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Using Classic and Contemporary Literature to Explore Themes in Law and Politics
Unformatted Document Text:  internet, with some searching, it is possible to put together a collection of readings using just these online sources. The two hour and ten minute class was divided into two sessions with a short break in between. The first session was devoted to discussing several chapters of the novel or play and the second session covered two or three short stories. A module was organized for each class that contained the reading assignments, discussion questions, background material on some of the authors and readings, and short paper projects. The modules were posted on the course website so that students could access and print them as needed. Two students were selected to lead the discussion each day but the class proceeded as a seminar with input from most students. I acted as a facilitator by asking questions and connecting the readings to concepts and material in politics and law. Undergraduate students were required to complete three short, critical reaction papers based on the readings and graduate students had to complete five. There are ten short paper projects listed in the syllabus so the students had some choice on which assignments to complete. The students were also required to keep a journal in which they recorded their reflections upon the readings both before and after class discussions. The journal entries were to include such items as questions or issues that the novel, short story, or class discussion raised, reaction to some of the interpretations and issues talked about in class, and comments on what the student learned from the readings. The journals were to be typed or hand written and they were due at the end of the four week semester. Two exams with short and long essay questions and points for participation rounded out the course requirements. Law, Politics, and Literature: Two Illustrations Page | 14

Authors: Fliter, John.
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internet, with some searching, it is possible to put together a collection of readings using just
these online sources.
The two hour and ten minute class was divided into two sessions with a short break in
between. The first session was devoted to discussing several chapters of the novel or play and
the second session covered two or three short stories. A module was organized for each class
that contained the reading assignments, discussion questions, background material on some of
the authors and readings, and short paper projects. The modules were posted on the course
website so that students could access and print them as needed. Two students were selected to
lead the discussion each day but the class proceeded as a seminar with input from most students.
I acted as a facilitator by asking questions and connecting the readings to concepts and material
in politics and law.
Undergraduate students were required to complete three short, critical reaction papers
based on the readings and graduate students had to complete five. There are ten short paper
projects listed in the syllabus so the students had some choice on which assignments to complete.
The students were also required to keep a journal in which they recorded their reflections upon
the readings both before and after class discussions. The journal entries were to include such
items as questions or issues that the novel, short story, or class discussion raised, reaction to
some of the interpretations and issues talked about in class, and comments on what the student
learned from the readings. The journals were to be typed or hand written and they were due at
the end of the four week semester. Two exams with short and long essay questions and points
for participation rounded out the course requirements.
Law, Politics, and Literature: Two Illustrations
Page | 14


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