Approaches to Literature MWF

Class Notes

2008-04-09T05:19:00.000-07:00

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

Class Notes

2008-03-17T05:34:00.000-07:00

Class Notes for April 7 2008

Housekeeping:

1) Test are being graded, will be back on Wednesday
2) Final paper discussion will begin on Wednesday. This will be a major part of your final grade.

Approaches to Literature:
Drama
What is Drama?

Most of us are familiar with Drama as it comes to us via television, the movies, and the internet. BUT THERE'S MUCH MORE TO IT THAN THAT!

How is Drama like Short Fiction?

•Character
Setting
Cultural References

•Plot
Exposition
Rising Action
Climax
Falling Action

•Symbolism
Allegory
Motif
Theme

How is it like Poetry?

•Speaker
Audience
Situation

•Imagery
Metaphor
Simile
Symbol
Allegory

•Syntax
Balanced
Broken
Mimetic
Rhyme Scheme
Syllables

PART II:

However, it is also different from Poetry and Short Stories in that it is a
Staged Art. It has a THEATRICAL DIMENSION AND LITERARY DIMENSION.

We see it preformed, and our understanding of its performance, of its THEATRICAL dimension, is just as important as our understanding of its LITERERAY dimensions.

•In Dramatic works, you will find STAGE DIRECTIONS that will tell you how the play is to be performed.

•Thus, our first step in approaches Dramatic Works should be to consider the physical and practice realities of the performance.

• We need to remember that Drama is a COMPOSITE ART. It is made up of many other arts, and we need to understand these relationships to understand the work.

• The Rising of the Moon
• What is our experience of the play?
• Our interpretation of the play?
• Observing (details)
• Collecting (make connections between the details)
• Inferring (we make inferences about their significance)
• Concluding (conclusion about the plays significance)

Tips: Focus on a scene or sequence

Class Notes for April 2 2008

Short Story Review
1) Basic Review of Class concepts (5-10)
2) Class Selects Five Stories for Review
3) Group Assessment of Selected Stories
4) In-class Writing Assignment
5) Final Reflections, possible comments on poetry
6) How to get ready for this test!

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

Stories which may be on the test:

Kate Chopin The Story of an Hour 38

Week Six: Point of View and Character

John Updike A&P 32
Luke The Prodigal Son 27

Week Seven: Plot and Setting

Charlotte Perkins Gilman The Yellow Wallpaper 379
Nathanial Hawthorn The Minister’s Black Veil
Flannery O’Conner A Good Man is Hard to Find

Week Eight: Symbolism and Allegory

Tim O’Brien The Things They Carried 433
Shirley Jackson The Lottery 409
Gabriel Garcia Marquez A Very Old Man with Enormous Wings 272

Week Nine: Motif and Theme

Ralph Ellison Battle Royal 341
Edgar Allen Poe The Fall of the House of Usher 149

Class Notes March 31 2008 – Poetry Section Review

Raymond Carver:

“Cathedral” : 313
• What are some of the motifs in this story?
• What is the theme of this story?

Poetry Terms:

• Speaker

• Audience

• Situation

Imagery

• Metaphor

• Simile

• Symbol

• Allegory

Syntax
• Balanced
• Broken
• Mimetic
• Rhyme Scheme
• Syllables

Songs: Schooner Fare's "Portland Town"
"The Country Song"

Poems we have studied which may be on the test:

Emily Dickenson I’m Nobody! Who are you? 639
Edwin Arlington Robinson Miniver Cheevy 521
Walt Whitman One’s Self I sing 861

Speaker, Audience, and Situation

William Carlos Williams Danse Russe 867
Alfred, Lord Tenneyson Ulysses 856
William Butler Yeats The Second Coming 873
Robert Frost All poems 672-690
Margaret Atwood This is a Photograph of Me 757
William Blake The Lamb 770
John Donne The Flea 789

Week Three: Imagery, Metaphor, and Symbol

Sylvia Plath Blackberrying 836
Metaphors
Erza Pound In a Station at the Metro 842
Edward Allen Poe The Raven 838
William Blake The Tyger
Theodore Rothke My Papa’s Waltz

Week Four : Meter, Rhyme and Structure

Shakespeare’s Sonnets
William Carols Williams The Red Wheelbarrow 563
Walt Whitman When I heard the learn’d astronomer 566
e.e. cummings 1(a 567

Class Notes For March 28 2008

Edgar Allen Poe: The Fall of The House of Usher

1) Reaction:

2) Characters
a. Speaker:
b. Roderick:
c. Madeline:
d. Servant/Doctors:

3) Setting:
a. Where are we?
b. When are we?
c. Who are “the Ushers?”
d. Cultural References:
i. Strange Books and Paintings.

4) Plot
a. Exposition
b. Rising Action
c. Climax
d. Falling Action

5) Motif
a. What are some of the motifs, or recurring ideas or images, in this story?
b. How can an understanding of the motifs help us understand the story?

6) Theme:
a. A Theme is the Dominant or Unifying idea.
i. What is one of the themes of this story?

7) What about The Haunted Palace!
a. How do the themes of “The Haunted Palace” and the “Mad Trist” (the story of Ethelred and the Dragon) resemble the themes of the story?

Class Notes for March 26 2008

1) Ralph Ellison, Battle Royale
2) Get into groups and begin to discuss this story
3) Characters
4) Setting
5) There is a motif in this story. A motif is a recurring subject, theme, idea, ect.
6) What is the motif?
7) What do you think the point of the story is?
8) What is the speaker right about? What is the speaker wrong about?
9) Writing Assignment:
a. For the next ten minutes, I want you to write in response to the following question: What is the meaning of “Grandfather’s Curse”? And, more importantly, do you think the Grandfather’s advice was particularly good? Begin with this question: What can the MOTIF in this story tell us about Grandfather's curse?
10) What are our conclusions? How can an understanding of, and attention to, motif improve our understanding of a story?

Class Notes for March 24 2008

1) New Podcasts are up!
2) Get out your homework. Exchange.
3) What are some positive and negative aspects of traditions

4) A Very Old Man With Enormous Wings
a. Reactions?
b. What is magic realism?
i.The embellishing of a realistic setting with surreal images or
events.
c. Plot
i. Exposition
ii. Rising Action
iii. Climax
iv. Falling Action?
d. Characters:
i. Pelayo: Husband
ii. Elisenda: Wife
iii. Child
iv. “Angel”
v. Father Gonzaga
vi. Villagers
vii. The Sick: What happens to them?
viii. The Spider Woman
e. Setting
f. Is this an allegory? If so, what is it an allegory for?

Class Notes for Friday, March 21 2008

Shirley Jackson’s "The Lottery" (It ain't no Megabucks)

1) Reactions
2) Significant Details
3) Characters
4) What is the setting?
5) When does this story take place?
6) An Allegory: A series of symbols that stand for something else.
7) Is the Lottery an allegory? If so, what is it an allegory for What is The
Lottery and allegory for?
8) In-class writing assignment: What are some routines that you are aware of
in your day-to-day, or year-to-year life? Why do we have these routines? Why
might they be good?

Class Notes for March 19 2008

1) The Exam: Date and Contents
2) The Things they Carried: What are they things they carried?
a. Jimmy Cross
b. Henry Dobson
c. Dave Jensen
d. Ted Lavender
e. Mitchell sanders
f. Rat Kiley
g. Kiowa
3) What do the things they carried symbolize?
4) What do YOU carry
5) What do the things you carry symbolize?

Class Notes Eng 112 March 17, 2008

1) New Blog: www.eh112mwf.blogspot.com
2) St. Patrick’s Day, Symbolism. The Snake. Is it really a snake?
3) A Good Man is Hard to Find
a. Reaction
b. Important character information
c. Important plot details
d. How does everything connect?
e. The Grandmother, what do you make of her?
f. Extra Credit: Cultural references, the Spanish Influenza!
4) Read Tim O’Brien’s The Things they carried

Policy and Procedure Sheets and Syllabi

2008-03-17T04:43:00.001-07:00

Syllabus for EH 112 Approaches to Literature TTH:http://www.archive.org/download/ProfessorCrowleyEh112PolicyandProceduresTTH/EH112TTHPolicyandProcedures.doc

EH 112 Approaches to Literature MWF:http://www.archive.org/download/ProfessorCrowleyEh112PolicyandProcedures/EH112MWFPolicyandProcedures.doc

YouTube Videos

2008-03-10T09:44:00.001-07:00

Click on the following link to see all of the YouTube Videos for our course!

http://www.youtube.com/view_play_list?p=1144C2DD98CD0314

Podcasts

2008-03-09T09:37:00.001-07:00