Dec. 2-5 Presentation schedule:
Tuesday
Christin
Keeley
Sarah
Ronaldo
Quinton - Individual Presentation
Wednesday
Jen
Nhung
Lindsey
Jamaal
Thursday
Joey
Chad
Ryota
Monday, December 1, 2008
Tuesday, November 25, 2008
Peer Review: Final Paper
On Monday, we peer reviewed the final paper. Those students who had drafts exchanged papers with one another. Students were asked to use the feedback to improve their drafts; revised drafts are due to me on Wednesday. The drafts with feedback will be returned on Monday, Dec. 1.
Sunday, November 23, 2008
Nov. 19-21: Irish Poetry
On Nov. 19th, we first looked at a timeline of Irish history, noting where Yeats and Heaney fit on this timeline. Then, looking at the NPR site (linked below), we learned about the Easter Rebellion. We listened to a powerful reading of the Irish Proclamation of Freedom, the proclamation that began the Irish rebellion. Then, we listened to a reading of "Easter, 1916." Next, in pairs, students answered two of the questions they or their peers had written regarding "Easter, 1916." Many chose to focus on the repeated line, "All changed, changed utterly:/A terrible beauty is born" (lines 15-16).
After reporting out, we turned our attention to Seamus Heaney. To provide some context for his bog poems, including "Punishment," we looked at a National Geographic site (linked below) featuring a photo gallery of several exhumed bodies, some 1600 years old, recovered from bogs. In Heaney's bog poems (originally appearing in his collection North), these bodies become a lens to explore Ireland's tumultuous history (English/Irish and Protestant/Catholic). Thursday and Friday, we discussed Heaney's bog poems in depth, including "Punishment," "The Tollund Man," "Bog Queen," and "The Grauballe Man."
Next week, we'll largely focus on the final project. Monday will be devoted to peer review of the paper drafts. Tuesday, we'll briefly discuss two of Eavan Boland's poems, "Outside History" and "What we Lost" for a different perspective on Irish History (private vs. public). The rest of Tuesday and Wednesday will be devoted to group work in preparation for the post-holiday presentations.
After reporting out, we turned our attention to Seamus Heaney. To provide some context for his bog poems, including "Punishment," we looked at a National Geographic site (linked below) featuring a photo gallery of several exhumed bodies, some 1600 years old, recovered from bogs. In Heaney's bog poems (originally appearing in his collection North), these bodies become a lens to explore Ireland's tumultuous history (English/Irish and Protestant/Catholic). Thursday and Friday, we discussed Heaney's bog poems in depth, including "Punishment," "The Tollund Man," "Bog Queen," and "The Grauballe Man."
Next week, we'll largely focus on the final project. Monday will be devoted to peer review of the paper drafts. Tuesday, we'll briefly discuss two of Eavan Boland's poems, "Outside History" and "What we Lost" for a different perspective on Irish History (private vs. public). The rest of Tuesday and Wednesday will be devoted to group work in preparation for the post-holiday presentations.
Tuesday, November 18, 2008
Taking care of loose ends
Today, we debriefed from yesterday's library session, working our way through some of the e-books, online databases, and web sites noted on the Engl 133 class guide. Then, we watched a short video of a Joy Harjo reading, to get a sense of her voice. In their journals, students were asked to answer the following question: "Do you consider Harjo’s 'Santa Fe' to be poetry? Why or why not?" Then, we briefly discussed the 3 poems assigned last week: "Santa Fe," "A Poem for Myself (Or Blues for a Mississippi Black Boy)" and "The Jewish Cemetary at Newport." For more on Longellow's poem, please see the link below. Finally, groups met for 5-6 minutes to discuss their group presentation.
Tomorrow's homework:
Write one discussion question related to “Easter 1916” (pg. 265-267).
Write one statement/insight related to “Punishment” (pg. 496-7).
Tomorrow's homework:
Write one discussion question related to “Easter 1916” (pg. 265-267).
Write one statement/insight related to “Punishment” (pg. 496-7).
Monday, November 17, 2008
Wednesday, November 12, 2008
No class Thursday/Friday (Conferences only)
No class Thursday or Friday -- conferences only (see below). Don't forget to meet in the library Monday (HL-213)
Thursday, Nov. 13th (all Thursday conferences in HSA-50, my office)
1:20pm: Keeley
1:40pm: Ronaldo
Friday, Nov. 14th
10:00am: Christin - RLC-173 (Writing Center)
10:20am: Quinton - RLC-173 (Writing Center)
12:10pm: Nhung - HSA-50 (my office)
12:30pm: Jamaal- HSA-50 (my office)
1:00pm: Ryota- HSA-50 (my office)
1:20pm: Sarah - HSA-50 (my office)
1:45pm: Lindsey- HSA-50 (my office)
Monday, Nov. 17th
10:20am: Joey- RLC-173 (Writing Center)
10:40am: Chad - RLC-173 (Writing Center)
2:00pm: Jen - HSA-50
Thursday, Nov. 13th (all Thursday conferences in HSA-50, my office)
1:20pm: Keeley
1:40pm: Ronaldo
Friday, Nov. 14th
10:00am: Christin - RLC-173 (Writing Center)
10:20am: Quinton - RLC-173 (Writing Center)
12:10pm: Nhung - HSA-50 (my office)
12:30pm: Jamaal- HSA-50 (my office)
1:00pm: Ryota- HSA-50 (my office)
1:20pm: Sarah - HSA-50 (my office)
1:45pm: Lindsey- HSA-50 (my office)
Monday, Nov. 17th
10:20am: Joey- RLC-173 (Writing Center)
10:40am: Chad - RLC-173 (Writing Center)
2:00pm: Jen - HSA-50
Group Work & Assignment due Monday, Nov. 17
Wednesday, we spoke briefly about WW1 poetry, looking at Sassoon's protest (link below). Then, we listened to Randall Jarrell read "The Death of the Ball Turrett Gunner" (link again below). Then, the take-home assignment for Thursday/Friday (due Monday, Nov. 19th) was distributed:
Read pages 250-258 (“Regionality”) in Vendler
“Regional poetry clothes the land in reminiscence, intimations of history, and imaginative power” (251).
“It is not ‘London’ that we see in William Blake’s ‘London’…but rather London-as-interpreted-by-Blake” (253).
Then, keeping in mind the quotes above, choose either “A Poem for Myself (or Blues for a Mississippi Black Boy)” (508-09), “The Jewish Cemetery at Newport” (518-520) or “Santa Fe” (495-496) and in ½ page to 1 page, double-spaced, explain how your selected poem is:
Not Mississippi, but Mississippi-as-interpreted by Knight
Not Newport, but Newport-as-interpreted by Longfellow
Or
Not Santa Fe, but Santa Fe as interpreted by Harjo
In other words, what does the poet see when he/she looks at Mississippi, Newport, or Santa Fe? What images, language, etc. does the author use to re-create this sense of place?
The rest of the class time was devoted to group work, to begin preparing for the final presentation.
Read pages 250-258 (“Regionality”) in Vendler
“Regional poetry clothes the land in reminiscence, intimations of history, and imaginative power” (251).
“It is not ‘London’ that we see in William Blake’s ‘London’…but rather London-as-interpreted-by-Blake” (253).
Then, keeping in mind the quotes above, choose either “A Poem for Myself (or Blues for a Mississippi Black Boy)” (508-09), “The Jewish Cemetery at Newport” (518-520) or “Santa Fe” (495-496) and in ½ page to 1 page, double-spaced, explain how your selected poem is:
Not Mississippi, but Mississippi-as-interpreted by Knight
Not Newport, but Newport-as-interpreted by Longfellow
Or
Not Santa Fe, but Santa Fe as interpreted by Harjo
In other words, what does the poet see when he/she looks at Mississippi, Newport, or Santa Fe? What images, language, etc. does the author use to re-create this sense of place?
The rest of the class time was devoted to group work, to begin preparing for the final presentation.
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