TEAM

This Public Domain Core Collection book was created using the 1937 edition of Their Eyes Were Watching God by Zora Neale Hurston courtesy of Faded Page.

Introduction to the Book | 1

Accessibility Statement PUBLIC DOMAIN CORE COLLECTION TEAM

Accessibility Features of the Web Version of this Resource

The web version of Their Eyes Were Watching God has been optimized for people who use screen-reading technology and includes the following features:

• All content can be navigated using a keyboard, • Links, headings, and tables use proper markup, and • All images have text descriptions.

Other Formats Available

In addition to the web version, this book is available in a number of file formats including digital PDF, epub (for eReaders) and LibriVox audio recordings (where available). You can download these alternative formats from the book’s home page.

2 | Accessibility Statement

Known Accessibility Issues and Areas for Improvement

There are no known accessibility issues at this time. Let us know if you are having problems accessing this book. If accessibility issues are stopping you from accessing the

information in this book, please contact us at [email protected] to let us know and we will get it fixed. If you discover any other issues, please let us know of those as well.

Please include the following information:

• The location of the problem by providing a web address or page description

• A description of the problem • The computer, software, browser, and any assistive technology

you are using that can help us diagnose and solve your issue e.g., Windows 10, Google Chrome (Version 65.0.3325.181), NVDA screen reader

This statement was last updated on February 15, 2022.

Accessibility Statement | 3

Acknowledgements PUBLIC DOMAIN CORE COLLECTION TEAM

The Public Domain Core Collection Project would not have been possible without the enthusiastic collaboration between staff, faculty members and students at Ryerson and Brock universities. We came together with a shared desire to make commonly used public domain texts more accessible to instructors and students in our institutions, Ontario and beyond. We also wanted to encourage instructors to use the texts as a basis for open pedagogy assignments with the aim of empowering students to become knowledge creators rather than just knowledge consumers.

Core Project Team

Ryerson University

• Payton Flood, Digital Publication Coordinator • Nipuni Kuruppu, 4th year, Creative Industries student • Val Lem, Collections Lead, Faculty of Arts • Ann Ludbrook, Research Lead, Copyright and Scholarly

Engagement Librarian • Emma Seston, 4th year, New Media student • Sally Wilson, Web Services Librarian, Project Lead

Brock University

• Giulia Forsythe, Associate Director, Centre for Pedagogical

4 | Acknowledgements

Innovation • Cal Murgu, Liaison and Instructional Design Librarian • Jennifer Thiessen, Head, Liaison Services

This project is made possible with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca.”

Acknowledgements | 5

Chapter 1

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