Punt! Things went well today even though there was a quick change in plans. Please work on your assignment from today's class -- a reiteration of the assignment is below. You will be breaking into groups on Friday to discuss your ideas and then you will share them with the class. The papers (handwritten is fine) will then be COLLECTED and GRADED -- so do not come to class empty-handed. Spread the word to those who were not in class today.
See you Friday,
RD

Good morning students!

This is your assignment for Friday's class -- please bring it with you Friday so we can get to work quickly :)

Choose several stories (2 to 4 stories) that you enjoyed most so far this semester and then think about the theme of emotional enslavement. Jot down some notes on what you think the emotional enslavement is in each story and what you've learned from that. Really think about it -- as though you had to write a 5-page paper on it -- what would you write about?

On Friday, after a brief discussion on "The Hunger Artist," we will be breaking into groups to discuss, write and then share our findings. You will be commenting frankly on each other's ideas about enslavement -- so spend some time thinking about what you will write. More thinking and less writing will be your best bet on this assignment.

If you have any questions, email me or post a comment on the blog.

See you Wednesday,

RD

Billie Holiday

Hello students -- great class this morning! We will plan on reading the responses to "Without Sanctuary" in class Friday morning before we dig into "How to Date ..." Please make sure you read that for Friday's class.

I got in touch with Dr. Pruss about the extra credit assignment and here's what she wrote back:

• Ten points is the maximum score for an outstanding response, which means a well-written, well thought out response that shows effort on every level and includes clear writing and lucid analysis. The people who earn ten points will probably have spent a lot of time on it, and those people will probably have drafted, written, and revised it (maybe even more than once).
• The question is difficult; how does the metaphor work and why, generally is tough, but how does it work for someone like Billie Holiday at that time period is even tougher. What does it mean to compare an African American hanging dead on a tree to strange fruit (which is usually alive) and why wouldn’t Holiday be offended receiving such words from a white man at this time?

OK, there it is -- good luck and see you Friday.

RD

BLOOD-BURNING MOON

Hello students,

Please post your 1-2 paragraph response to ONE of these questions BEFORE Wednesday, April 7.

1. Describe Louisa's character; whom do you think she loved and what in the text leads you to think that?

2. Describe Bob Stone -- how does he fall into a stereotype -- what is the stereotype? (We discussed this in class -- continue the discussion)

3. Whom do you most feel sorry for in the story? Who is the victim here and why?

Also, please have your revised papers complete and stapled -- I will collect them in Monday's lecture. If you run into a problem -- please contact me in writing before Monday or else it will result in a zero for the paper.

Enjoy the long weekend!

RD

Hello students! I hope everyone is having a fun and safe Spring Break. Here is the synopsis of Friday's class regarding the outline for paper 2 if you choose to do one. Please bring your papers to class on Wednesday for the writer's workshop. I will hand out an MLA citation sheet during Monday's lecture -- it includes citation examples for everything. If you have any questions, please contact me.

RD

Outline for Papers

1. Introduction and thesis – what will you be writing about and why? Why is anyone interested in reading this – what are you trying to convince them? Make it interesting. When you make your thesis statement, support your “argument.” Don’t just make a statement and then walk away.
2. Body of your paper: Start with a topic sentence. Try having each paragraph or so address one of the questions in the “Prompts” for paper 2. Turn the question into a statement and then give your opinion, then support it with text or LiterActive. Conclude each paragraph – or move on to another topic in your next paragraph.
3. Conclusion -- go back to your intro paragraph and thesis statement and read it. Did you support what you said? OK, now write a conclusion that strengthens your thesis – it “concludes” your paper – that last punch you give your reader – something to think about – don’t be cliché, don’t give a speech, be clear, brief, simple, but MAKE A POINT (and don’t … trail …… off ….)

COLONIALISM ... then and now

On Friday, March 19, (after our test), we will be talking about Characterization and Colonialism and how we can relate that to "Everyday Use" and today. Review the story and see if you can characterize Maggie and Dee and then we'll talk about colonialism -- what it is and how we can find it in the story.

RD

Hello students,
Just a heads-up that there will be a 25-question test on Friday that will cover all of the stories we have read so far .... up to and including "Everyday Use." If you have kept up with the reading, the test will be simple. Please make sure you are in class on Friday; the test will count as three quizzes. Also tomorrow, Dan Mortenson will be handing out Paper Assignment No. 2.
See you then,
RD

Hello students,

Please read "Mrs. Dutta Writes a Letter" and "Everyday Use" for Monday's lecture. Give yourself time to read these, as they are more than several pages long. Also, reread my notes on the blog on notetaking and jot things down. Be prepared to discuss elements of the story.

Dan Mortenson will be teaching class on Wednesday, but I will be there. Your final, revised paper no. 1 will be collected on Wednesday -- PLEASE REREAD the late paper policy. If you are unable to hand your paper in on Wednesday, you MUST let me know before then IN WRITING. Late papers will not be accepted.

Please contact me with any questions, comments.
RD

"A Rose for Emily" by William Faulkner

HOMEWORK: to be posted before Wednesday, March 10.

How does society feel about Emily? What is expected of Emily by the townspeople? Why do they feel this way and what proof is there in the text? Make sure to include at least one quote from the text with the page number.

Start a dialogue. If you do not understand something or if you find that Emily's dilemma is perplexing, address your classmates and see what they think.

Also: Read "Sonny's Blues" for Monday's lecture. We will be wrapping up Emily on Wednesday and then we will segue into "Sonny's Blues."

HOW TO WRITE A DEVELOPED PARAGRAPH

A Brief Synopsis of Friday's Class

•Step 1. Decide on a controlling idea and create a topic sentence

Paragraph development begins with the formulation of the controlling idea. This controls the paragraph development. Often, it will appear in the form of a topic sentence. In some cases, you may need more than one sentence to express a paragraph's controlling idea.

•Step 2. Explain the controlling idea

Paragraph development continues with an expression of the rationale or the explanation that the writer gives for how the reader should interpret the information presented in the idea statement or topic sentence of the paragraph. The writer explains his/her thinking about the main topic, idea, or focus of the paragraph.

•Step 3. Give an example (or multiple examples)
Paragraph development progresses with the expression of some type of support or evidence for the idea and the explanation that came before it. The example serves as a sign or representation of the relationship established in the idea and explanation portions of the paragraph.

•Step 4. Explain the example(s)
Next, explain your example(s) and relevance to the topic. Show the reader why you chose to use the example(s) as evidence to support the major claim, or focus, in the paragraph.
NONE of your examples should be left unexplained. You may be able to explain the relationship between the example and the topic sentence in the same sentence.

•Step 5. Complete the paragraph's idea or transition into the next paragraph

The final sentence should tie up the loose ends of the paragraph and remind the reader of the relevance of the information in this paragraph to the main idea of the paper. Or you can simply transition your reader to the next development that will be in the next paragraph. Basically, come to a “mini-conclusion” that will allow you to move on to your next paragraph – which will either continue along that vein – or it will introduce a new topic sentence.

NOTE: You can repeat steps 3 and 4 as needed in the paragraph -- until the main idea has been developed. An "average" paragraph will be seven or eight sentences. Remember that it is difficult to hold the reader's attention in a long paragraph -- you shouldn't need many more sentences than that to make your point - as long as your sentences are strong.

* * *

Hello again students! You were wonderful on Wednesday. Hopefully the Writer's Workshop helped you to finalize your papers. Please remember also to read the article from Alan Dershowitz that I handed out. We are going to talk about "A Rose for Emily" and William Faulkner -- and how the story relates to the article and today's issues. See you in class! RD

William Faulkner
September 25, 1897 – July 6, 1962

QUOTATIONS (A brief re-cap of Wednesday's class)

•Identify your speaker. Who is this? Make sure the quote and the person are relevant.
•Use only the best quotations. “He said it was great.” What does this add?
•Never use a quotation and move on with your paper. Explain the point of the quotation and its connection to your paper.

•Make the quotation fit grammatically. If you need to change a verb tense, you may. Use [brackets] to indicate that you’ve changed something.
•Quotations that are more than three lines need to be in a block format – indented 10 spaces and still double-spaced. (This is MLA style--check your handbook).

•When you’re finished, read your draft and consider the reader’s viewpoint. Do your quotations support an argument, present a point of disagreement, raise a new point? Do not assume your reader knows why you’re using the quotation. Use signal words and/or phrases, lead the reader through your reasoning.

SIGNAL PHRASES:

•According to (Author/Character), "..."
•As Mark Twain goes on to explain, "..."
•Characterized by John Milton, the society is "..."
•As one critic points out, "..."

SIGNAL WORDS (Check the meanings before using them!)

•acknowledges, adds, admits, affirms, agrees, argues, asserts, believes, claims, comments, compares, confirms, contends, declares, demonstrates, denies, disputes, emphasizes, endorses, grants, illustrates, implies, insists, notes, observes, points out, reasons, refutes, rejects, reports, responds, states, suggests, thinks, underlines, writes

Please have your final papers in perfect order for tomorrow's class. IF there is no class tomorrow because of the weather, you MUST bring your paper to Monday's lecture -- no exceptions.
If you have any questions or comments or problems, please contact me.
RD

Suggested LiterActive documents for "The Accident": Tim O'Brien, Ted Hughes and Leguizumos Los Vendidos.

To cite these documents: after the quote --"Quote" (LiterActive and Author's Last Name).
Note: the period is now at the end of your cite, not the end of the quote.

Good morning!
On Wednesday, we will be having a Writer's Workshop -- please do not forget to bring a draft of your paper. This should not a "rough" draft -- you should have a thesis statement, an intro, a direction with your paper and a conclusion. It should be typed and virtually error free. Then we will turn them into masterpieces using the workshop worksheet.
If you have any questions about your paper or if you get stuck on something, please contact me by phone, by email, through the blog or come and see me.
See you Wednesday; I am looking forward to a productive class.
RD

A BRIEF SYNOPSIS OF 'HOW TO WRITE AN ESSAY' -- part of in-class lecture on Friday:

1. Choose your topic and what down what you know about that topic -- use the sheet for Paper 1 to formulate your thesis.
2. List what you know and come up with convincing support for each aspect of that knowledge.
3. Brainstorm about historical/cultural influences that may be important to the topic -- i.e. The Accident - Chinese culture; Girl, Antiguan society, colonialism; etc.
4. Focus on the most important aspects on your list -- use them as topic sentences.
5. Why do you care about the topic? Why should the reader care about the topic?
6. How do you plan to make the reader care about your paper?
7. What are you going to teach the reader in the paper? Why is your paper important?

HOMEWORK ASSIGNED FRIDAY, FEB. 19:

1. READ "A Rose for Emily" by William Faulkner for Monday's lecture. Take notes -- check the blog on notetaking and be prepared for Dr. Pruss's questions.
2. HAVE DRAFT OF PAPER NO. 1 FOR WED.s Class -- Writer's Workshop. If you are unable to write your draft because of extenuating circumstances, please see me BEFORE Wed.
3. CHECK the blog often: Please participate in the discussion of "Hills Like White Elephants." Read what other students wrote and respond to the questions and the other comments.
4. I will hand back your thesis statements with comments on Monday.

Hi Section 11 -- btw, you were all great in Monday's lecture.
So, another snow day ... I hope you are all enjoying your day off from school. I'd like for us to discuss "Hills Like White Elephants" on the blog. That way next Wed. we can move along since we've already missed two classes.
Let's talk about the tone of the story -- how does the dialogue "flow" and what does this lend to the story and what's going on?
Does the vagueness enter into what is really going on? What is the woman "afraid" of? Think about enslavement and how she is enslaved -- there are several issues going on here.

Look at this part of the dialogue:
"They look like white elephants," she said. "I've never seen one," the man drank his beer. "No, you wouldn't have." "I might have," the man said. "Just because you say I wouldn't have doesn't prove anything." The girl looked at the bead curtain. "They've painted something on it," she said. "What does it say?" "Anis del Toro. It's a drink." WHAT DOES THIS SAY ABOUT HIM?
"Could we try it?" WHAT IS SHE DOING HERE?

And, lastly, what about the line:"It isn't ours anymore,"
to what is she referring?

I'm excited to hear what you all have to say!!
RD

Thomas Laupstad Photos from Northern Norway

Hi students. It's Tuesday, and I am thinking that we will not have class tomorrow -- I have no power over this, just a hunch. :) In the case that tomorrow's class is cancelled, I would like to try to have a discussion about "Hills Like White Elephants" on the blog. If enough of you participate and the discussion is didactic (look it up!), I will omit a homework assignment in the near future.

Please check back tomorrow.

Thanks!

RD

Happy Monday! We will be very busy in Wed.'s class catching up ... if class is cancelled this Wed. because of snow, we will be extra busy next week. So, I'm putting up some helpful advice on notetaking. You were all great in lecture this morning, and I saw that some of you had notes on the reading.

NOTETAKING (This is Dr. Pruss-inspired):

1. Do not take notes while reading or with the book open. Read the story twice.
2. The first time -- just read the story.
3. A day or so later, reread the story. Put the book away.
4. NOW: Focus on the main characters and the main things that happened in the story.
5. What is the main conflict in the story? How is it resolved?
6. Why did the author write the story?

Try this for "Hills Like White Elephants" and "Black Man and White Woman in Dark Green Rowboat" and (if we have time) we can talk about it in class.
If you'd like to blog some notes, please do that also. This is a writing intensive course -- the more writing you do, the better you will become!

RD

Hi students! I hope everyone is having a great weekend. A reminder -- for Wed's class, please write a page or so on the last paragraph of "The Accident" and what it lends to the story.

Make sure you read "Hills Like White Elephants" and "Black Man and White Woman in Dark Green Rowboat." Be prepared to discuss the themes of the stories and how they relate to enslavement -- jot down notes after you read about what you think is going on in the stories -- metaphors, symbols, etc. We will have a visitor in class on Wed., so we want to be our smiley, lively selves!!

If you have a chance and are feeling ambitious, blog some of your thoughts about "Hills" and/or "Black Man and White Woman ..." I will read your thoughts in class on Wed.

See you in Monday's lecture.
RD

FOR WEDNESDAY'S CLASS (FEB 3):

Select one or two "significant" passages from "The Accident." Why is it/are they significant?

Be thinking about enslavement in our stories, our authors. And remember -- you may write down your thoughts, questions, things for the class to consider, on the blog.

GAO XINGJIAN

Gao Xingjian as a writer (and a thinker?)

Traditional and Revolutionary Themes (from WorldLiteratures.com)



Some of the essays in the collection are accounts of personal history (“Wilted Chrysanthemums”) or explanations of his work (“About Fleeing”). Others are more philosophical in nature and place Gao’s ideas within the streams and currents of 20th century intellectual thought.
His work is characterised by the blending of classical Chinese literature with western literary and philosophical influences. Gao is interested in the psychology of his characters and in the moral ambiguity of their situations, a striking departure from the uses of literature demanded by the Cultural Revolution. Even in his most serious works, however, he writes with simplicity, clarity and a wry humour. These essays are brilliant and thought-provoking, which may at times make them hard going, but for those with the will to persevere and an interest in the mind of a masterful artist, the rewards are many.
Some of the finest literature is born of repressive regimes, and Gao’s work is a powerful example. In The Case for Literature, we have a view of a rich imagination and the aesthetic philosophy behind it. But more interestingly, we are given a rare glimpse of a thinker and an artist, and of a man who is keenly aware of the value words have to a life.

Quotes from Gao Xingjian

"Observing humans and observing oneself yields a clear-minded starting point for literature."


“Writing eases my suffering...writing is my way of reaffirming my own existence.”

"For me, writing (was) a question of survival...I could not trust anyone, even my family. The atmosphere was so poisoned. People even in your own family could turn you in."

-- Gao Xingjian

What a great class this morning! Lively discussion makes time fly and also makes it easier when it comes time to write your papers.
OK, so if you are brave enough to put your thoughts online rather than on paper -- and you certainly don't have to "blog" yet if you don't want to -- look through "Girl" and find passages where she shows resistance to her mother's instructions/orders -- are they orders or instructions?
And then please write on paper, so I can collect them, your ideas on what kind of a woman the "girl's" mother wants her to become -- based on the five suggestions I gave you. If you have a different idea of what she is to become, please feel free to write on that.

I am looking forward to hearing your thoughts and ideas on Friday!
RD

Good morning class! We are going to try to report here next week. Please do your writings on "Girl" in old-fashioned pen and paper and then next week we will try the blog. I will also spend a snowy Saturday this weekend putting things up here for you to think about while you are writing.
If you have any thoughts about "Girl," please jot them down here -- no pressure -- and let's talk about them this week.
Your instructor,
RD