Creative:
Luis/Raphael/Aidan/Tanesha (Group 1) (Option 1; “Dead Man’s Path” Achebe story; 1953; explore the conflict; purpose: to explain the relationship and impact of education on religion; traditional way of life vs. contemporary life; short story/images)
Monica/Shawn/Chad (Group 2) (“Girl”; Jamaica Kincaid; purpose: to help people understand the story more; video/short story)
Sundas/Edgar/Moyna/LaGeorgia (Group 3) (Poe and reactions to it; “Masque of the Red Death,” purpose: compare story to real life in a creative way using dialogue; creating a contemporary interpretation of the story by re-writing it as a play)
Kevin (4) (“The Black Cat,” video project; purpose: to help readers interpret the story by creating a film starring my own cat, who will not be hurt or injured in the making of the video.)
Javon (5) (Ibsen’s “A Doll’s House”; exploring relationships between plays and short stories; purpose: tbd) individual; response to a story)
Nabil/Arhum Group 6 (“Alma” by Junot Diaz; purpose: interpret the story [ by rewriting it as a play for contemporary audiences]) group]; response to story)
Evelyn (7) (“A Good Man Is Hard To Find” by Flannery O’Connor; 194?; purpose: to make fun of the grandmother in the story and explore her role in it)
Rafal (8) (Point of View; purpose: explain the first person, second, and third person points of view with examples; individual; elements of fiction)
Coffee/Nataliya/Jaspal Group 9 (“The Lottery” by Shirley Jackson; 1948; purpose: tbd) group; response to a story)
Jubaire (10) (“The Brief Wondrous Life of Oscar Wao”; purpose: to look at how trauma can motivate and influence characters in a positive or negative manner)
WAC:
Alyssa? (HUS)/ Darnell/Jaspreet (CST;LSA) Group 11purpose: why the reading and interpretation of fiction is important in CST, HUS, and LSAS major courses)
