Tomorrow’s class canceled

ENG114 is canceled tomorrow, 2/13, as I have the flu. I will follow-up with a post about your lit circles (this will be up by class time tomorrow). My apologies for the inconvenience, and I’ll see you all Monday.

Theory paper #1

Fall 2007

Marlow

Theory Paper #1; draft 1

Due: Wednesday, February 20th in class or by 11 a.m. Friday, February 22nd in my mailbox – Marcelle Hall

Choose one of the following approaches for a paper on The Giver.

WRITING A FORMALIST REPONSE

–Be on the lookout for structure, irony, themes, diction, tension, unity, motifs, figures of speech, symbols, repetition, allusion.

–Ideas for introduction: summarize the way certain elements of the work come together to make meaning; begin by making direct reference to the text itself (working from a passage/quote and explain its relation to text as a whole); give one possible reading, then offer your reading and defend it throughout the essay.

–Focus on the most significant element in the work, and explain how meaning is created in the text.

–Draw examples and quote from the text. Remember, formalists do not like the original text to be altered.

–Conclusion: state or reiterate connection between form and content, form and meaning.

WRITING A READER-RESPONSE ESSAY

–Use the bulleted lists on the bottom of pg. 129 – 130 to guide you in a little pre-writing/brainstorming.

–Introduction: Provoke a response from your reader by beginning with a powerful or memorable scene from the text.

–Explain both how the text controls you, the reader, through its use of elements — patterns, images, connotations, symbols, allusions, metaphors, foreshadowing, etc. — and how you add personal material to your reading of the text. Describe how the two interact to create the meaning of the text. Include these observations backed up by significant and relevant citations from the text.

–Conclusion: major effects of text on reader and how it achieved those effects.

**All papers must have a unifying thesis statement. Remember: a thesis is a claim, an argument, a stance you are taking. It is not something that is already settled, but something you explore and develop throughout the course of your paper.

**Don’t try to do too much. In other words, say more about less. Keep a tight focus in these essays.

Responses to The Giver

What follows is a selection of excerpts from some of your letters about The Giver. Please read the responses below and respond to one (or more) of them by clicking on the comments link at the bottom of the post. This online discussion can include your agreements and disagreements with your peers, and more importantly, an explanation of why you dis/agree , as well as responses to points you find interesting (and why they are interesting). Please have a comment posted by this Friday (2/15) at midnight.

At the beginning of the novel when Jonas’s father mentioned he was a Nurturer I felt that his assignment was to care for others, to hold a child with such love and respect that no one, or thing could understand. As I read the book I realized that Jonas father could not feel love, so therefore Jonas father felt no love for his family unit, newborns, and even Gabe. I often asked myself, how can someone not have any feeling of love, or in Jonas father’s case, any feeling of guilt or sadness? As I was reading, I felt alarmed that no one really questioned where people went when they were released.

A part that was confusing to me was when The Giver said “if you get away, if you get beyond, if you get to Elsewhere, it will mean that the community has to bear the burden themselves, of the memories you had been holding for them” (Lowry 155). Why is it that if Jonas leaves the community the memories will leave Jonas and be released into the community? I wonder how the community will respond to all of Jonas’ memories, the pain, suffering, weather, colors and happiness. I’m also wondering if the community will retain these memories or if they only hold them temporarily.

Finally, throughout the book I was reminded of the film Pleasantville, the tale of the agonizingly perfect black-and-white world “corrupted” by the confused and horrified outsider. The symbol of the absence or presence of color creates a powerful visual statement about the price of living painlessly and the fragility of our world. “We relinquished color when we relinquished sunshine and did away with differences,” the Giver explains to Jonas. “We gained control of many things. But we had to let go of others” (95). In our rush to improve our lives, it would seem to be a point that we need consciously to remember.

I do not understand the ending of the book and it is almost like an upset of the way it ended. Gabe and Jonas escaped but where did they escape to and what happened afterwards?

What appears on the outside, is a calm, orderly society yet practiced on the inside of this community is euthanasia on the very young, those people that don’t conform, as well as the elderly. It is not gender specific.
By using this word release, rather than death, it continues to maintain and restore order in this society. Can you imagine The Giver stating that they would be putting a baby to death at its very early infancy for not conforming.

One particular instance that stuck out in my mind was the way in which children were conceived and given away. If nakedness was nonexistent and touching of another human was considered rude, then how were new children conceived? And if this so-called Sameness society is in fact equal and painless then why should a newchild be released if it has a birth defect or if it is a twin? Isn’t that going against what the people of Sameness believe in?

Reading on I noticed when the Giver and Jonas were thinking of the plan, the Giver said he must go see his daughter, Rosemary, and was not able to go with Jonas to Elsewhere. At this point, I was totally confused. Was he talking about his real daughter or did he consider Rosemary his daughter?

Details from The Giver

Here is the list of details we collected from The Giver during class on Wednesday. I’m posting them here, so that we can refer back to them as a class and as individuals as we finish reading the book and seek to understand the ways in which these seemingly important details contribute (or don’t) to the meaning of the book as a whole.

–Fiona and the dream Jonas had about her and saw her hair color
–Jonas’s family agreed to not keep Gabe and not get attached
–everyone had a title “the giver” etc.
–no options; no choices; everything set in stone
–no color
–they have to discuss their dreams every morning
–Jonas has capacity to “see beyond”
–Where is Elsewhere? Where are they going when released?
–idea of pleasure and pain; don’t face much pain – everything is laid out
–Lily didn’t seem happy when Jonas received his assignment
–young and elderly disciplined with wand (being hit)
–no animals (except fish – hatchery)
–allusion to communist society
–didn’t keep track of age after 12
–night nurturers lacked the skills of the daytime nurturers and didn’t know how to interact in society
–Ceremony of 12 – Jonas got a “real calling” instead of an “assignment” – seemed to be even more difficult than the regular jobs
–relationship that Gabe has played – and parallels with Jonas (male and light eyes)
–no individual birthdays
–The Giver can turn off the speaker (only one with that power)
–idea of a Utopian society might not be a good idea after all
–father broke the rule about looking at Gabe’s name and mother didn’t seem to mind (in such a rule oriented society where this is her job)
–detached from other humans (even spouse); no touching = rude!
–precision of language – very controlled (overall control)
–they all go along with it. How did this all start? How to convince people to go along with such a thing?
–discussing feelings, but no “real” feelings
–Why did first receiver of memory fail? What is the big secret about her and her name?
–Giver/Receiver more luxurious lifestyle
–young bathe elderly and no qualms about nakedness in that exact setting

Jonathon Kozol seminar

Student Seminar with Jonathan Kozol
March 13th 1:15-3:15pm in the Touhey Forum, Lally Hall
A Student Seminar with renowned guest Jonathan Kozol, best-selling author and
education activist, will be held on March 13, 2008. This exciting event will feature
selected top students who will address leading ideas in Kozol’s works. This promises to
be an inspiring opportunity for both students and faculty. All students and faculty are
welcome to this event.
What do I have to do to be a part of this seminar?
Submit a one-paragraph commentary on any ideas from the writings of Jonathan Kozol;
if possible commentaries can include how Kozol’s writings challenged or influenced the
way you think about an important issue. This commentary should include a question you
would pose to Jonathan Kozol.
INSTRUCTIONS for Student Proposals
• We recommend that you consult with your faculty.
• It helps to be somewhat familiar with Jonathan Kozol’s work.
• Select an aspect/idea from any of Kozol’s works to which you can pose a specific
question for Kozol.
• Type a brief paragraph, about 4-5 sentences, describing an aspect/idea from any
of Kozol’s works regarding which you can pose a specific question.
• Your question may seek further elaboration from Kozol, support his position, or
object to his idea.
• Email your proposal to John Ellis at ellisj@strose.edu. Please include your name,
year, major, and contact information.
-Deadline for submission: Feb. 15, 2008 by 3:00pm
Who will be honored?
All entries will be reviewed by a faculty committee who will select four winning
proposals to be presented by the student authors at the seminar. The four winning
students will also receive a gift certificate to the college bookstore. Proposals will be
selected based upon insightfulness, articulation, originality, and relevance. Each of the
four students will deliver his or her commentary and question (5 mins), to which Kozol
will then respond. He will follow up with an informal discussion and dialogue with all
students and faculty. All students who submit proposals will be officially recognized at
the Seminar.
If you have questions please contact:
Professor Michael Brannigan (michael.brannigan@strose.edu), (518) 485-3789 or
Natasha Witchley (witchleyn376@strose.edu), (315) 725-9093

Letter Writing Assignment

ENG114 Letter Writing Assignment
Due: for The Giver Wed. 2/6; for Pedagogy of the Oppressed Mon.2/25; for Lives on the Boundary Mon. 4/14
**letter should be sent to me via e-mail**
**choose two out of three**
1-2 pages single spaced

Write me a letter responding to the chosen text. The idea driving the letter should be the type of response you have after walking out of a movie viewing experience that you’ve just shared with someone else (or a group of people), and you begin a discussion of the movie by saying (something to the effect of), “Remember that part where such-and-such happened? Well, I found that interesting, disturbing, significant, intriguing, ambiguous, revealing (insert word choice of your own) because…”; therefore, you’ll want to

• Use direct quotes and/or specific details from the text in order to illustrate and support your response, but you can avoid lengthy summarizing because we’ve both read the text.
• Ask difficult and important questions. A letter often invites a response, so you’re opening up dialogue here. But also, attempt to use your writing (and the thinking it allows and entails) to help you come to your own answers.
• Identify moments that the text challenged your way of thinking either about writing in general; that particular genre; the world; your own life, values, belief system, etc.. Tell me about the points you dis/agree with.
• Leave me with a reflection on your own thinking/reading process. Describe your reading experience to me.
• Explain your connections with and to the text.
• Reference any previous conversations (in-class) that we’ve had about the text that are relevant to your current line of thinking.

Any of the in-class responses that you’ve written might be helpful in writing this letter (reminding yourself of specific details and your thoughts/reflections about them).

I suggest that you start by referencing a direct quote or specific passage and work from that point in order to keep a singular focus for your response. (Write more about less; don’t try to cover EVERYTHING).

Begin the letter addressed to me: “Dear Jennifer.” This is to be a casual letter, not a formal/business letter.

Don’t forget to be specific about which text you’re writing about (use author’s last name and page numbers when quoting or paraphrasing).

(√+) A Reading Response letter that demonstrates close and careful reading, has a clear focus, an incisive line of inquiry, works closely with important quotes, and offers readers a thoughtful and engaging reflection on the assigned material. A response that connects to and significantly extends course reading and discussion. The writing is clear, crafted, and has been carefully edited. (A)

(√) A Reading Response letter that demonstrates close and careful reading, has a clear focus, raises important questions and ideas, and offers readers a thoughtful reflection on the assigned material. A response that connects to and extends course reading and discussion. The writing is clear and has been carefully edited. (B)

(√-) A Reading Response letter that fails to demonstrate close reading, lacks focus, or relies too heavily on summary. The writing is unclear, presentation of work is careless, or overall response is superficial or cursory. (C)

(Assignment ideas borrowed and adapted from Prof. Megan Fulwiler)

RSS application for Myspace and Facebook users

For Facebook users:
1. Browse applications in Facebook for “simply RSS” (you can do a search for this). If you don’t know how to do this, click on edit next to Applications in your profile. Next, click browse more applications. Do a search for simply RSS.

2. Click on “simply RSS” and add this application.

3. Skip the send invitation and click on “add feed to begin.

4. In the box where it asks for the URL of the feed, copy the URL http://lit114.edublogs.org for the class blog site and add /feed after .org, so it looks like this: http://lit114.edublogs.org/feed

5. Click add.

6. Voila! Updates to our class blog can now be seen each time you log-in to Facebook.

For Myspace users:
1. Go to SpringWidgets

2. In the box labeled feed URLs there will be a sample feed listed the (feed.feedburner.com), delete that and put in its place: http://lit114.edublogs.org/feed

3. Click the little blue plus sign to the upper right of the box. At this point you should see the sample feed in box to the right change to postings from our class blog site (this assignment should appear, for example).

4. Under Share Your Widget, click on the little myspace symbol (blue people). This will give you the code.

5. Copy and paste this code into your Myspace profile (for example, in your “about me” section).

6. Voila! Updates to our class blog can now be seen each time you log-in to Myspace

Welcome!

This is the class blog site for ENG 114 Literary Genres and Traditions. Here you can find the syllabus (should you lose your hard copy), assignment details, and any general class announcements. For now you will have to check back here regularly to get class assignments and announcements, but eventually you can have automatic updates sent to your Myspace or Facebook accounts (if you have one). Each of you will at various points throughout the semester contribute to this blog — commenting and “conversing” with me and your peers on class topics. Please browse and explore. Feel free to leave comments/questions here or email me. Let’s begin…and enjoy your semester!