Wednesday, April 9, 2008

Class Notes

Class Notes April 30 2008

1) Final Review
2) Hand Back Papers
3) 3-step process
4) Drama, More Directing
5) Final Review



Class Notes for April 28 2008

Class notes for April 28 2008
1) Wrapping up Oedipus
2) Staging in Oedipus:
a. Comments on Blocking, how it works
b. Costume
c. How can these different arts come together?
3) Papers:
a. General Statements
i. Lack of Specificity
ii. Paragraph Development
iii. Take the time to really explain your quotes

4) Bringing it all together: M. Butterfly

Class Notes For April 23 2008

1) Reading Reaction

2) Aristotle and Catharsis: the purging of the emotions or relieving of emotional tensions, esp. through certain kinds of art, as tragedy or music.

3) The play is cathartic, as are many of the examples of literature that we have looked at this semester.

4) What else can we learn from this play?

5) Play Reading

Get out your writing. Today we are going to go over our sources, and talk about MLA
Style

MLA
In-text Citation
Works Cites Citation


Work on Transitions and Summary.
For Friday, complete draft of the paper.
Class For April 21 2008

1) Oedipus The King

Are we predestined to live our lives?
Can we choose to live the lives we lead?

2) Experience of the reading

a. What is going on?
b. What are the major character developments?
c. Reading of the argument

3) Essays:

a. Using Sources

Homework: Read: Incorporate the sources into your current ABC paragraphs.



Class Notes for April 18, 2008

Class Notes for April 18

***Link For Sources***


Journal Articles:
http://www.husson.edu/?cat_id=709

Search the books in our Library:
http://minerva.maine.edu/search

*********************************
Oedipus Rex

Experience:

Cultural Background:

Thiresias

The Sphinx

Do any of you know the riddle?

Who is Oedipus and where does he come from?
--
Today you are in class with your writing: Get it out

Proofread and edit the next four paragraphs.

5) Here you are going to begin by reminding the reader of the 2nd example you mentioned in your thesis paragraph. Basically, you are repeating that sentence, but rewording it slightly. Next, present a quote from the text that supports your point. Don’t include an extensive quote, a line or two will do. Next, explain in detail – three to four sentences – exactly how the quote supports your thesis.

Value: 10 pts


6) Find similar evidence in the text that supports your thesis in the same way, then include another body paragraph focusing on that evidence that follows the same format as your previous body paragraph. However, in this paragraph, you may want to include a quote from a secondary source .If you cannot find this evidence, move on to the next paragraph.

Value: 10 pts

7) 3rd Body Paragraph. Here you are going to begin by reminding the reader of the 3rd example you mentioned in your thesis paragraph. Basically, you are repeating that sentence, but rewording it slightly. Next, present a quote from the poem that supports your point. Don’t include an extensive quote, a line or two will do. Next, explain in detail –three to four sentences – exactly how the quote supports your thesis.

Value: 10 pts

8) Find similar evidence in the poem that supports your thesis in the same way, then include another body paragraph focusing on that evidence that follows the same format as your previous body paragraph. However, in this paragraph, you may want to include a quote from a secondary source. If you cannot find this evidence, move on to the next paragraph.

SOURCES!
****




Class notes for April 16 2008
***

Here is the paper outline due for tomorrow, in case you are not able to find it by scrolling down the page:


1) Begin with an introduction. In 6-8 sentences you should generally summarize the text or texts for the reader. What is the text? Who wrote it? When did they write it? What is the poem generally about? You do not need to use any specific quotes here. You are just setting the reader up so that they will be able to understand what comes next.

Value: 10pts

2) Your thesis paragraph: Begin with your contestable thesis. Your thesis is what you will be arguing about the poem. It is the idea or notion that you are going to try to convince the reader to believe. Follow your thesis up with at least three specific examples from your text or texts that you believe support your point. Explain each of these examples in a sentence or two. There is no need for heavy quoting in this paragraph. You are just setting the foundation for your paper.

Value: 10 pts

3) 1st Body Paragraph. Here you are going to begin by reminding the reader of the 1st example you just mentioned to support your thesis. Basically, you are repeating that sentence, but rewording it slightly. Next, present a quote from one text that supports your point. Don’t include an extensive quote, a line or two will do. Next, explain in detail –three to four sentences – exactly how the quote supports your thesis.

Value: 10pts

4) Find similar evidence in the text that supports your thesis in the same way, then include another body paragraph focusing on that evidence that follows the same format as your previous body paragraph. However, in this paragraph, you may want to include a quote from a secondary source. If you cannot find this evidence, move on to the next paragraph.

Value: 10 pts

5) Here you are going to begin by reminding the reader of the 2nd example you mentioned in your thesis paragraph. Basically, you are repeating that sentence, but rewording it slightly. Next, present a quote from the text that supports your point. Don’t include an extensive quote, a line or two will do. Next, explain in detail – three to four sentences – exactly how the quote supports your thesis.

Value: 10 pts
6) Find similar evidence in the text that supports your thesis in the same way, then include another body paragraph focusing on that evidence that follows the same format as your previous body paragraph. However, in this paragraph, you may want to include a quote from a secondary source .If you cannot find this evidence, move on to the next paragraph.

Value: 10 pts

7) 3rd Body Paragraph. Here you are going to begin by reminding the reader of the 3rd example you mentioned in your thesis paragraph. Basically, you are repeating that sentence, but rewording it slightly. Next, present a quote from the poem that supports your point. Don’t include an extensive quote, a line or two will do. Next, explain in detail –three to four sentences – exactly how the quote supports your thesis.

Value: 10 pts

8) Find similar evidence in the poem that supports your thesis in the same way, then include another body paragraph focusing on that evidence that follows the same format as your previous body paragraph. However, in this paragraph, you may want to include a quote from a secondary source. If you cannot find this evidence, move on to the next paragraph.
****


Where are we going? Why are we going there?

We will be studying Greek Theater and a play from the Athenian Golden Age, Oedipus Rex (the King)

Athenian Fifth Century BC: What was it?

Many of the social and cultural conventions we know today were first perfected during the Athenian Golden Age:

Democracy; political freedom, literature, the arts, athletics, competition
Important: The Annual Play Competition, e

Dionysus, God of wine and fertility

The amphitheater
Chorus
Poet Thesis, asked the Chorus a question
Aeschylus, second actor
Sophocles, third actor
Language over expression
Chorus marks divisions between scenes.


Sophocles' Oedipus The King
Escalating conversation
Cultural References
Context: Homer
King Laius Queen Jocasta


Class Notes for April 14 2008

End of Term Syllabus

14 Discussion: Fences, Writing Workshop
Read: The Greek Theater: 954-959

16 Writing Workshop: Evidence
Read: Oedipus Rex 959-972

18 Writing Workshop: Body Paragraphs
Read: Oedipus Rex 972-983

21 Writing Workshop: Summary and Transitions
Read: Oedipus Rex 983-999

23 Writing Workshop: Sources
Revisions and M. Butterfly

25 TBA
28 TBA
30 TBA

2 Final Paper Due

1) Discussion of Fences

a. Important parts of the end of the play?
i. How are things resolved? How does this resolution inform our understanding of the play?

2) Writing Workshop
a. Get out your homework
i. Pass around and discuss.
ii. What is our evidence?
iii. Where is our evidence?
iv. Begin to write body paragraphs




Breaking NEWS!

Verdict: YouTube Makes A Difference!

While the majority of students used on-line resources to get ready for the poetry and short story examination, students who used Youtube either alone or in combination with another on-line resource did consistently better than those who did not. The best combination appears to be using the Blog in conjunction with YouTube.

I have tests to hand back

Class Notes for April 11, 2008

Topic: Fences 1.4-2.2

How does a poet emphasize something?

How does a short story writer emphasize something?

What are some of the motifs we are starting to see in Fences?

What is a monologue, and how is it used?

What are some of the major monologues we have encountered so far?

Why would a playwright let someone talk for so long?

Paper:
1) For today you are in class with your Introduction
2) I want you to begin by passing the introduction to someone. Read the introduction. Does it do what an introduction is supposed to do:
a. In the introduction, you are supposed to do the following:

b. Introduction for One Text
i. In 6-8 sentences you should generally summarize the text or texts for the reader. What is the text? Who wrote it? When did they write it? What is the text generally about? You do not need to use any specific quotes here. You are just setting the reader up so that they will be able to understand what comes next.


c. Introduction for TWO texts:
i. In 9-11 sentences you should generally summarize the texts for the reader. Introduce them one at a time. Begin by identifying one text. Who wrote it? When did they write it? What is the text generally about? Now, TRANSITION to the second text., and repeat the same steps. You do not need to use any specific quotes here. You are just setting the reader up so that they will be able to understand what comes next.


d. After we have read a couple of introductions, I want to begin thinking about the thesis statement. We are going to do this by briefly returning to some pre-writing
i. Free-writing
ii. Clustering
iii. Listing
iv. Questions
e. What I want you to do is PRE-WRITE on one of the terms we have studied so far this semester.

f. For example, you could pick one of the following terms from SHORT STORIES and write about come up with something interesting to say about how it works, or how it is important, in a short story you describe in your introduction

Short Story: Part One

Character
Setting
Cultural References

Short Story: Part Two

Plot
Exposition
Rising Action
Climax
Falling Action

Short Story: Part Three

Symbolism
Allegory
Motif
Theme

g. You could do the same with Poetry:

i. Poetry Terms:

• Speaker

• Audience

• Situation

Imagery

• Metaphor

• Simile

• Symbol

• Allegory

Syntax

• Balanced
• Broken
• Mimetic
• Rhyme Scheme
• Syllables

H) Begin Pre-Writing.
Group Discussion
Class Discussion

Begin to identify SPECIFIC evidence in your paper that supports your THESIS.






Class Notes for April 9 2008

Fences

Literary Dimension:

Characers:

Troy Maxson
Jim Bono
Rose
Lyons
Gabriel

Setting:

Cultural References


Theatrical Dimension:

Stage Directions: What can they tell us about the play?
What kinds of props would you need for a play like this?
Why is it important to know where the characters are standing?


Guidelines for Final Paper

Literary Argument Essay (6 pages): This capstone project for the course should present a thesis-driven argument about a single text or a comparative analysis of two texts. It should apply skills of close reading and textual explication to support an original interpretation. In addition, it must incorporate (through paraphrase or direct quotation) research from at least two secondary critical sources. Acceptable secondary sources include books, essays, scholarly journal articles, and periodical reviews. Scholarly articles found through online database research are encouraged. Unsigned essays and other downloadable materials from research paper websites and similar services are not acceptable.

Format:
6 double spaced pages, 12-point Times New Roman font with one-inch margins.

Due Date: Day of the Final Exam

Possible Procedure:
1) Reread the text or texts you are interested in

2) Using the list of terms provided on our blog, create some notes on what interests you most about the story

3) Go over your notes and identify a possible thesis for your paper. Is your thesis contestable? Is it something that someone would disagree with? If so, you’re on the right path.

4) Develop a contestable thesis about one or two of the texts we have read this semester

a. For example: Identify the theme in one or more texts. How does the author convey this theme to the reader? How does a different author tackle a similar or the same theme in a different way?

b. Alternatively, you may want to think about how an author uses any of the literary terms we’ve examined this semester, and then ask yourself how a different uses the same term: For example, you could contrast two allegories, or two approaches for developing character, or two approaches for using symbolism…ect...



How to Write a Paper: PLEASE NOTE: These directions will probably only get you to page 4. In class, we will discuss how to get to page 6.

1) Begin with an introduction. In 6-8 sentences you should generally summarize the text or texts for the reader. What is the text? Who wrote it? When did they write it? What is the poem generally about? You do not need to use any specific quotes here. You are just setting the reader up so that they will be able to understand what comes next.

Value: 10pts

2) Your thesis paragraph: Begin with your contestable thesis. Your thesis is what you will be arguing about the poem. It is the idea or notion that you are going to try to convince the reader to believe. Follow your thesis up with at least three specific examples from your text or texts that you believe support your point. Explain each of these examples in a sentence or two. There is no need for heavy quoting in this paragraph. You are just setting the foundation for your paper.

Value: 10 pts

3) 1st Body Paragraph. Here you are going to begin by reminding the reader of the 1st example you just mentioned to support your thesis. Basically, you are repeating that sentence, but rewording it slightly. Next, present a quote from one text that supports your point. Don’t include an extensive quote, a line or two will do. Next, explain in detail –three to four sentences – exactly how the quote supports your thesis.

Value: 10pts

4) Find similar evidence in the text that supports your thesis in the same way, then include another body paragraph focusing on that evidence that follows the same format as your previous body paragraph. However, in this paragraph, you may want to include a quote from a secondary source. If you cannot find this evidence, move on to the next paragraph.

Value: 10 pts

5) Here you are going to begin by reminding the reader of the 2nd example you mentioned in your thesis paragraph. Basically, you are repeating that sentence, but rewording it slightly. Next, present a quote from the text that supports your point. Don’t include an extensive quote, a line or two will do. Next, explain in detail – three to four sentences – exactly how the quote supports your thesis.

Value: 10 pts
6) Find similar evidence in the text that supports your thesis in the same way, then include another body paragraph focusing on that evidence that follows the same format as your previous body paragraph. However, in this paragraph, you may want to include a quote from a secondary source .If you cannot find this evidence, move on to the next paragraph.

Value: 10 pts

7) 3rd Body Paragraph. Here you are going to begin by reminding the reader of the 3rd example you mentioned in your thesis paragraph. Basically, you are repeating that sentence, but rewording it slightly. Next, present a quote from the poem that supports your point. Don’t include an extensive quote, a line or two will do. Next, explain in detail –three to four sentences – exactly how the quote supports your thesis.

Value: 10 pts

8) Find similar evidence in the poem that supports your thesis in the same way, then include another body paragraph focusing on that evidence that follows the same format as your previous body paragraph. However, in this paragraph, you may want to include a quote from a secondary source. If you cannot find this evidence, move on to the next paragraph.

Value 10 pts

9) Summary. In the summary, you need to restate your thesis, then restate each of the points that you have used to support your thesis.

Value: 10 pts

Grammar


10 pts

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