Student map of Jean Rhys's Paris in her novel Good Morning, Midnight (1938).
Map and Rationale
Rough Draft Due: Monday 8/1 for in class peer review.
Final Draft Due: Wednesday 8/3.
Working in groups, students will create a map addressing at least one segment of Sylvia Plath's novel The Bell Jar they have been assigned. Using Google Tour Builder or Google Maps, each group will create an annotated, interactive guide to at least one text. You can also incorporate locations and references from throughout our readings this term. In addition to researching the places to which your writer refers, you will consider how best to represent the content and style of the text or texts you select. Google's features allow for annotation of maps with historical information, images, analysis of quotations, and media that shed light on the places at midcentury time and today. Map annotations must analyze at least two quotations from the novel in light of the locations to which they refer. You can also quote and cite other texts we have read, including E. B. White's Here is New York. Maps might include street views of the locations, images of buildings, links to video footage, or any information readers would find useful.
You should also cite and consult resources like Elizabeth Winder's Pain, Parties, and Work: Sylvia Plath's in New York, Summer 1953, The Unabridged Journals of Sylvia Plath, Tracy Brain's The Other Sylvia Plath, and Plath's correspondence in Letters Home. Some of these texts are searchable on Amazon. Peter Steinberg's Sylvia Plath Photograph Albums from Plath's time in New York will also be particularly useful, as is his blog, Sylvia Plath Info. Your maps and Google Tours can provide a resource, complementing the Sylvia Plath Map of Northampton, but with further annotations.
You should consider how best to arrange the information regarding your route. A particularly good Google Tour of the Dublin Rising in 1916 is located here. See below for examples of student maps of Jean Rhys's novel Good Morning, Midnight, one of which includes a historical map. For examples of students’ maps of Virginia Woolf’s novel Jacob’s Room, see here.
Each group will also compose a 750-word rationale to accompany its map that asserts an argument regarding the design choices, the argument(s) the map makes, and the significance of the map’s contents to our understanding of the texts we have read. Your introduction and analysis of quotations must use templates from They Say/I Say. Each group member must complete an equal portion of the rationale (approximately 250 words), but it must read fluidly as a whole. One member of the group will submit a Microsoft Word document on Google Drive with an image or images of the map, a link to it in Google Maps, and the rationale. Make sure to also provide the names the group members in this document. The project will receive a group grade. Students must save their maps using Google Maps and then include screenshots of the map and link(s) to it in the Microsoft Word document that includes the rationale. You can capture images of your map using Jing. If necessary, one group member can send an invitation from Google Maps to the instructor’s email address to view the map.
The rationale must be in 12 point, Times New Roman font, and include a list of works cited that demonstrates correct use of MLA format and includes all sources you have consulted, including webpages. You should also attribute sources of images and content on the map itself. In your rationale and any text on your map, including captions, you must use your own words.
Submit your rough draft and final drafts on Google Drive at least thirty minutes before class on the dates indicated above.
Rough Draft Due: Monday 8/1 for in class peer review.
Final Draft Due: Wednesday 8/3.
Working in groups, students will create a map addressing at least one segment of Sylvia Plath's novel The Bell Jar they have been assigned. Using Google Tour Builder or Google Maps, each group will create an annotated, interactive guide to at least one text. You can also incorporate locations and references from throughout our readings this term. In addition to researching the places to which your writer refers, you will consider how best to represent the content and style of the text or texts you select. Google's features allow for annotation of maps with historical information, images, analysis of quotations, and media that shed light on the places at midcentury time and today. Map annotations must analyze at least two quotations from the novel in light of the locations to which they refer. You can also quote and cite other texts we have read, including E. B. White's Here is New York. Maps might include street views of the locations, images of buildings, links to video footage, or any information readers would find useful.
You should also cite and consult resources like Elizabeth Winder's Pain, Parties, and Work: Sylvia Plath's in New York, Summer 1953, The Unabridged Journals of Sylvia Plath, Tracy Brain's The Other Sylvia Plath, and Plath's correspondence in Letters Home. Some of these texts are searchable on Amazon. Peter Steinberg's Sylvia Plath Photograph Albums from Plath's time in New York will also be particularly useful, as is his blog, Sylvia Plath Info. Your maps and Google Tours can provide a resource, complementing the Sylvia Plath Map of Northampton, but with further annotations.
You should consider how best to arrange the information regarding your route. A particularly good Google Tour of the Dublin Rising in 1916 is located here. See below for examples of student maps of Jean Rhys's novel Good Morning, Midnight, one of which includes a historical map. For examples of students’ maps of Virginia Woolf’s novel Jacob’s Room, see here.
Each group will also compose a 750-word rationale to accompany its map that asserts an argument regarding the design choices, the argument(s) the map makes, and the significance of the map’s contents to our understanding of the texts we have read. Your introduction and analysis of quotations must use templates from They Say/I Say. Each group member must complete an equal portion of the rationale (approximately 250 words), but it must read fluidly as a whole. One member of the group will submit a Microsoft Word document on Google Drive with an image or images of the map, a link to it in Google Maps, and the rationale. Make sure to also provide the names the group members in this document. The project will receive a group grade. Students must save their maps using Google Maps and then include screenshots of the map and link(s) to it in the Microsoft Word document that includes the rationale. You can capture images of your map using Jing. If necessary, one group member can send an invitation from Google Maps to the instructor’s email address to view the map.
The rationale must be in 12 point, Times New Roman font, and include a list of works cited that demonstrates correct use of MLA format and includes all sources you have consulted, including webpages. You should also attribute sources of images and content on the map itself. In your rationale and any text on your map, including captions, you must use your own words.
Submit your rough draft and final drafts on Google Drive at least thirty minutes before class on the dates indicated above.
Examples of Student Maps
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