If you missed class today (which a lot of you did!), be sure to check Angel for your final essay assignment. I included it at the top of the Content Folder, just as its own file (meaning it's not in an additional folder). It's important that you open it and read it carefully, especially since part of the assignment is due on Monday.
In other news, if I do not currently have your Essay 4 (research essay), it's now officially late. Get it in my box ASAP!
As always, email me with any questions about the final essay. Have a great weekend, and I'll see you on Monday morning!
Friday, April 29, 2011
Wednesday, April 27, 2011
Essay 4 due Friday!!
Just a reminder that the final draft of your essay 4 is due on Friday. Please staple the draft with my comments to the back of your draft. Did I mention the staple?
See you Friday!
See you Friday!
Monday, April 25, 2011
Essay 4 Reminders and Tips
I handed back your essay drafts today, and we spent the bulk of class discussing general feedback to the class as a whole. Nearly everyone who wrote a paper for me was in class today, so please let me know if you have any questions about my comments on your paper or about the ideas we discussed in class (MLA, organization, integrating sources, relying on your own argument, and linking large sections of your paper into a cohesive whole).
If you were not in class today, you're welcome to email me for initial comments before getting your paper back on Wednesday.
An Important Reminder for Wednesday
We are meeting in the Mawhinney Computer lab (M303--the same one we were in last week) for a work day. I'll be available to help you, read sections of your draft, or to answer any questions you might have.
Also, here is another link to the Norton MLA website.
If you were not in class today, you're welcome to email me for initial comments before getting your paper back on Wednesday.
An Important Reminder for Wednesday
We are meeting in the Mawhinney Computer lab (M303--the same one we were in last week) for a work day. I'll be available to help you, read sections of your draft, or to answer any questions you might have.
Also, here is another link to the Norton MLA website.
Wednesday, April 20, 2011
Instructor Draft of Essay 4 DUE
Don't forget that you need a complete draft of Essay 4 to turn into me on Friday. Be sure to staple your draft!
Email me with questions. I look forward to reading what you've written!
Email me with questions. I look forward to reading what you've written!
Monday, April 18, 2011
For Wednesday
Sorry about the confusion this morning! I thought my communication was more clear than it was. I do wonder how half of you managed to figure it out and half of you did not, but alas...
For Wednesday, you need to have a working draft of your essay plus a Works Cited page. Bring the Works Cited page as a hard copy, but bring the draft electronically. We will be reading each other's drafts electronically, so bring it on a USB drive, put it on your student drive, or email it to yourself.
And just so we're all on the same page for Wednesday, we'll be meeting in M303--the same room where we ended up (finally) today!
For Wednesday, you need to have a working draft of your essay plus a Works Cited page. Bring the Works Cited page as a hard copy, but bring the draft electronically. We will be reading each other's drafts electronically, so bring it on a USB drive, put it on your student drive, or email it to yourself.
And just so we're all on the same page for Wednesday, we'll be meeting in M303--the same room where we ended up (finally) today!
Friday, April 15, 2011
Important change to syllabus!!
Alert! Read this! Pay attention!!
On Monday, the course schedule says you need to have an electronic copy of your draft to do peer review. I want to SWITCH that assignment for Wednesday. What this means is that on MONDAY we will have a work day in the computer lab to look for sources, get help from me, and to work on writing your paper. We will do the electronic peer review on WEDNESDAY. The works cited page will still be due on Wednesday. In short, you don't have a specific assignment due on Monday, but you should STRONGLY consider gathering some initial sources so you can be ready to do actual work during class on Monday. Questions? Let me know!
On Monday, the course schedule says you need to have an electronic copy of your draft to do peer review. I want to SWITCH that assignment for Wednesday. What this means is that on MONDAY we will have a work day in the computer lab to look for sources, get help from me, and to work on writing your paper. We will do the electronic peer review on WEDNESDAY. The works cited page will still be due on Wednesday. In short, you don't have a specific assignment due on Monday, but you should STRONGLY consider gathering some initial sources so you can be ready to do actual work during class on Monday. Questions? Let me know!
Wednesday, April 13, 2011
Little Red Riding Hood
Daily Update
I spent today's class ruining Little Red Riding Hood for all of you! All right, I hope that's not true, but we did spend some time looking at various versions of the Little Red Riding Hood stories--most of which were somewhat different from the "traditional" folktale. We also looked at several images of Little Red--some of which were vastly different from the traditional. (In fact, do a Google Image search for "Little Red Riding Hood" and you'll be amazed at what you can find!)
The point of this exercise was to look at how you can use critical strategies to ask different types of questions that help you unlock new meaning in texts--even ones as familiar as "Little Red." Whether you're using New Historicism, Formalism, Feminist Theory, Postructuralism, or really any of the other strategies from Appendix A, the different questions those strategies pose allow you to see texts in new and interesting ways. Consider how you might use one of the strategies to help you focus your research essay.
Homework Reminder
Response Paper 10 is due on Friday. For this paper, I want you to write a 3/4 to 1 page (single-spaced, typed) paper where you propose your topic for your research essay. Let me know which text you're planning to work with and what "position" you hope to take in your argument. If you need more clarification, let me know.
Also, remember that we're meeting in the library for class on Friday: room C108. Please DO NOT be late!
I spent today's class ruining Little Red Riding Hood for all of you! All right, I hope that's not true, but we did spend some time looking at various versions of the Little Red Riding Hood stories--most of which were somewhat different from the "traditional" folktale. We also looked at several images of Little Red--some of which were vastly different from the traditional. (In fact, do a Google Image search for "Little Red Riding Hood" and you'll be amazed at what you can find!)
The point of this exercise was to look at how you can use critical strategies to ask different types of questions that help you unlock new meaning in texts--even ones as familiar as "Little Red." Whether you're using New Historicism, Formalism, Feminist Theory, Postructuralism, or really any of the other strategies from Appendix A, the different questions those strategies pose allow you to see texts in new and interesting ways. Consider how you might use one of the strategies to help you focus your research essay.
Homework Reminder
Response Paper 10 is due on Friday. For this paper, I want you to write a 3/4 to 1 page (single-spaced, typed) paper where you propose your topic for your research essay. Let me know which text you're planning to work with and what "position" you hope to take in your argument. If you need more clarification, let me know.
Also, remember that we're meeting in the library for class on Friday: room C108. Please DO NOT be late!
Monday, April 11, 2011
Essay 4: Literary Research
Daily Update
I have to admit that if you missed class today, you will probably feel a little bit behind when you start thinking about your research essay. Although today's class was probably not the most exciting class we've ever had, we did go through the essay assignment in great detail, and I answered several extremely good questions from students about how to move forward with this assignment.
That said, all is not lost! Take the first step by going to Angel and downloading the essay assignment. Read through it carefully and note any questions you have. Then--and I really, truly mean this--email me with your questions. It is so much better to clarify what you're supposed to do for the essay NOW instead of working hard on a 6-8 page essay that you will end up having to significantly revise or rewrite because you were approaching the assignment incorrectly. Please, PLEASE read it carefully and write me with any questions.
Homework Reminder
Your homework for Wednesday is to read Appendix A in Literature for Composition. As I mentioned in class today, you do not need to read the entire appendix in great detail. Carefully read the introductory pages, then skim the rest. Choose one or two of the critical approaches to read in depth. There is a quiz on Wednesday, but if you've read the intro and have a good working knowledge of one or two of the approaches, you'll be fine.
Critical theory, like what's discussed in Appendix A, can be extremely useful to you in your current role as a literary critic. That said, some of it is quite dense and difficult to understand. That's why I want you to look carefully at what makes most sense to you, and leave the rest for another time!
I have to admit that if you missed class today, you will probably feel a little bit behind when you start thinking about your research essay. Although today's class was probably not the most exciting class we've ever had, we did go through the essay assignment in great detail, and I answered several extremely good questions from students about how to move forward with this assignment.
That said, all is not lost! Take the first step by going to Angel and downloading the essay assignment. Read through it carefully and note any questions you have. Then--and I really, truly mean this--email me with your questions. It is so much better to clarify what you're supposed to do for the essay NOW instead of working hard on a 6-8 page essay that you will end up having to significantly revise or rewrite because you were approaching the assignment incorrectly. Please, PLEASE read it carefully and write me with any questions.
Homework Reminder
Your homework for Wednesday is to read Appendix A in Literature for Composition. As I mentioned in class today, you do not need to read the entire appendix in great detail. Carefully read the introductory pages, then skim the rest. Choose one or two of the critical approaches to read in depth. There is a quiz on Wednesday, but if you've read the intro and have a good working knowledge of one or two of the approaches, you'll be fine.
Critical theory, like what's discussed in Appendix A, can be extremely useful to you in your current role as a literary critic. That said, some of it is quite dense and difficult to understand. That's why I want you to look carefully at what makes most sense to you, and leave the rest for another time!
Friday, April 8, 2011
Peer Review
Daily Update
Today's super exciting class focused on peer review of your Essay 3 final drafts. Then you turned them in. Remember: if I don't have your essay, it's LATE.
Also, be sure to bring in the copy of your essay without your name, if you haven't already done so.
Homework Reminder
Read chapter 9 for Monday (there will be a quiz). It's a short chapter about research. Enjoy!
Also, you have until Monday to bring in your extra credit poem. (See the details from Wednesday's post if you don't know what I'm talking about.)
Today's super exciting class focused on peer review of your Essay 3 final drafts. Then you turned them in. Remember: if I don't have your essay, it's LATE.
Also, be sure to bring in the copy of your essay without your name, if you haven't already done so.
Homework Reminder
Read chapter 9 for Monday (there will be a quiz). It's a short chapter about research. Enjoy!
Also, you have until Monday to bring in your extra credit poem. (See the details from Wednesday's post if you don't know what I'm talking about.)
Wednesday, April 6, 2011
Poetry, beautiful poetry!
Daily Update Today's class was a celebration of the more personal side of poetry (and art)--the side where no one is asking you to find literary devices or do deep academic analysis. I wanted to discuss how poetry can be personal and meaningful and moving and profound--something that speaks to us as individuals, as part of life, of being human.
We started out discussing the homework for today--the little snippet of a poem titled "The Golf Links." I enjoyed your analysis of the poem and your reactions to it. That's a great example of a poem that has quite a lot of meaning packed into four short, simple lines.
Following our discussion of "The Golf Links" we looked at seven pieces of art, ranging from painting to sculpture to photography, from several different "schools" of artistic thought. I'll post the pieces below if you weren't in class. We talked about our initial reactions to the art--why we liked/didn't like the pieces and why.
After our art chat, I played a short clip from the film "Invictus," where Nelson Mandela--played by Morgan Freeman in the film--reads the poem "Invictus" by British poet William Ernest Henley. This is an example of a poem that inspires or moves me--not only because of the poem itself but also because of Henley's experiences writing it and Mandela's experiences reading it. It's a remarkable poem in a lot of ways, I think.
I know this already seems like a lot to have covered in one class period, but we still had five or six minutes left to play a game called "Exquisite Corpse" in celebration of April as National Poetry Month. The poems you created as a class were quite interesting! I've also posted them below.
Homework Reminder The final draft of Essay 3 is due on Friday. Be sure to STAPLE your first draft (with my comments) to the final draft. Additionally, you also need to bring a clean second copy of your final draft with all identifying information removed. This is for a department-wide assessment of English 103 and 104. It should be the same essay, just without your name appearing anywhere on it. Bring this on Friday as well, or I will continue to harrass you about it until you do!
Also, I offered you an extra credit opportunity: for 5 points of extra credit, bring (by Monday at the latest) a copy of a poem that inspires or moves you--one that you particularly like or has a special meaning or significance to you. This should be a poem other than one we've read in class this semester. Enjoy!
Art selections from class:
Claude Monet, Water Lilies 1916
Rafaello Monti, Veiled Lady c. 1860
Jackson Pollock, Lavender Mist 1950
Marcel Duchamp, Nude Descending a Staircase, No. 2 1912
Ansel Adams, The Tetons and the Snake River 1942
Edvard Munch, The Scream c. 1893
Exquisite Corpse Game--The Poems
The hot sun rose in the black sky.
The hot dog pants in the cold house.
The angry boy punch his crazy mom.
Malad tears quacking to the happy face.
~~~
The beautiful sun screams loudly in the night.
The classroom is a boring place.
A cold night, a silent night, a scary place.
The yellow bird sang on the tall tree.
~~~
A lone wolf runs with a furious pace.
The deformed duckling waddles into the dark abyss.
~~~
The happy man ran up the majestic mountain.
The cold day was windy and blowing trees.
Tepid sunlight rains beautiful bliss.
That crazy person that painted that ugly painting.
~~~
Empty duckling running to the aqueous duct.
The rude girl laughs at the crippled woman.
And there you have it! You are all poets (other than whoever wrote "The classroom is a boring place"--and yes, I really do know who it was!). See you on Friday!
We started out discussing the homework for today--the little snippet of a poem titled "The Golf Links." I enjoyed your analysis of the poem and your reactions to it. That's a great example of a poem that has quite a lot of meaning packed into four short, simple lines.
Following our discussion of "The Golf Links" we looked at seven pieces of art, ranging from painting to sculpture to photography, from several different "schools" of artistic thought. I'll post the pieces below if you weren't in class. We talked about our initial reactions to the art--why we liked/didn't like the pieces and why.
After our art chat, I played a short clip from the film "Invictus," where Nelson Mandela--played by Morgan Freeman in the film--reads the poem "Invictus" by British poet William Ernest Henley. This is an example of a poem that inspires or moves me--not only because of the poem itself but also because of Henley's experiences writing it and Mandela's experiences reading it. It's a remarkable poem in a lot of ways, I think.
I know this already seems like a lot to have covered in one class period, but we still had five or six minutes left to play a game called "Exquisite Corpse" in celebration of April as National Poetry Month. The poems you created as a class were quite interesting! I've also posted them below.
Homework Reminder The final draft of Essay 3 is due on Friday. Be sure to STAPLE your first draft (with my comments) to the final draft. Additionally, you also need to bring a clean second copy of your final draft with all identifying information removed. This is for a department-wide assessment of English 103 and 104. It should be the same essay, just without your name appearing anywhere on it. Bring this on Friday as well, or I will continue to harrass you about it until you do!
Also, I offered you an extra credit opportunity: for 5 points of extra credit, bring (by Monday at the latest) a copy of a poem that inspires or moves you--one that you particularly like or has a special meaning or significance to you. This should be a poem other than one we've read in class this semester. Enjoy!
Art selections from class:
Claude Monet, Water Lilies 1916
Rafaello Monti, Veiled Lady c. 1860
Jackson Pollock, Lavender Mist 1950
Marcel Duchamp, Nude Descending a Staircase, No. 2 1912
Ansel Adams, The Tetons and the Snake River 1942
Edvard Munch, The Scream c. 1893
Exquisite Corpse Game--The Poems
The hot sun rose in the black sky.
The hot dog pants in the cold house.
The angry boy punch his crazy mom.
Malad tears quacking to the happy face.
~~~
The beautiful sun screams loudly in the night.
The classroom is a boring place.
A cold night, a silent night, a scary place.
The yellow bird sang on the tall tree.
~~~
A lone wolf runs with a furious pace.
The deformed duckling waddles into the dark abyss.
~~~
The happy man ran up the majestic mountain.
The cold day was windy and blowing trees.
Tepid sunlight rains beautiful bliss.
That crazy person that painted that ugly painting.
~~~
Empty duckling running to the aqueous duct.
The rude girl laughs at the crippled woman.
And there you have it! You are all poets (other than whoever wrote "The classroom is a boring place"--and yes, I really do know who it was!). See you on Friday!
Monday, April 4, 2011
Evaluating Literature--and Homework!
Daily Update
Today in class we took a quiz on LC chapter 8 for the first 15 minutes or so of class. Following the quiz we discussed the various approaches to morality, truth, and realism that were outlined in chapter 8.
Once we'd put chapter 8 to bed, we moved on to a very brief discussion of citing poetry in MLA. If you missed this, you should find a way to look up how to do this. Email me if you get totally lost, or we can talk on Wednesday.
Finally, I handed back your essay drafts. If you have questions about your draft, please, PLEASE email me! I would be more than happy to clarify any of my comments or suggestions.
Homework Reminder
Check Angel for your homework. It shouldn't take you very long, but we'll spend time discussing your work in class on Wednesday. See you then!
Today in class we took a quiz on LC chapter 8 for the first 15 minutes or so of class. Following the quiz we discussed the various approaches to morality, truth, and realism that were outlined in chapter 8.
Once we'd put chapter 8 to bed, we moved on to a very brief discussion of citing poetry in MLA. If you missed this, you should find a way to look up how to do this. Email me if you get totally lost, or we can talk on Wednesday.
Finally, I handed back your essay drafts. If you have questions about your draft, please, PLEASE email me! I would be more than happy to clarify any of my comments or suggestions.
Homework Reminder
Check Angel for your homework. It shouldn't take you very long, but we'll spend time discussing your work in class on Wednesday. See you then!
Friday, April 1, 2011
Peer Review
Daily Update Today's class was dedicated to peer review. I would really like to know whether you find this process helpful, both as a reader and a writer. Please email me with any feedback on this process!
Homework Reminder If you haven't turned in your draft of Essay 3 to me, it's now late! For Monday, read LC chapter 8. Carefully read pages 267-271. Then, choose one of the poems from the chapter and one of the short stories and read each of those very carefully. You will have a quiz on Monday, which will cover both the first pages of the chapter and the poem/story of your chosing. Read up! See you on Monday.
Homework Reminder If you haven't turned in your draft of Essay 3 to me, it's now late! For Monday, read LC chapter 8. Carefully read pages 267-271. Then, choose one of the poems from the chapter and one of the short stories and read each of those very carefully. You will have a quiz on Monday, which will cover both the first pages of the chapter and the poem/story of your chosing. Read up! See you on Monday.
Wednesday, March 30, 2011
O Captain, My Captain!
Daily Update Today was movie day in class. We watched clips from two films: Freedom Writers and Dead Poet's Society, both of which show groups of high school students from very different backgrounds and how they use poetry and writing to negotiate their feelings of hopelessness in life. While the students from Freedom Writers are certainly from a far more dangerous, at-risk situation, both films show the potentially transforming power of literature, writing, and thinking. My point in showing these film clips was to encourage you to think about your own relationship with the written world. Literature can be affirming and enriching, but if you feel no connection to it, then studying literature is little more than drudgery. Look for a way in to the poetry you're studying write now. Find a way to be inspired or moved by these poems. Work to find personal meaning in the poetry, to revel in the language. The more these poems mean to you, the easier it'll be to write about them--and the stronger your writing will be. Homework Update Your first draft of Essay 3 is due on Friday. Remember to bring THREE copies of your essay! I'll send you away to make copies if you only bring one. Also, for the love of all that is good, STAPLE your drafts!
Monday, March 28, 2011
Poems, more poems, and thesis statements
Daily Update We continued our discussion of poetry today by reading two similarly themed poems about teachers and students. You looked at each poem carefully, looking for literary elements, then after a class discussion about each poem, I set you all to work writing thesis statements. I'm going to look over these thesis statements tonight, then we'll look at them on Wednesday and discuss strengths and weaknesses of each thesis. It's important to get a strong thesis statement from the outset, especially to help you feel more comfortable writing a solid essay. I know a lot of you are nervous about poetry, so hopefully the work we're putting into preparing will pay off as you write your essays. Homework Reminder Your only homework is to work on Essay 3. Please, please make use of this opportunity!
Friday, March 25, 2011
Essay 3: Poetry Analysis
Daily Update
We were pretty low in numbers today, so I hope those of you who weren't in class remember to check here so you won't be too far behind on Monday!
Today's class was devoted entirely to introducing Essay 3, which can be found on Angel if you weren't in class. The basic idea of the essay is not dissimilar from Essay 2, though the focus will be on poetry and you'll have to do more to analyze the figurative meaning of the poem. You have a selection of poetry to choose from, as listed on the prompt, so look through the poems and find one that you respond well to. The more you just like a poem, the easier it is to go from "liking" to analysis.
We'll continue our discussion of Essay 3 on Monday, focusing particularly on writing thesis statements that will enable you to develop a strong essay.
Homework Reminder
Response paper 9 is due on Monday. For this response paper (which is posted on Angel), you'll read just the first half of Chapter 17 (about Emily Dickinson).
Also, be sure to read through the Essay 3 prompt and start thinking about which of the poems listed on the assignment sheet you'd like to focus on for your essay.
We were pretty low in numbers today, so I hope those of you who weren't in class remember to check here so you won't be too far behind on Monday!
Today's class was devoted entirely to introducing Essay 3, which can be found on Angel if you weren't in class. The basic idea of the essay is not dissimilar from Essay 2, though the focus will be on poetry and you'll have to do more to analyze the figurative meaning of the poem. You have a selection of poetry to choose from, as listed on the prompt, so look through the poems and find one that you respond well to. The more you just like a poem, the easier it is to go from "liking" to analysis.
We'll continue our discussion of Essay 3 on Monday, focusing particularly on writing thesis statements that will enable you to develop a strong essay.
Homework Reminder
Response paper 9 is due on Monday. For this response paper (which is posted on Angel), you'll read just the first half of Chapter 17 (about Emily Dickinson).
Also, be sure to read through the Essay 3 prompt and start thinking about which of the poems listed on the assignment sheet you'd like to focus on for your essay.
Wednesday, March 23, 2011
Poetry in Motion
Daily Update
We stepped deep into the world of poetry this morning, looking at several poems and working to decode their meaning through careful reading of the text.
Many students look at poetry as being "difficult"--something too hard for them to decipher and comprehend. I hope we can move past that road block over the next few weeks as we learn to carefully read and respond to poetry.
Homework Reminder
For Friday, you need to read the rest of chapter 16 (starting at page 512). The first several pages of the section are fairly technical descriptions of poetry terms. You need to read them! We may have a quiz on Friday morning.
Following your reading of the rest of chapter 16, complete Response Paper 8. The assignment, as usual, is posted on Angel.
We stepped deep into the world of poetry this morning, looking at several poems and working to decode their meaning through careful reading of the text.
Many students look at poetry as being "difficult"--something too hard for them to decipher and comprehend. I hope we can move past that road block over the next few weeks as we learn to carefully read and respond to poetry.
Homework Reminder
For Friday, you need to read the rest of chapter 16 (starting at page 512). The first several pages of the section are fairly technical descriptions of poetry terms. You need to read them! We may have a quiz on Friday morning.
Following your reading of the rest of chapter 16, complete Response Paper 8. The assignment, as usual, is posted on Angel.
Monday, March 21, 2011
And we're back!
Daily Update
Today was kind of a catch-up work day. I handed out a copy of the daily schedule for the rest of the semester (seven more weeks, friends!) then returned your graded essays. We spent the rest of the class period discussing primarily how to make meaningful links in your writing, how to argue for specific meaning, and how to effectively and accurately use quotations in your writing.
Homework Reminder
For Wednesday, you need to ready LC chapter 16 through page 512 and write Response Paper 7. The response paper assignment is posted on Angel.
Today was kind of a catch-up work day. I handed out a copy of the daily schedule for the rest of the semester (seven more weeks, friends!) then returned your graded essays. We spent the rest of the class period discussing primarily how to make meaningful links in your writing, how to argue for specific meaning, and how to effectively and accurately use quotations in your writing.
Homework Reminder
For Wednesday, you need to ready LC chapter 16 through page 512 and write Response Paper 7. The response paper assignment is posted on Angel.
Friday, March 11, 2011
Enjoy your break!
Remember: if you did not submit your essay in class this morning, it is now LATE. Email me so we can work out a plan for you to turn in your essay.
You have no homework over the break, but I do need you to email me your score from Response Paper 1 (the one about Michelle Serros' "Senior Picture Day").
Otherwise, enjoy your time off, and rest up for an energized conclusion to the semester!
You have no homework over the break, but I do need you to email me your score from Response Paper 1 (the one about Michelle Serros' "Senior Picture Day").
Otherwise, enjoy your time off, and rest up for an energized conclusion to the semester!
Wednesday, March 9, 2011
Short stories, essays--and an extra credit opportunity!
Daily Update
Today was another mashed-up catch-up day--or at least it felt that way to me! It's always tricky to return from a snow day and to squeeze everything into a single 50 minute period. Alas...
After a freewrite, I introduced you to NPR's Three-Minute Fiction series, which challenges amateur writers to write extremely short stories that conform to certain constraints. In this most recent round, for example, the challenge for writers was to write a story that can be read in less than three minutes where one character cries and one character tells a joke. We listened to two brief excerpts of these stories, then I gave you a challenge:
Write some Three-Minute Fiction of your own!
That's right: for extra credit, you can write your own very short story where someone cries and someone tells a joke. Look at the website for examples and inspiration, then let your relaxing spring break inspire you. Stories are due the first day back from spring break: Monday, March 21.
I also handed back your essay drafts, then we spent several minutes talking again about MLA. Remember to visit the Norton/Write website to access the MLA Handbook if you need more help.
Homework Reminder
Remember: the final draft of essay 2 (your literary analysis) is due this Friday, March 11.
Today was another mashed-up catch-up day--or at least it felt that way to me! It's always tricky to return from a snow day and to squeeze everything into a single 50 minute period. Alas...
After a freewrite, I introduced you to NPR's Three-Minute Fiction series, which challenges amateur writers to write extremely short stories that conform to certain constraints. In this most recent round, for example, the challenge for writers was to write a story that can be read in less than three minutes where one character cries and one character tells a joke. We listened to two brief excerpts of these stories, then I gave you a challenge:
Write some Three-Minute Fiction of your own!
That's right: for extra credit, you can write your own very short story where someone cries and someone tells a joke. Look at the website for examples and inspiration, then let your relaxing spring break inspire you. Stories are due the first day back from spring break: Monday, March 21.
I also handed back your essay drafts, then we spent several minutes talking again about MLA. Remember to visit the Norton/Write website to access the MLA Handbook if you need more help.
Homework Reminder
Remember: the final draft of essay 2 (your literary analysis) is due this Friday, March 11.
Friday, March 4, 2011
Spatial Analysis
Daily Update
Today we discussed how to "read" a space or place. We started with the classroom, looking at how the space of the classroom is arranged, and how the space contributes to the values of higher education, for example. We looked at how you can tell you're in a college classroom instead of an elementary school classroom, what the space says about "democratic" learning (or lack thereof), and how the authority of the teacher is reinforced by the setup of the classroom. I enjoyed your observations and insights!
Following our discussion of the classroom, I sent you in groups to do your own observations. One group went to the writing lab, one group went to the library, and one group went to the "fishbowl" lounge downstairs. When you returned, you discussed your interpretation of the space and how the form of the space reinforces the purpose(s) of the space--even if the purposes are subtle or perhaps subversive.
We then went on to discuss the application of this "spatial analysis" to textual analysis--how to approach a reading like a space, and how to read the text on the literal, interpretive, and applicative levels. Hopefully your experience analyzing Kahlo on Wednesday and various spaces today helps you to see how "close reading" of the text can reveal rich layers of meaning and purpose.
Homework Reminder
Your last response paper before spring break is due on Monday. Get the assignment from Angel.
Today we discussed how to "read" a space or place. We started with the classroom, looking at how the space of the classroom is arranged, and how the space contributes to the values of higher education, for example. We looked at how you can tell you're in a college classroom instead of an elementary school classroom, what the space says about "democratic" learning (or lack thereof), and how the authority of the teacher is reinforced by the setup of the classroom. I enjoyed your observations and insights!
Following our discussion of the classroom, I sent you in groups to do your own observations. One group went to the writing lab, one group went to the library, and one group went to the "fishbowl" lounge downstairs. When you returned, you discussed your interpretation of the space and how the form of the space reinforces the purpose(s) of the space--even if the purposes are subtle or perhaps subversive.
We then went on to discuss the application of this "spatial analysis" to textual analysis--how to approach a reading like a space, and how to read the text on the literal, interpretive, and applicative levels. Hopefully your experience analyzing Kahlo on Wednesday and various spaces today helps you to see how "close reading" of the text can reveal rich layers of meaning and purpose.
Homework Reminder
Your last response paper before spring break is due on Monday. Get the assignment from Angel.
Wednesday, March 2, 2011
Critical Thinking
Daily Update
Today's focus was critical thinking, which we initially explored by looking at Frida Kahlo's painting Two Fridas, which you see above. We explored how to "read" texts--including art--on three interdependent levels: literal, figurative, and applicative.
The literal level includes what actually happened in a text--things that people would find very little if anything to disagree about. When you think about writing, a summary is an example of writing on the literal level: you're simply reporting what happened in a given text.
The second level is the interpretive level. When you read interpretively (which we could also call analytically, although there's some difference between the two) you're looking beyond what a text literally says and starting to figure out what it means. You ask questions, you look for connections between parts of a text, you try to figure out what an author is trying to commmunicate as well as how you as a reader interpret the text's meaning.
The third level is the applicative level, where you look at how you can apply the text's meaning to other ideas, situations, texts, etc. Sometimes this level is also called the synthetic level, since synthesis is the act of making connections between different or seemingly unconnected ideas.
Each of these levels matters when you're working to read and write critically. Chapter 10 of Literature for Composition, which you should have read for today's class, gives a concise but thorough overview of critical thinking, reading, and writing.
Homework Reminder
Your homework for Friday is to submit a revised copy of Essay 2 for me to review. Be sure to STAPLE the peer reviewed drafts to the revision you submit to me.
Monday, February 28, 2011
Essay 2 Peer Review
Daily Update
I hope you found today's peer review helpful. The process for today's review was for everyone to silently read through and comment on as many of their peers' essays as possible in about 30 minutes. From what I saw, people were working to give careful, helpful, productive feedback. I'd be curious about any feedback you have on this process, as I'm always trying to make the peer review process as helpful as possible.
We also briefly discussed MLA, although I feel like we had to rush through it a bit. We can resolve any MLA questions on Wednesday. Please check Angel for a link to the MLA website I showed you in class.
Homework Reminder
Your homework for Wednesday is to read LC chapter 10 (it's a short one!) and to do the prompt on page 333 for your response paper, which is due in class on Wednesday. See you then!
I hope you found today's peer review helpful. The process for today's review was for everyone to silently read through and comment on as many of their peers' essays as possible in about 30 minutes. From what I saw, people were working to give careful, helpful, productive feedback. I'd be curious about any feedback you have on this process, as I'm always trying to make the peer review process as helpful as possible.
We also briefly discussed MLA, although I feel like we had to rush through it a bit. We can resolve any MLA questions on Wednesday. Please check Angel for a link to the MLA website I showed you in class.
Homework Reminder
Your homework for Wednesday is to read LC chapter 10 (it's a short one!) and to do the prompt on page 333 for your response paper, which is due in class on Wednesday. See you then!
Wednesday, February 23, 2011
Literary Devices
Daily Update
Today we went over several common literary devices and started group work to identify those devices in stories and poems we've read so far this semester. We'll continue this work on Friday (after the quiz), and we'll discuss MLA if we have time (otherwise we'll cover MLA on Monday; it shouldn't take too much time).
Check the "Literary Analysis Terms" link in the week 5 folder on Angel for an overview of the devices we discussed in class plus additional devices that may interest you as you prepare for your essay.
Homework Reminder
If you haven't read "Where Are You Going, Where Have You Been?" or "A Rose for Emily," you need to get caught up QUICKLY, since I am going to quiz you on those stories first thing on Friday morning.
Also, you have a response paper due. Get the assignment from the week 5 folder of Angel.
Today we went over several common literary devices and started group work to identify those devices in stories and poems we've read so far this semester. We'll continue this work on Friday (after the quiz), and we'll discuss MLA if we have time (otherwise we'll cover MLA on Monday; it shouldn't take too much time).
Check the "Literary Analysis Terms" link in the week 5 folder on Angel for an overview of the devices we discussed in class plus additional devices that may interest you as you prepare for your essay.
Homework Reminder
If you haven't read "Where Are You Going, Where Have You Been?" or "A Rose for Emily," you need to get caught up QUICKLY, since I am going to quiz you on those stories first thing on Friday morning.
Also, you have a response paper due. Get the assignment from the week 5 folder of Angel.
Monday, February 21, 2011
Introducing Essay 2!
Daily Update
Today's class was split between the old and the new. First, you read your final drafts of your Character Analysis essay to a group of your peers (after some prodding, for some of you!). Once you'd finished reading and responding to some questions on the back of your drafts, we discussed your assignment for your first Literary Analysis essay, which we'll be working on until spring break.
For those of you who missed class today, please note that your essay is now late! Also, it's important that you go to the Week 5 folder of Angel to get the new assignment. You'll also see I included links to three websites I think will help you as you work on your literary analysis.
Homework Reminder
There is one slight change to the homework for Wednesday, or, rather, an addition: you need to read through William Faulkner's "A Rose for Emily" along with the reading listed on the syllabus.
Although you don't have any writing to do specifically for Wednesday, the reading listed on the syllabus is very important. You need to read chapter 7 of Literature for Composition through page 197, which includes two sample student literary analysis essays. Also, you need to read Joyce Carol Oates' "Where Are You Going, Where Have You Been?" and "A Rose for Emily," as listed above. Check the syllabus and the essay assignment for page numbers. See how I'm trying to make you look at your syllabus and assignment? Clever, aren't I?
See you Wednesday...
Today's class was split between the old and the new. First, you read your final drafts of your Character Analysis essay to a group of your peers (after some prodding, for some of you!). Once you'd finished reading and responding to some questions on the back of your drafts, we discussed your assignment for your first Literary Analysis essay, which we'll be working on until spring break.
For those of you who missed class today, please note that your essay is now late! Also, it's important that you go to the Week 5 folder of Angel to get the new assignment. You'll also see I included links to three websites I think will help you as you work on your literary analysis.
Homework Reminder
There is one slight change to the homework for Wednesday, or, rather, an addition: you need to read through William Faulkner's "A Rose for Emily" along with the reading listed on the syllabus.
Although you don't have any writing to do specifically for Wednesday, the reading listed on the syllabus is very important. You need to read chapter 7 of Literature for Composition through page 197, which includes two sample student literary analysis essays. Also, you need to read Joyce Carol Oates' "Where Are You Going, Where Have You Been?" and "A Rose for Emily," as listed above. Check the syllabus and the essay assignment for page numbers. See how I'm trying to make you look at your syllabus and assignment? Clever, aren't I?
See you Wednesday...
Friday, February 18, 2011
Revision
Daily Update
Today we discussed the process and importance of revision. Revision really means to re-vision your writing: to see it in a new, different way. As you revise, consider first the major changes your paper needs, the content changes; these can include thesis statements, overall organization, textual evidence, etc. Once you've revised these "global issues," you can get down to sentence-level revision, which includes things like word choice, sentence structure, etc. When you're satisfied with these revisions, work on the sentence-level to carefully proofread your work. One of the best ways to do this is to read your work out loud to yourself. You'll be surprised what you can catch when you slow down and read out loud.
Review pages 6-9 and 337-338 in Literature for Composition for additional tips on revising. The checklists might be particularly helpful.
Homework Reminder
The FINAL draft of essay one is due in class on Monday. You need to submit the draft I read and reviewed along with the final draft. STAPLE these together!
Enjoy your weekend!
Today we discussed the process and importance of revision. Revision really means to re-vision your writing: to see it in a new, different way. As you revise, consider first the major changes your paper needs, the content changes; these can include thesis statements, overall organization, textual evidence, etc. Once you've revised these "global issues," you can get down to sentence-level revision, which includes things like word choice, sentence structure, etc. When you're satisfied with these revisions, work on the sentence-level to carefully proofread your work. One of the best ways to do this is to read your work out loud to yourself. You'll be surprised what you can catch when you slow down and read out loud.
Review pages 6-9 and 337-338 in Literature for Composition for additional tips on revising. The checklists might be particularly helpful.
Homework Reminder
The FINAL draft of essay one is due in class on Monday. You need to submit the draft I read and reviewed along with the final draft. STAPLE these together!
Enjoy your weekend!
Monday, February 14, 2011
Response Paper 3 Assignment
Response Paper: Due Wednesday, 2/16
This semester, you are required to write several response papers. These papers are less formal than one of your major essays, yet they should still be thoughtfully articulated and carefully written. I will usually give you a specific prompt or choice of prompts on which to base your writing, and your papers will always be in response to a specific text or idea.
Response papers should be ¾ to one page, typed, single spaced, in 12-point font, with standard one-inch margins. Include a creative title for your response. Be sure to argue a specific thesis/make a specific point—don’t just paraphrase or summarize a given text. You should quote at least once from the assigned reading in your response.
Response Paper 3, due in class on Wednesday, February 16
Read “The Lottery” by Shirley Jackson (in Literature for Composition pp. 1213-1219). Analyze a specific element of the story and discuss its meaning in the work as a whole. You can use the questions following the story to help you generate ideas. Also review the section “Choosing a Topic and Developing a Thesis in an Analytic Paper” (LC 137-139) and “Review: Writing an Analysis (LC 151) from chapter 6. Remember: this is a short paper, so narrow your topic appropriately!
Daily Update
Today we continued the "work of analysis" by looking at the cultural paradigm of LOVE (how fitting for Valentine's Day, yes?). After listening to a few love songs, we defined "ideal love" and then looked at two poems, discussing how each poem fit into the ideal we'd described. As a group, you did a great job looking at the poems and deciphering their meaning and significance.
The first poem was Shakespeare's Sonnet 116 (LC 724). The second poem you can read online. It's called "For You, Friend" by Ted Kooser, from the February 14th entry of The Writer's Almanac.
This semester, you are required to write several response papers. These papers are less formal than one of your major essays, yet they should still be thoughtfully articulated and carefully written. I will usually give you a specific prompt or choice of prompts on which to base your writing, and your papers will always be in response to a specific text or idea.
Response papers should be ¾ to one page, typed, single spaced, in 12-point font, with standard one-inch margins. Include a creative title for your response. Be sure to argue a specific thesis/make a specific point—don’t just paraphrase or summarize a given text. You should quote at least once from the assigned reading in your response.
Response Paper 3, due in class on Wednesday, February 16
Read “The Lottery” by Shirley Jackson (in Literature for Composition pp. 1213-1219). Analyze a specific element of the story and discuss its meaning in the work as a whole. You can use the questions following the story to help you generate ideas. Also review the section “Choosing a Topic and Developing a Thesis in an Analytic Paper” (LC 137-139) and “Review: Writing an Analysis (LC 151) from chapter 6. Remember: this is a short paper, so narrow your topic appropriately!
Daily Update
Today we continued the "work of analysis" by looking at the cultural paradigm of LOVE (how fitting for Valentine's Day, yes?). After listening to a few love songs, we defined "ideal love" and then looked at two poems, discussing how each poem fit into the ideal we'd described. As a group, you did a great job looking at the poems and deciphering their meaning and significance.
The first poem was Shakespeare's Sonnet 116 (LC 724). The second poem you can read online. It's called "For You, Friend" by Ted Kooser, from the February 14th entry of The Writer's Almanac.
Friday, February 11, 2011
Analysis, Take 1
Daily Update
What a class today! After the quiz, we spent our time together discussing the reading from chapter 6 of Literature for Composition then doing some "applied analysis" to a cultural "text" you're all familiar with: the iPhone. If any of you are puzzled why I spent so much time breaking down the cultural significance of Apple versus the PC, then don't worry: we'll be doing similar "applied analysis" to some literary texts on Monday, so hopefully the connections between how analysis happens will start to make sense, regardless of the "text" we look at.
Homework Reminder
On Monday you'll submit your revised first draft to me for review. I'll read this draft, comment on it, then return it to you for another revision. The final draft is due on Monday, February 21.
What a class today! After the quiz, we spent our time together discussing the reading from chapter 6 of Literature for Composition then doing some "applied analysis" to a cultural "text" you're all familiar with: the iPhone. If any of you are puzzled why I spent so much time breaking down the cultural significance of Apple versus the PC, then don't worry: we'll be doing similar "applied analysis" to some literary texts on Monday, so hopefully the connections between how analysis happens will start to make sense, regardless of the "text" we look at.
Homework Reminder
On Monday you'll submit your revised first draft to me for review. I'll read this draft, comment on it, then return it to you for another revision. The final draft is due on Monday, February 21.
Wednesday, February 9, 2011
Peer Review
Daily Update
I was pleasantly surprised with how the peer review of your essay drafts went today. Many of the comments I heard during your discussions were insightful and useful, and I hope you found the process helpful--and not too uncomfortable.
If the peer review felt somewhat awkward to you, please take my word that it will get easier and more helpful as the semester progresses. We'll do this often enough that by the end of the semester you'll be old pros!
At the end of class today, you took your essays with you with the task of revising your first draft into something new to submit to me on Monday, February 14. On that day, you will submit a clean, revised draft attached to the draft you brought to class today, which will help me to see the revisions you made. For those of you who did not come to class today (and to a lesser extent those of you who came unprepared--though it's always better to come than to not come), you have your work cut out for you. If you received no peer feedback on your first draft, the burden for revising will be solely on you. Find a good reader to give you feedback, or take it to the writing lab. Remember: you need to submit two different drafts (one original, one revised) to me on Monday.
Homework Reminder
For Friday, you need to read selections from Literature for Composition chapter 6. The pages you need to read are on the syllabus. You actually need to read it, and to read it carefully, as you will have a longer in-class quiz on Friday morning. I know that many of you are not doing any of the reading; I am holding you more accountable for it from now on. Do the work!!
I was pleasantly surprised with how the peer review of your essay drafts went today. Many of the comments I heard during your discussions were insightful and useful, and I hope you found the process helpful--and not too uncomfortable.
If the peer review felt somewhat awkward to you, please take my word that it will get easier and more helpful as the semester progresses. We'll do this often enough that by the end of the semester you'll be old pros!
At the end of class today, you took your essays with you with the task of revising your first draft into something new to submit to me on Monday, February 14. On that day, you will submit a clean, revised draft attached to the draft you brought to class today, which will help me to see the revisions you made. For those of you who did not come to class today (and to a lesser extent those of you who came unprepared--though it's always better to come than to not come), you have your work cut out for you. If you received no peer feedback on your first draft, the burden for revising will be solely on you. Find a good reader to give you feedback, or take it to the writing lab. Remember: you need to submit two different drafts (one original, one revised) to me on Monday.
Homework Reminder
For Friday, you need to read selections from Literature for Composition chapter 6. The pages you need to read are on the syllabus. You actually need to read it, and to read it carefully, as you will have a longer in-class quiz on Friday morning. I know that many of you are not doing any of the reading; I am holding you more accountable for it from now on. Do the work!!
Monday, February 7, 2011
Remember: TWO Copies!
Daily Update
The bulk of this morning's class was dedicated to giving you time in groups to sort out some of the key characters in Amy Tan's "Two Kinds" and Alice Walker's "Everyday Use." Both are compelling stories with interesting, complex characters, so no matter which you choose you should have plenty to say.
Remember that the first draft of the Character Analysis essay is due in class on Wednesday. Also, remember to bring two copies of your essay to class. Two. Yes, two copies. If you have any questions as you proceed with your draft, please email me. You're also welcome to visit the writing center.
As you proceed with your essay draft, I want to remind you to read carefully the story you choose. This is your opportunity to show how well you're reading and analyzing. Make sure that when you choose a character that you read the story carefully, noting every reference to your chosen character, being careful not to miss key details. You can do this!
Homework Reminder
I'll say it again: Your essay draft is due on Wednesday. Bring TWO copies of your essay!
The bulk of this morning's class was dedicated to giving you time in groups to sort out some of the key characters in Amy Tan's "Two Kinds" and Alice Walker's "Everyday Use." Both are compelling stories with interesting, complex characters, so no matter which you choose you should have plenty to say.
Remember that the first draft of the Character Analysis essay is due in class on Wednesday. Also, remember to bring two copies of your essay to class. Two. Yes, two copies. If you have any questions as you proceed with your draft, please email me. You're also welcome to visit the writing center.
As you proceed with your essay draft, I want to remind you to read carefully the story you choose. This is your opportunity to show how well you're reading and analyzing. Make sure that when you choose a character that you read the story carefully, noting every reference to your chosen character, being careful not to miss key details. You can do this!
Homework Reminder
I'll say it again: Your essay draft is due on Wednesday. Bring TWO copies of your essay!
Friday, February 4, 2011
Syllabus Changes!
Important Changes to Syllabus!
Since we didn't have class on Wednesday, I made two important changes to the syllabus in order to give you more time to write essay 1.
Since we didn't have class on Wednesday, I made two important changes to the syllabus in order to give you more time to write essay 1.
- The first draft of essay 1 is now due on Wednesday, February 9.
- For Monday, February 7, you need to read chapter 5 in Literature for Composition and complete Response Paper 2. If you weren't in class today, retrieve the response paper assignment from Angel.
- The final draft of essay one is now due on Monday, February 14.
- For Friday, February 11, please complete what is currently listed as being due on Monday, February 14 (excerpts from chapter six of Literature for Composition).
Daily Update
Today's class really felt like a "catch-up" session as we discussed LC chapters 1 and 3, Kate Chopin's "The Story of an Hour," and the first essay assignment. Please carefully review the essay assignment. Be sure to read through both Tan's "Two Kinds" and Walker's "Everyday Use" for discussion on Monday.
I am getting the sense that several of you are not doing the reading. This is, in a word, unacceptable. Remember this is a college course, and you are accountable for the course material. Keep up with the reading and writing!
See you on Monday...
Wednesday, February 2, 2011
Snow Day
Reminders and Updates
As you all certainly know by now, we did not have class this morning--our first cancellation for "weather." I wanted to update the blog anyway, just in case students check this before they check their email.
Remember that even though we didn't meet for class today, you still need to keep up with the syllabus. This means you need to read Literature for Composition chapter 1 for Friday. We will have a quiz, though we'll take the quiz in class rather than online on Angel as listed in the syllabus. I'll distribute the quizzes at 8:00 a.m. sharp, so don't be late!
Be prepared to discuss the first essay and LC chapters 1 and 3 on Friday. See you then!
Monday, January 31, 2011
Character Analysis
Daily Update
Today you were offered your first experience this semester of reading your own writing aloud in small groups. After introducing yourselves, you took turns reading your response to Michelle Serros' "Senior Picture Day" to a small group of your peers. Hopefully it wasn't too painful, and it enabled you to get a sense of how your peer responded to the reading.
Following a brief large group discussion of "Senior Picture Day," we moved on to a discussion of our focus for the first major essay: Character. We watched a short clip from the show "Modern Family" and discussed attributes of the characters based on what we saw in the clip. This led to a discussion of character "types," which I'll outline briefly below.
At the end of class, I showed you how to access Angel to find your essay assignment. Read the assignment, print it, and bring a copy to class on Wednesday. If you do not know how to access Angel, let me know as soon as possible.
Homework Reminder
You need to read Literature and Composition chapter 3--just pages 45-54, as outlined in your syllabus. Be sure to do the reading! You will be accountable for this reading on Wednesday.
Character "Types": terms and definitions
Today you were offered your first experience this semester of reading your own writing aloud in small groups. After introducing yourselves, you took turns reading your response to Michelle Serros' "Senior Picture Day" to a small group of your peers. Hopefully it wasn't too painful, and it enabled you to get a sense of how your peer responded to the reading.
Following a brief large group discussion of "Senior Picture Day," we moved on to a discussion of our focus for the first major essay: Character. We watched a short clip from the show "Modern Family" and discussed attributes of the characters based on what we saw in the clip. This led to a discussion of character "types," which I'll outline briefly below.
At the end of class, I showed you how to access Angel to find your essay assignment. Read the assignment, print it, and bring a copy to class on Wednesday. If you do not know how to access Angel, let me know as soon as possible.
Homework Reminder
You need to read Literature and Composition chapter 3--just pages 45-54, as outlined in your syllabus. Be sure to do the reading! You will be accountable for this reading on Wednesday.
Character "Types": terms and definitions
- Protagonist: The "hero" of the story; the main character
- Antagonist: The "anti-hero" of the story; typically a prominent character, but also a set of characters or a situation, idea, or force of some kind
- Major characters: The character or characters who are central to the plot or main idea/conflict of the story
- Minor characters: The character or characters who help move the plot along in less dominant ways; the "supporting cast"
- Dynamic characters: Characters who show growth or change
- Static characters: Characters who remain the same throughout the plot
- Foil: A character or situation that serves to enhance or magnify the strengths of the protagonist. For example, a character whose weaknesses magnify the protagonist's strengths (the opposite of the protagonist), or a character who is much like the protagonist, but weaker or less dynamic, whose traits shine a light on or magnify the protagonist's strengths.
Friday, January 28, 2011
Writers as Readers
Daily Update
Today we discussed chapter two of Literature and Composition, which focuses on the importance of careful interpretive reading. We used the key concepts in chapter 2 to give a stronger context to Wednesday's reading of "The Road Not Taken."
I'm sure you all carefully read chapter 2 and need no additional information, but I would like to highlight a few key concepts, which we also discussed in class:
Today we discussed chapter two of Literature and Composition, which focuses on the importance of careful interpretive reading. We used the key concepts in chapter 2 to give a stronger context to Wednesday's reading of "The Road Not Taken."
I'm sure you all carefully read chapter 2 and need no additional information, but I would like to highlight a few key concepts, which we also discussed in class:
- To be a critical reader, you need to respond to literature and be able to defend your response. It's not enough just to give a personal reaction; you also need to provide evidence (such as direct quotations) to prove your reaction or analysis.
- Reading as re-creation. When you read a text, you share the "power" of making meaning with the author. The author creates meaning when s/he writes, then you as the reader re-create meaning when you read.
- Take note of the three bold terms on the bottom of page 13. Know them, their definitions, and their application.
Following our discussion of chapter 2, we carefully re-read Frost's "The Road Not Taken" and discussed the meaning (what the author intended, according to E.D. Hirsch) and the significance (or, as Hirsch explains, the "particular relevance to each reader"). The meaning of the poem ended up quite different from the significance the poem held for most students.
When we wrapped up "The Road Not Taken," we moved on to a brief discussion of "Ripe Figs," most of which dealt with the interpretation outlined in the text as well as the figurative application for individuals (age vs. youth, the passage of time, the generation gap, etc.)
Homework Reminder
For Monday, you need to read Michelle Serros's "Senior Picture Day" in Literature and Composition pp. 33-36. Then, you need to complete response paper 1. This assignment was distributed in class, and it can also be found posted on Angel (under the "Content" tab in the Week 1 folder).
Wednesday, January 26, 2011
Day one, take two
Daily Update
I'm glad that we were finally able to meet for our first day of the semester! After Monday's power outage and subsequent cancellation, I was feeling antsy to get started with the class. I enjoyed meeting all of you and look forward to getting to know you better during the semester as we read, write, and learn together.
Today, as you know, we went over the syllabus and discussed the expectations I have for you as students. If you have any questions about the syllabus or anything else about the course, please let me know.
Following the syllabus overview, we read Robert Frost's poem, "The Road Not Taken." You then wrote a short response that will help me to see where we are as a class in terms of reading, interpreting, and responding to literature. Again, this was just a diagnostic and won't receive a letter grade.
Homework Reminder
For Friday, you need to read pages 11-16 in our textbook, Literature for Composition: Essays, Stories, Poems, and Plays by Barnet, Cain, and Burto. Be sure to pick up your copy at the bookstore as soon as possible, as we will use it extensively in class. Do the reading and be prepared to discuss it on Friday. See you then!
I'm glad that we were finally able to meet for our first day of the semester! After Monday's power outage and subsequent cancellation, I was feeling antsy to get started with the class. I enjoyed meeting all of you and look forward to getting to know you better during the semester as we read, write, and learn together.
Today, as you know, we went over the syllabus and discussed the expectations I have for you as students. If you have any questions about the syllabus or anything else about the course, please let me know.
Following the syllabus overview, we read Robert Frost's poem, "The Road Not Taken." You then wrote a short response that will help me to see where we are as a class in terms of reading, interpreting, and responding to literature. Again, this was just a diagnostic and won't receive a letter grade.
Homework Reminder
For Friday, you need to read pages 11-16 in our textbook, Literature for Composition: Essays, Stories, Poems, and Plays by Barnet, Cain, and Burto. Be sure to pick up your copy at the bookstore as soon as possible, as we will use it extensively in class. Do the reading and be prepared to discuss it on Friday. See you then!
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