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.
Tuesday, November 11, 2008
Thesis Statements & MLA Citation
Today, we discussed the nuts and bolts of the final project. A handout with the assessment criteria was distributed. Then, we reviewed thesis statements. For more on thesis statements, click on the Thesis Statements - UNC link below. Together, we also completed a Thesis Statements in Literature Papers exercise. To review this exercise, go to: http://bcs.bedfordstmartins.com/writersref6e Click on Research exercises, MLA, and finally E-ex LIT 2-1. (You may have to create an account.)
Next, we discussed how to cite with MLA. For more on MLA, see Diana Hacker's web site: www.dianahacker.com/resdoc.
Specifically, the following information might be helpful:
How to cite a song:
Provide the artist or band name, the name of the song (in quotation marks), the album title, the producer, and the release year.
Example: Counting Crows. "Holiday in Spain." Hard Candy. Geffen, 2002.
Finally, we discussed using a citation generator such as NoodleBib. NoodleBib is available through the www.greenriver.edu/library web site. Select Cite your sources.
On Wednesday, please bring the poems or songs you plan to analyze for your final project. You will have time to work with your groups in class. If you haven't yet signed up for a conference time on Thursday or Friday, please do so on Wednesday as well.
Next, we discussed how to cite with MLA. For more on MLA, see Diana Hacker's web site: www.dianahacker.com/resdoc.
Specifically, the following information might be helpful:
How to cite a song:
Provide the artist or band name, the name of the song (in quotation marks), the album title, the producer, and the release year.
Example: Counting Crows. "Holiday in Spain." Hard Candy. Geffen, 2002.
Finally, we discussed using a citation generator such as NoodleBib. NoodleBib is available through the www.greenriver.edu/library web site. Select Cite your sources.
On Wednesday, please bring the poems or songs you plan to analyze for your final project. You will have time to work with your groups in class. If you haven't yet signed up for a conference time on Thursday or Friday, please do so on Wednesday as well.
Tuesday, November 4, 2008
WW1 Poetry: Assignment for Thursday & Friday
To begin thinking about the poetry of WWI, acquaint yourself with the years 1914-1918.
Here are some notable dates as documented on the BBC web site:
June 28, 1914 - Archduke Franz Ferdinand, heir to the throne of the Austro-Hungarian Empire, and his wife Sophie, Duchess of Hohenberg, are assassinated in Sarajevo, Bosnia, marking the official start of the war.
April 22, 1915 - First use of poison gas by Germany.
November 11, 1919 - Armistice Day - The Armistice is signed at 5.00am and comes into effect at 11.00am. At 10.57am Canadian Private George Lawrence Price is killed with a single bullet to the chest while on patrol in Canal du Centre. He is the last soldier to die in action on the Western front.
To view a complete WWI timeline, click here.
Then, acquaint yourself with the genre by reading: “What is ‘War Poetry’?” and “War Poetry as Historical Fact?” These essays are available here.
Next, get to know a few of the well-known poets of the time.
Read John McCrae's “In Flanders Fields" as well as some facts about his life.
Read the biography of Wilfred Owen by clicking here. Then, read his poem “Dulce Et Decorum Est.” It is often considered the most famous WWI poem.
Read the biography of Siegfried Sassoon by clicking here. Then, read his poems “The Death-Bed” and “Glory of Women”
Finally, read about women poets of WWI, and read some of their poetry here.
If you’re interested in this topic, here’s another good site to explore: http://www.firstworldwar.com/poetsandprose/index.htm
Assignment: by Friday night, answer 4 of the 7 questions.
1. What is the theme or central idea in McCrae’s “In Flanders Fields”?
2. Discuss Wilfred Owen’s use of simile, metaphor, and personification.
3. In your opinion, what are Owen’s most poignant descriptive details? Why?
4. Compare the tone of Owen’s poem to McCrae’s. Are they different or similar? Explain.
5. Respond to the last stanza of “The Death-Bed.” Where does it leave you, the reader?
6. What does Sassoon mean by the line, “you believe/That chivalry redeems the war’s disgrace” (lines 3-4)
7. What themes do you notice in the poems written by women of the era?
Click here to get to the discussion board.
Thanks - I'll be checking in on the board and commenting as well. See you Monday!
Here are some notable dates as documented on the BBC web site:
June 28, 1914 - Archduke Franz Ferdinand, heir to the throne of the Austro-Hungarian Empire, and his wife Sophie, Duchess of Hohenberg, are assassinated in Sarajevo, Bosnia, marking the official start of the war.
April 22, 1915 - First use of poison gas by Germany.
November 11, 1919 - Armistice Day - The Armistice is signed at 5.00am and comes into effect at 11.00am. At 10.57am Canadian Private George Lawrence Price is killed with a single bullet to the chest while on patrol in Canal du Centre. He is the last soldier to die in action on the Western front.
To view a complete WWI timeline, click here.
Then, acquaint yourself with the genre by reading: “What is ‘War Poetry’?” and “War Poetry as Historical Fact?” These essays are available here.
Next, get to know a few of the well-known poets of the time.
Read John McCrae's “In Flanders Fields" as well as some facts about his life.
Read the biography of Wilfred Owen by clicking here. Then, read his poem “Dulce Et Decorum Est.” It is often considered the most famous WWI poem.
Read the biography of Siegfried Sassoon by clicking here. Then, read his poems “The Death-Bed” and “Glory of Women”
Finally, read about women poets of WWI, and read some of their poetry here.
If you’re interested in this topic, here’s another good site to explore: http://www.firstworldwar.com/poetsandprose/index.htm
Assignment: by Friday night, answer 4 of the 7 questions.
1. What is the theme or central idea in McCrae’s “In Flanders Fields”?
2. Discuss Wilfred Owen’s use of simile, metaphor, and personification.
3. In your opinion, what are Owen’s most poignant descriptive details? Why?
4. Compare the tone of Owen’s poem to McCrae’s. Are they different or similar? Explain.
5. Respond to the last stanza of “The Death-Bed.” Where does it leave you, the reader?
6. What does Sassoon mean by the line, “you believe/That chivalry redeems the war’s disgrace” (lines 3-4)
7. What themes do you notice in the poems written by women of the era?
Click here to get to the discussion board.
Thanks - I'll be checking in on the board and commenting as well. See you Monday!
Monday, November 3, 2008
Poe, Sexton, Alexie, and Cervantes
Monday, we first finished up Poe, noting the abundance of alliteration, assonance, and rhyme in the poem.
Then, we broke into our final project groups to answer the following questions:
Anne Sexton’s “Her Kind” (209)
1. What does the speaker mean when she says, “A woman like that is misunderstood./I have been her kind” (lines 13-14).
2. What rhetorical strategies does Sexton use to support her main idea?
Sherman Alexie’s “Evolution” (149)
3. Why is the poem titled “Evolution”?
4. Why is THE MUSEUM OF NATIVE AMERICAN CULTURES in capital letters?
Lorna Dee Cervantes’ “Poema para los Californios Muertos” (174-75)
5. How is personification used in this poem?
6. Why does she write phrases/sentences in Spanish?
7. What is the significance of the final image, the shrieking blue jay?
All
8. Compare/contrast Alexie’s "Evolution" with “Poema para los Californios Muertos”? What similarities do you see? Differences?
9. What relevance do these poems have to life today?
Tuesday, each group will be asked to share their thoughts regarding one of the poems listed above. Then, to continue our discussion of public poetry, we'll look at a couple poems related to elections and Inauguration Day. (Don't forget to vote!)
Then, we broke into our final project groups to answer the following questions:
Anne Sexton’s “Her Kind” (209)
1. What does the speaker mean when she says, “A woman like that is misunderstood./I have been her kind” (lines 13-14).
2. What rhetorical strategies does Sexton use to support her main idea?
Sherman Alexie’s “Evolution” (149)
3. Why is the poem titled “Evolution”?
4. Why is THE MUSEUM OF NATIVE AMERICAN CULTURES in capital letters?
Lorna Dee Cervantes’ “Poema para los Californios Muertos” (174-75)
5. How is personification used in this poem?
6. Why does she write phrases/sentences in Spanish?
7. What is the significance of the final image, the shrieking blue jay?
All
8. Compare/contrast Alexie’s "Evolution" with “Poema para los Californios Muertos”? What similarities do you see? Differences?
9. What relevance do these poems have to life today?
Tuesday, each group will be asked to share their thoughts regarding one of the poems listed above. Then, to continue our discussion of public poetry, we'll look at a couple poems related to elections and Inauguration Day. (Don't forget to vote!)
Saturday, November 1, 2008
Happy Halloween
We took a break from our normal readings to listen to some Edgar Allan Poe ("The Raven"). To hear it again, click here. We scanned the first stanza of the poem, identifying it as trochaic octameter. Then, we briefly touched on Poe's use of alliteration, assonance, and rhyme (both internal and end). Students were asked to finish this work over the weekend.
We also watched a wonderful, rare video of Anne Sexton. Click here to see it again. Keeping in the spirit of Halloween, we focused on "Her Kind," available in Vendler.
Our journal entry for today was to speculate on why "The Raven" continues to be so popular OR to discuss what Anne Sexton means in "Her Kind," when she says, "I have been her kind."
Finally, just for fun, students were asked to bring a Halloween haiku. They shared their work, and Jen's haiku was judged to be the best, although there were several close seconds.
On Monday, if your group has not given me your individual topics for the final project, I'll be asking for them! Happy weekend.
We also watched a wonderful, rare video of Anne Sexton. Click here to see it again. Keeping in the spirit of Halloween, we focused on "Her Kind," available in Vendler.
Our journal entry for today was to speculate on why "The Raven" continues to be so popular OR to discuss what Anne Sexton means in "Her Kind," when she says, "I have been her kind."
Finally, just for fun, students were asked to bring a Halloween haiku. They shared their work, and Jen's haiku was judged to be the best, although there were several close seconds.
On Monday, if your group has not given me your individual topics for the final project, I'll be asking for them! Happy weekend.
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