Modern Fiction - University of Texas at San Antonio
syEng 2013.901 & 2013.902 Intro to Lit SYLLABUS
Dr. Linda Winterbottom
LWinterbottom@utsa.edu
Spring 2010 Office Hours: Mon 1:00 -2:00
Wed 5:00-6:00 & Fri 12:00-1:00
Mon-Wed-Fri 10 – 10:50 AM
Mon-Wed-Fri 11 – 11:50 AM
Description: English 2013 introduces students to a variety of literary genres (short story, play, poem, novel, comic strip, graphic novel) as well as useful literary terminology and critical concepts. We’ll learn to use these tools to become more attentive and sophisticated readers, and to better understand and appreciate the many exciting ways a work of literature deploys a variety of aesthetic, thematic, linguistic and structural elements in order to illuminate key questions about culture, history, and the human condition.
Course Objectives: This course will provide students an opportunity:
• To become a more attentive reader of literary and cultural texts.
• To practice critical thinking about literary and cultural texts and to gain greater appreciation for the value and importance of critical thinking. To practice and improve their writing and critical thinking about works of literature and to cultivate critical dialogue skills via regular reflective writing and peer feedback.
• To gain familiarity with important literary elements and principles as well as strategies for understanding and interpreting literature. To contemplate and gain appreciation for aesthetics in literature and the arts.
• To learn about, contemplate, and gain appreciation for the value and purpose of story-telling in human life, and the ways in which stories both reflect and shape human behavior and history.
These objectives are designed to address the following Core Humanities Objectives.
|1. To demonstrate awareness of the scope and variety of works in the arts and humanities |
|2. To develop a basic knowledge of the aesthetic and theoretical principles that guide or govern the humanities and the arts |
|3. To respond critically to works of art, literature, music, etc. as individual and human expressions of values and aesthetics |
|within historical and social contexts |
The Americans with Disabilities Act requires that UTSA make reasonable accommodations to the special needs of disabled students. Please know that support services, including registration assistance and equipment, are available to students with documented disabilities through the Office of Disability Services (DSS), MS 2.03.18. Students can contact that office at 458-4157 to make arrangements. Information at
Policies Regarding University Sanctioned Activities & Religious Holidays:
Students are to be excused without penalty in order to participate in official University sanctioned activities. Students are responsible for making up any work missed during University sanctioned travel. It is the responsibility of students to ensure that instructors receive advance notification of such absences.
Instructors shall allow a student who is absent from classes for the observance of a religious holy day to take an examination or complete an assignment scheduled for that day within a reasonable time after that absence. It is the responsibility of the student to notify the instructor of each affected class in advance of the absence and make the necessary arrangements.
POLICIES
I expect students to:
• Buy the books
• Do the readings
• Read thoughtfully
• Come to class prepared
• Help each other
Respect our learning environment:
• Be fully present
• Listen to others
• Share ideas
• Avoid disruptions
The Important Stuff:
( Noise and Distractions: Background noise drives me nuts. Silence cell phones. Don’t let doors slam. Quiet those papers and book bags. Don’t goof around with laptop computers or anything else unrelated to our class. Don’t nap, watch the clock, or gossip. Listen and participate.
( Laptop Policy: NO LAPTOPS for the first three days of class. If you take excellent notes on paper for three consecutive days of class (e.g. detailed, substantive, at least two full pages each day) you may sign-up to use your laptop for note-taking purposes only. Any episode of misuse terminates that privilege.
( Books: Get your books right away. Bookstores return books after a few weeks.
(Attendance: Excellent attendance reflects your investment in the course, and directly promotes your overall performance. You will document all absences. After 3 absences, you are required to submit a report and schedule a meeting or phone call with me.
( DON’T tell me that you didn’t do the readinG. (
( Participation: Come to class ready to share your good ideas. Be generous with your observations about the literature. We will do our best to be positive and kind so that all can feel comfortable speaking up and sharing questions and insights.
( Building a Supportive Community: Be helpful, kind, and respectful to each other. Exchange contact information with a few other students. Help each other. Use WebCT to ask questions and advice of each other, and to share ideas. Students who help others will receive extra credit.
( Asking “What Did We Do In Class Today?” – It’s not practical for me to write personal emails summarizing what we did in class. Please ask the question of your peers on WebCT in our discussion area. I will REWARD students with EXTRA CREDIT who help answer these questions on WebCT. This centralizes the information for the benefit of others, and helps us use WebCT to build a supportive community.
( Academic Honesty (& Dishonesty): Your integrity is valuable. Do your own work. It is the height of lameness if you take material from the Web, Wikipedia, or any other source and try to pass it off as your own. Failing to properly cite your sources is plagiarism.
. . . . Besides, I am MUCH more interested in your original ideas and responses to the readings than someone else’s (possibly incorrect) summary.
“Scholastic dishonesty” includes, but is not limited to, cheating, plagiarism, collusion, falsifying academic records, and any act designed to give unfair advantage to the student (such as, but not limited to, submission of essentially the same written assignment for two courses without the prior permission of the instructor, providing false or misleading information in an effort to receive a postponement or an extension on a test, quiz, or other assignment), or the attempt to commit such an act.
DISTRIBUTION OF ASSIGNMENT GRADES (*There may be some play in these areas)
In-class Activities, Attendance, Class Discussion …………………………….. 25* (25-28) %
Quizzes & Tests …………………………………………………………………… 30* (28-30) %
Commentaries, Peer Editing, Portfolio Chapbooks ….……………………….. 30* (28-30) %
Final Exam ………………………………………………………………………… 15%
Assignments:
Mondays: Reading, Discussion. Write in your Dialectical Notebook. (You should write two 2-page entries each week.. Doing them for Mondays & Wednesdays is recommended, as it will best support you when we do peer review on Wednesdays.)
Wednesdays: Reading, Discussion. Bring your Dialectical Journals (see below) to class for Peer Review.
Thursday & Friday: Blackboard Quizzes: Expect a Blackboard Quiz each week. (Will open at noon on Thursday & be open for 48 hours.) You get once chance to take the quiz. No make-ups. You are advised to use a UTSA networked computer to avoid outages. If you access the quiz from home, work, or using any other outside wireless Internet service, you accept the risk of Internet outages, time-out problems, or other computer issues. During business hours, you can contact UTSA’s Blackboard support staff for help. At midnight or 1 AM, you are on your own.
Friday: Reading, Discussion. Write in your Dialectical Notebook
In Class Activities, Pop Quizzes, Freewrites, etc. Expect impromptu activities at all times.
Other Homework Assignments: TBA
(( Write TWO PAGES ((
… twice a week in your Dialectical Notebook. This means you will write two pages each for two of our three class days per week. On Wednesdays, bring your Notebooks for Peer Review & Peer Comments.
Choose and quote passages from the readings that interest you in the first column. Discuss, explore, analyze, and/or interrogate the passage and its significance in the second column. Leave the 3rd and 4th columns blank. A peer will read your entries and comment on them in the 3rd column during class. After some time has passed {roughly the 1/3rd and 2/3rd points in the semester}, you will go back and revisit your writing and the peer’s comments, reflect on how your thinking and writing is developing, and offer some new insights in the 4th column.
|Quotation from Text |Discuss Your Thoughts |A Peer’s Comments |
|Italo Calvino writes about “Zaira, city |I admire this book. I think Italo Calvino is brilliant |Alex, I really enjoyed your comment. I hadn’t |
|of high bastions” in Invisible Cities in|and original. He’s arranged this book in a series of |thought about that passage much, but reading |
|this way: “I could tell you how many |descriptions of cities, framed by a story about Marco |your thoughts brings that passage alive for me. |
|steps make up the streets … and what |Polo telling Kublai Khan about the cities in his empire. |Isn’t there something ironic about the fact that|
|kind of zinc scales cover the roofs; but|The empire is so big, Khan can’t get to all the cities he|the great Kublai Khan, now that he’s finished |
|I already know this would be the same as|now controls. In this passage, he’s talking about how a |conquering everyone else, has to ask Marco Polo |
|telling you nothing. The city does not |city is not really just the details and materials it’s |to describe all the cities to him? He seems |
|consist of this, but of relationships |made up of. How does one figure the relationship between|kind of sad to me. Maybe because all the “fun” |
|between the measurements of its space |a city’s space and its past? This makes me think about |or adventure of battle and conquest are over. |
|and the events of its past” (10). |how events that happened in the past live on in our |In that same passage, he mentions “the distance |
| |memories. If we know what happened there, every time we |from the ground of a hanged usurper’s feet.” |
| |pass by, we’ll think of that historic event and marvel |Isn’t a usurper someone who takes over? Isn’t |
| |that we’re walking the same ground. |Khan a usurper, by taking control of foreign |
| | |lands? Kind of an ominous image, don’t you |
| | |think? Foreshadowing? Keep up the good work! |
| | |-- Your pal …. Chris |
REQUIRED BOOKS
Kadare, Ismail / translated by David Bellos. The Pyramid.
Calvino, Italo. Invisible Cities.
Barrett, Andrea. Ship Fever: Stories.
Baldick, Chris. The Oxford Dictionary of Literary Terms.
Shakespeare, William and Burton Raffel (editor). The Taming of the Shrew (The Annotated Shakespeare). Yale Univ. Press.
Mu & Goldblatt. Loud Sparrows: Contemporary Chinese Short Shorts.
Caplan, David. Poetic Form: An Introduction.
CALENDAR
WEEK ONE
|Mon |1/11 |Read: |Barrett, Ship Fever – 1st 2 pp of first story: |Introduction to course |
| | | |“The Behavior of the Hawkweed,” p 11+ | |
|Wed |1/13 |Read: |Barrett, Ship Fever – 1st story: “The Behavior of |Writing journals & peer review |
| | | |the Hawkweed,” p 11+ | |
|Fri |1/15 |Read: |Barrett, 2nd & 3rd stories: “The English Pupil,” p|Quiz on Blackboard (or during class) |
| | | |34+ & “The Littoral Zone,” p 47+. | |
WEEK TWO
|Mon |1/18 |MARTIN LUTHER KING DAY |HOLIDAY |
|Wed |1/20 |Read: |Barrett, 4th story: “Rare Bird,” p 59+. |Writing journals & peer review |
| | | | | |
|Thursday REMINDER: |Blackboard Quiz opens at noon & remains open for 48 hours |
|Fri |1/22 |Read: |Barrett, 5th & 6th stories: “Soroche,” p |Quiz on Blackboard |
| | | |80+ & “Birds with No Feet,” p 103+. | |
WEEK THREE
|Mon |1/25 |Read: |Barrett, 7th story, “The Marburg Sisters,” p 123+.|Discussion |
|Wed |1/27 |Read: |Barrett, last story “Ship |Writing journals & peer review |
| | | |Fever,” p 159+. | |
| | | | |NOTE: JURY CHECKS for Notebook writing. (Everyone should have 12 pages of |
| | | | |writing by now.) The JURY CHECK is for a GRADE. |
|Thursday REMINDER: |Blackboard Quiz opens at noon & remains open for 48 hours |
|Fri |1/29 |Read: |Kadare, pp 1-28 |Quiz on Blackboard |
WEEK FOUR
|Mon |2/1 |Read: |Kadare, pp 29-56 |Discussion |
|Wed |2/3 |Read: |Kadare, pp 57-84 |Writing journals & peer review |
|Thursday REMINDER: |Blackboard Quiz opens at noon & remains open for 48 hours |
|Fri |2/5 |Read: |Kadare, pp 85-112 |Quiz on Blackboard |
| | | | | |
| | | | |DUE: Chapbook One (Print out all of your writing so far & put it in a little|
| | | | |book. See guidelines.) |
WEEK FIVE
|Mon |2/8 |Read: |Kadare, pp 113-140 |Discussion |
|Wed |2/10 |Read: |Kadare, pp 141-161 (end) |Writing journals & peer review |
|Thursday REMINDER: |Blackboard Quiz opens at noon & remains open for 48 hours |
|Fri |2/12 |Read: |Kadare wrap up & Lit Vocab |Quiz on Blackboard |
WEEK SIX
|Mon |2/15 |Read: |Shakespeare, The Taming of the Shrew, |Discussion. Note: In place of ONE of your two-page entries this |
| | | |Induction, Scenes 1 & 2. Act 1, Scene 1|week, make a list of 15 vocabulary words that you found |
| | | |to line 100. |difficult, and their meanings. |
|Wed |2/17 |Read: |Shakespeare, The Taming of the Shrew, |Writing journals & peer review |
| | | |Act 1, Scenes 1 & 2 |NOTE: JURY CHECKS for Notebook writing. (Everyone should have 22|
| | | | |pages of writing by now.) The JURY CHECK is for a GRADE. |
|Thursday REMINDER: |Blackboard Quiz opens at noon & remains open for 48 hours |
|Fri |2/19 |Read: |Shakespeare, The Taming of the Shrew, |Quiz on Blackboard |
| | | |Act 2, Scene 1 |DUE: WebCT Helpers Report for first six weeks. (extra credit) |
WEEK SEVEN
|Mon |2/22 |Read: |Shakespeare, The Taming of the |WRITING: Pretend you are a person living in London in 15__ who has just seen a|
| | | |Shrew, Act 3, Scenes 1 & 2, and |performance of William Shakespeare’s The Taming of the Shrew. You are |
| | | |Act 4, Scene 1 to line 125. |fortunate because you are literate and can read and write. Write a letter home|
| | | | |to a loved one telling them ALL ABOUT this fantastic play you have just seen. |
| | | | |Really imagine what it would be like to be there. Play with some of |
| | | | |Shakespeare’s language and diction. Be creative. Make some stuff up. ( |
|Wed |2/24 |Read: |The Taming of the Shrew, |BRING TYPED Shakespeare “Letter from 15__” for Peer Review. |
| | | |WATCH FILM #1 (first half) | |
| | | | |NOTE: This Assignment REPLACES the usual two entries for this week. |
|Thursday REMINDER: |Blackboard Quiz opens at noon & remains open for 48 hours |
|Fri |2/26 |Read: |The Taming of the Shrew, |Quiz on Blackboard |
| | | |WATCH FILM #1 (finish) | |
WEEK EIGHT
|Mon |3/1 |Read: |Shakespeare, The Taming of the Shrew, Act 4, Scenes 1, 2, 3 & 4 to |Discussion |
| | | |line 60. | |
| | | |Watch FILM #2 (first half) | |
|Wed |3/3 |Read: |Shakespeare, The Taming of the Shrew, Act 4, Scenes 4 & 5, and Act |Writing journals & peer review |
| | | |5, Scenes 1 & 2 to end. | |
| | | |Watch Film #2 (finish) | |
|Thursday REMINDER: |Blackboard Quiz opens at noon & remains open for 48 hours |
|Fri |3/5 |Read: |Shakespeare wrap-up. |Quiz on Blackboard |
| | | | |DUE: Revised Shakespeare Letter |
WEEK NINE
|Mon |3/8 |Read: |Loud Sparrows (Sections I-IV, pp 1-66) (choose 4 |Discussion |
| | | |stories from each section = 16 shorts) | |
|Wed |3/10 |Read: |Loud Sparrows (Sections V-VII, pp 67-116) (choose 5 from|DUE: Chapbook Two (Print out all of your writing|
| | | |each section = 15 shorts) |for weeks 5-8 & put it in a little book. See |
| | | | |guidelines.) |
|Thursday REMINDER: |Blackboard Quiz opens at noon & remains open for 48 hours |
|Fri |3/12 |Read: |Loud Sparrows SKITS |Quiz on Blackboard |
WEEK TEN SPRING BREAK ( March 15th through 19th)
WEEK ELEVEN
|Mon |3/22 |Read: |Loud Sparrows (Sections VIII-X, pp 117-170) (choose 5 |Discussion |
| | | |from each section = 15 shorts) | |
|Wed |3/24 |Read: |Loud Sparrows (Sections XI-end, pp 171-end) (choose 4 |Writing journals |
| | | |from each section = 16 shorts) |IN CLASS: JURY CHECKS on Daily Writing Notebooks |
|Thursday REMINDER: |Blackboard Quiz opens at noon & remains open for 48 hours |
|Fri |3/26 | |Meet at Computer Lab – Blackboard |Take Quiz on Blackboard |
TWELVE
|Mon |3/29 |Read: |Poetic Form, Chapter 1 “Introduction” and Chapter 2 |Discussion |
| | | |“Meter.” Yeats, “Easter, 1916” (14). Frost, “Home |Review Lit Terms for Poetry |
| | | |Burial” (30). Moore, “The Fish” (37). | |
|Wed |3/31 |Read: |Poetic Form, Chapter 3 “Musical Forms.” Poems on pp 48-53|Writing journals & peer review |
| | | |& 60-65 (esp. BALLAD, “Get Up and Bar the Door,” Keats |* * HAND OUT: GROUP MAGAZINE Assignment * * |
| | | |and Hughes). | |
|Thursday REMINDER: |Blackboard Quiz opens at noon & remains open for 48 hours |
|Fri |4/2 |Read: |Poetic Form, Chapter 4 “Sonnets.” |Quiz on Blackboard |
| | | |Read description of sonnet, its origins & evolution over time; Italian | |
| | | |vs. Shakespearean. | |
THIRTEEN
|Mon |4/5 |Read: |Poetic Form, Chapter 4 “Sonnets.” Poems from 72-78, 79, 82, and |Discussion |
| | | |87-88 (esp Shakespeare, Wordsworth, McKay). |Review Lit Terms for Poetry |
|Wed |4/7 |Read: |Continue Sonnets: “Sonnets.” Poems from 72-78, 79, 82, |Writing journals & peer review |
| | | |and 87-88 (esp, McKay, Donne, and Dunbar). | |
| | | | |LAST 20 MIN – In-class workshop on Group Chapbook|
| | | | |Magazines |
|Thursday REMINDER: |Blackboard Quiz opens at noon & remains open for 48 hours |
|Fri |4/9 |Read: | Poetic Form, Chapter 9 “Japanese Forms.” Excerpts from|Quiz on Blackboard |
| | | |MATSUO BASHO’s The Narrow Road to the Deep North | |
FOURTEEN
|Mon |4/12 |Read: |Wrap up Japanese Poetry, Haiku, Excerpts from MATSUO |Discussion |
| | | |BASHO’s The Narrow Road to the Deep North | |
| | | | |LAST 10 MIN – Talk with your group about |
| | | | |Magazines |
|Wed |4/14 |Read: |CALVINO, Invisible Cities. Sections 1 & |Writing journals & peer review |
| | | |2 | |
| | | | |* HAND OUT ESSAY QUESTIONS FOR FINAL |
|Thursday REMINDER: |Blackboard Quiz opens at noon & remains open for 48 hours |
|Fri |4/16 |Read: |CALVINO, Sections 3 & 4 & ½ of 5 |Quiz on Blackboard |
| | | | |LAST 20 MIN –Groups Meet re Magazines |
FIFTEEN
|Mon |4/19 |Read: |CALVINO, Sections ½ of 5, 6 & 7 |Discussion |
|Wed |4/21 |Read: |CALVINO, Sections 8 & 9 (END) |Writing journals & peer review |
|Thursday REMINDER: |Blackboard Quiz opens at noon & remains open for 48 hours |
|Fri |4/22 |Read: |PROJECTS: group workshops |In-class workshop on Group Magazines |
SIXTEEN
|Mon |4/26 |Read: |PROJECTS: group workshops |In-class workshop on Group Magazines |
|Wed |4/28 |Read: |Projects DUE – LAST DAY OF CLASS |
|THURS 4/29 & FRI 4/30 |STUDENT STUDY DAYS |
FINAL EXAM
2013.902 (the 11:00 AM class) FINAL is MON MAY 3 1:30 PM – 4:00 PM
2013.901 (the 10 AM class) FINAL is WED MAY 5 7:30 AM – 10:00 AM
Our FINAL EXAM will be given as a three-part test on Blackboard. The first part will become available a little early, sometime on Sun May 2. The second and third parts will become available by or before 1:30 PM on Mon May 3, which is the earlier of the two official exam times for the two sections of this course. All three parts of the Final will remain open through the 10:00 AM closure time on Wed May 5, which is the later of the two official exam times. I will provide you with the essay questions ahead of time so that you can do them in advance and then just copy and paste them into the answer box on Blackboard.
In short:
Exam will happen on Blackboard Exam will appear in THREE parts
You’ll get essay questions ahead of time
Exam will be available for everyone from Mon May 3 at 1:30 PM through Wed May 5 at 10 AM.
Seriously…
GET THE BOOKS
These bookstores are most likely to carry the books.
|UTSA Bookstore, Downtown |Should have our books right away. |
| |Can order more & can expedite. |
|L&M at Babcock & 1604 and/or |Should have our books right away. |
|L&M near SAC | |
GET YOUR BOOKS EARLY. The bookstore under-orders and they ship the books back after several weeks. Once the university bookstores run out of a book, your job becomes harder.
PLEASE buy the first book LOCALLY and IMMEDIATELY. Remember the cost of tuition for the class vs. the $5-7 you save by waiting 3 weeks for that used book to arrive – and missing quizzes and assignments. It’s a terrible way to begin the semester.
Other Options
| |Might have some books cheaper |
| |Standard shipping can take 2-3 weeks |
|Half Price Books |Might have a few of our books. Call ahead. Sometimes willing to set a book aside for |
| |you if they have it. |
|UTSA Library |Check UCAT |
|Local Libraries |Check Worldcat, or the SAPL online catalogue |
|Borders, Barnes & Noble |Maybe… Can order if you ask. |
ORDERING BOOKS
• Order two to three weeks in advance
You can order books …
• from the UTSA bookstore, or another bookstore (UTSA will expedite if you ask!).
• from Amazon or another online service, but standard shipping (media mail) can take up to three weeks.
• WARNING: DO NOT COUNT ON QUICK SHIPMENT FROM USED BOOKSELLERS. THEY SEND VIA “MEDIA MAIL” WHICH IS CHEAPER THAN “FIRST CLASS.” Also, many are individuals, even students like you, who are very busy right now and might get behind in their email.
Be resourceful. Call the bookstores. Use the Internet. Talk to a librarian.
( Don’t tell me that you didn’t get the books.
ATTENDANCE: I consider 1 or 2 absences to be typical, although whatever work you miss is your own responsibility. Missing 4 or more classes is not consistent with passing the course. You will keep track of your own attendance. If you miss 4 or more classes, you will complete the memo below and schedule a conversation with me.
MEMORANDUM
TO: Dr. Winterbottom
FROM: __ __ __ __
RE: Acknowledging Four or More Absences
DATE: __ __ __ __
I wish to acknowledge that I have missed four or more classes, for the following reason(s):
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
My completion of this memo indicates that: [please initial each]
1. I care about my performance in the class. _________
2. I respect my colleagues, the course, and our policies. _________
3. I wish to contribute to our group learning in a fair way. _________
4. I still want to be regarded as “active” in the course. _________
5. I’d like you to continue grading my work. _________
7. I am addressing the problem in the following way(s):
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Choose one of the following:
A. I am fixing the problem on my own. I don’t require a meeting at this time.
B. I would like to meet with you. Here are three possible times when I can meet:
1. ______________________; 2. ______________________; 3. ______________________
C. I could use some additional support or resources, but a phone call would work best for me.
My best phone number is: __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
My best email address is: __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
For purposes of helping me (and the department) better understand students’ needs, please check off some or all of the following conditions that apply:
__ I am overextended.
__ I work full-time (or close).
__ I am sleep-deprived.
__ I can change something to get more sleep.
__ Transportation is a problem.
__ I can improve transportation.
__ My major is very demanding.
__ I am someone’s caregiver.
__ There was an emergency.
__ A personal, family, or health matter takes priority right now.
__ I’m doing the best I can.
__ I need to revise my schedule.
__ I need support.
__ I have someone who can support me if I ask.
__ There are too many demands on me.
__ I need better time management skills.
__ Organization is an issue.
__ I have trouble saying “no” to others.
__ I’m under too much stress.
__ I have trouble getting quiet alone time to study or do my work.
__ I am now setting aside more time to do my work.
__ I feel overwhelmed.
__ There are too many distractions. __ I am too busy.
__ My schedule is a nightmare.
__ My schedule is a little crazy right now, but I can adjust it.
__ My schedule is awful, but it’s hard to change it now.
__ I can carve out more time for myself.
__ I need to take better care of myself.
__ I need to be more firm with others about my needs or my work.
___ I need to cultivate better work habits.
__ I need to learn how to be more efficient.
__ I am a very slow, careful reader.
___ I am meticulous and spend a lot of time focusing intensely on each project.
__ Because I’m overwhelmed, tired, and stressed-out, I find that I procrastinate a lot. I need more rest and more enjoyment in my life.
___ I could be more effective if my life was more balanced.
__ I am currently doing my best work.
__ I’m not doing my best work right now, but I really want to.
__ I’m doing my best work in other classes, but not in this class.
__ I’m frustrated because current conditions are stopping me from doing my best work.
__ I haven’t been feeling well.
__ I am currently trying to modify my workload or schedule.
__ I have already made some positive changes. Things are getting better now.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.