As we've been reading Into the Wild, we have returned to one question again and again:
Why did he do it?
Now, I turn this question to you. Your first writing assignment of this session is an explanation/exploration of your own life. Chris McCandless realized that there was something amiss in his world, and he attempted to fix it. Whether he found his answers is not something we can ever know, but we can take the lens we're using to study him and turn it on ourselves.
I ask that you write a piece on your own life. It may take the form of an analysis, a narrative, a treatise, even an anthem. Do some freewriting, look over your journals, create an outline of ideas (we'll talk about this tomorrow), then decide which form would be best. I'll talk with each of you individually about your outlines on Friday (13), so have a solid start by then.
Here are some questions you might consider (add more to the "Comments" section if you think of others more pertinent):
Why do you do ______?
What do you want to do with your life?/What goals do you hold?
What plans do you have to achieve these?
What obstacles do you foresee?/What obstacles are in place now?
How can you overcome them/turn them into opportunities?
This is not a simple assignment, nor is it a chance for you to rant against the wrongs done to you, but an exploration of your aspirations and current situation. Remember, if we've learned anything so far,it's this: When you're heading into the wild, better have a map...
Great first day, guys. I hate talking as much as I did, but I think we're set for the year. If you want a copy of the syllabus or the LitToC stuff, you can download it all here.
Also, here is the Scribd document of the novel. As I said before, use it only until you purchase the book. You will not be able to read the entire novel on a computer or iTouch screen.
As you read, mark the parts that are interesting to you. This will be the first thing I ask about tomorrow. (And don't forget vocab!)
During the last three weeks of this session we will be pulling from everything we've done before: critical analysis of texts, cultural analysis of works, integration and synthesis of works from different eras and cultures, and explication of literary devices. "How will we do this?" you ask? By answering an apparently simple question:
Our answer can be as simple and complex as we want, but it will take our understanding of all these cultural phenomena and works and the skills we've acquired this year to pull off a solid answer.
I hope the overview in class was clear, but in case it wasn't, here's a primer:
Heading your paper (link to AP site). The link also provides an example of in-text citations, margins, and headings.
MLA format guide at OWL at Purdue. Most of you will be using the "book" and "online periodical" sections.
Works cited page (click to make larger):
Keep in mind that the entire document should be 12pt Times New Roman, double-spaced. To make sure: after you finish your paper, save it, hit ctrl+A, right click the text, then hit "Paragraph." The line spacing option should say "double", and the spacing before and after should read "0". Hit "OK," then (with the text still highlighted) check the text size and font boxes to ensure they read "12" and "Times New Roman," respectively. If not, or if they're blank, fix them.
You're all set! Send me a copy tonight if you want me to look it over, but don't depend on me to do your final editing. I won't have access to a computer all night.
Remember, you will be writing over how aspects of Victorian culture may have impacted or brought about the novel you are reading. Look into the life of the writer, the major historical events that came before the book was published, and any other information you can find about the historical background of the book.
Post a comment below or send me an email if you have a question.
Tonight, write out your basic thesis statement and supporting ideas. We will give one another advice on arrangement and flow of ideas tomorrow in class.
If you have chosen to re-write the essay from last Friday, the last day to turn it in is Monday, Sept 8th.
If you have not finished About a Boy, try to knock it out this weekend. We will be writing over themes from John Donne's "Meditation #17" and Simon and Garfunkel's "I am a Rock" on Wednesday, specifically as applied to About a Boy. We discussed these in class, but it would be a good idea to go over them once again (find Donne's work here, Google "I am a Rock lyrics" for the song) before you finish the novel. As you read and journal on About a Boy, it might be helpful to keep these questions in mind:
Is "Meditation #17" reflected in the creation of the extended family at the end?
Donne says "No man is an island," while S&G state "I am an island." Do you see any characters in About a Boy thinking either way? Does the character change his or her mind?
In your reading of Donne's writing, do you think he believes we have a choice to disconnect ourselves from everyone (like Will and Fiona do in the beginning), or are we able to create our own "island" like S&G try to do? What does this mean for the characters?
Remember, these are just possible interpretations. If you have other ideas or feel like you can support other interpretations, please do so. Your essay will take the form of an answer to one of these questions. Convince your reader that your interpretation is a solid one by using support (quotations) from all texts you choose to include.
If you have any questions about either last week's or next week's essay, please post a comment below or send me an email.
I really enjoyed reviewing your drafts today. This gives me a chance to see where you are as writers, and an opportunity for me to give you specific feedback. As you finish your essays this weekend, keep these things in mind:
Go over the handouts I gave you in class. If you have any questions, or if an example is unclear, please post a comment and I'll get back to you quickly.
Turn in anything you write on. I'll only grade what you ask me to, but it helps me if I can see your thought process.
Avoid summarization. Each sentence should show your reader what you got out of the text, not how you would re-tell the story.
Papers are never perfect, but work on it at least once more after you get everything down, even if only for 10 minutes. Make sure your idea is clear and you've supported each major point with (cited) quotations from the text.
Don't worry about typing them unless you:
Are unsure about punctuation, citations, etc. (I will grade all on this, but my explanations are clearer when the paper's clean.)
Have really terrible handwriting.
Feel that you are a poor speller. (Please give me a copy of your handwritten draft as well if this is the case. I do not specifically count off for spelling errors at this stage, but I would like to see where I can help.)
We've been blazing through the process of invention, or "coming up with something worth writing about." The following is a quick overview, but as you know, there is no substitute for our rapid-fire discussion technique.
If I missed something, or there is something I need to clarify, post a comment below for the benefit of all.
We will discuss the writing process tomorrow and what I expect from your essays.
Today we went over the old TP-CASTT model for poetry/music analysis. Then we tore it apart. In doing so, we found the most appropriate method for us to use in analyzing any work, but shorter pieces in particular. Here is what we came up with:
Awesome. You all (inadvertently?) created a workable representation of the rhetorical triangle using the common sense you apply to describe the things you enjoy. This is going to be a good year.
The rhetorical triangle is used to describe the interaction of the reader, the writer, and the message itself. From what you have given me, it could be constructed this way: A writer presents some information (imagery, symbolism, or a straightforward statement to the audience. The reader then takes this structure and applies it to what he or she has read (looking for allusions) or experienced. This "reader history" is then applied to the message. If it fits, then you have a solid interpretation or analysis. If not, 'round we go again. (We'll discuss this "application of reader history" in more detail tomorrow.
We will continue looking at poetry on Friday, so if you have a song that you particularly enjoy, share it! Together we'll try to find a new way of interpreting it. The song's author does not necessarily have to be British, but that would be nice. Even better: Can you find a poem or song similar to Stevie Smith's "Not Waving but Drowning"?
I just spoke with Borders in Midtown, and they will allow you all to use my educator discount when you purchase a copy of Malcolm Gladwell's The Tipping Point. I had to cancel my order with B&N, but with our history of weird order times, I'm not too broken up about it.
So. The order should be in the store by Wednesday, April 2nd (which is the beginning of the discount week). Stop by, ask for the book at the front counter, ask for the 25% educator's discount, and read to your heart's delight. If they question your educator status, politely ask to speak with the manager and explain what I've just told you. There should be no problem.
We will peer review our articles in class on Monday, March 31st, so please bring a completed draft at that time. We'll work together to improve clarity and structure, and share ideas for catchy titles. The final draft of Articles are due on Tuesday, April 1st. We will present them to the class at that time, and pass copies around (possibly via email--that would be a lot of paper) for everyone's enjoyment.
If you are having trouble coming up with a topic, ask during class. We can all work together to come up with great ideas.
One last thing: We will be wrapping up our discussion of Everything Bad in class tomorrow. If you have not finished the book, complete as much as you can tonight. We had a great discussion in class today, but it will be much better if we are all on the same page.
Here are some (legible) notes from our discussion in class. While we are going to be using these steps to create newspaper/magazine articles, the process is the same for coming up with a topic for just about any type of nonfiction writing.
Choose your topic. It should be something you're interested in, something you have a question about.
Research your topic. As you go, make sure you have a solid understanding of your topic. If you don’t understand your topic, you are likely to confuse or put off your audience.
Take notes, mark up your book, look up other sources, mark them up. This step is important. You'll thank yourself later if you do this.
As you consume, ask questions of the work:
Am I a cockroach? Does the author's comparison work?
Is radio really irrelevant? Does music really make commercials better?
Where can I buy one? [Okay, that last one would be a short article.
These questions will become the "prompt" for your essay. The great thing about it is that you can change your question if the answer seems obvious or the answer would take too long to come up with. [Avoid "What is the meaning of life," for example. (Unless your answer is "42." Wait, that's too short.)]
After you find your question, begin thinking about a possible answer. Read through your notes, look for other sources, and talk with friends that know something about your topic, and some that don't. The first group can help clarify and help with ideas, while the second can ask questions and check your understanding.
