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Developing Web Pages for Colonial/Postcolonial Dialogues Site


The written work for this class will be the continued development of the colonial/postcolonial literary dialogues web site with pages for every text read and pages introducing and connecting specific literary dialogues around the focus texts.  Pages will demonstrate a mastery of the academic content of the course, high-quality scholarship, library and web research, html literacy, graphic and artistic skill, and include materials for teachers, and extensive links to on-line resources.  The web site will be created for the use of scholars, teachers, and students interested in postcolonial literature and its dialogues with the British and American literary canons.

Web pages should be written so as to be useful for students, teachers, and scholars from the last two years of high school through graduate school. When completed the site should be able to serve as an electronic textbook for high school or university courses in British or World Literature with a multicultural focus and/or courses in Postcolonial Literature. The site may be used by specific courses as a supplement to traditional instruction or it may become integrated into virtual learning high schools or universities or it may become a central activity for home schooled or independent learners. The site should also serve as a gateway to literary resources on the web and as a repository of scholarship.

Each student will construct four pages, three on specific literary texts and one on a theme of the student's own choosing. Texts from genres underrepresented on the course syllabus, such as poetry, drama, film, historical materials, etc. are welcome. Once pages are in progress, it may be important to link pages with those made by other student groups in the class.


Pages for each work or concept need to include relevant background on the text, including an explanation of the text's significance to the theme of colonial/postcolonial dialogue.

Pages for each text need to include lucid and well-documented summaries of relevant scholarly, historical, and critical resources. Each page needs to demonstrate library as well as web research.

Pages for each text or concept need to include additional resources for teachers. These resources can include ideas for curricular units, sample plans for individual lessons (see sample lesson plan), possible activities, study questions, essay tests, paper topics,web quests, etc.

Pages should also have relevant images, archival documents, and photographs. 539 students will need to note all sources on their web pages and take care to avoid using images or text under copyright without permission and use appropriate nettiquite.

Attractive layout and accessibility of information is crucial. There needs to be uniformity of style and form on every page.

Whenever possible links to complete on-line textual sources should be made available.

All pages need to show date last modified and author's names and email addresses.

Protocols for publishing pages will be explained. Students should keep copies of their own work on their own disks.

created by careywebb@wmich.edu
last modified: 1/02.