Class Notes

2008-03-25T07:26:00.001-07:00

Class Notes For April 29 2008

1) Reflection on Papers/collection: comments, back on Thursday
Q and A Problems: Take Good Notes

2) The End of Oedipus:
A. Wrapping up Oedipus
B. More Comments on Blocking, how it works
B. How can these different arts come together?

3) Directing M. Butterfly
A. Examples and First few Scenes:

4) Review for the final examination:
B. Drama, Theater, Greek Tragedy

Class Notes for April 24 2008

1) Oedipus – The Reading
a. Experience
b. What is changing as we read
c. Scene Reading
d. YouTube Video

2) Paper
a. You should be here today with your sources
b. In-text citations
c. Sources
d. How do we incorporate these sources into our text?
e. Work on paper, summary and transitions.

Class Notes For April 22 2008

1) Fate Vs. Free Will
2) Scene Reading: Creon Vs. Oedipus
3) Sources, how to use them
4) Sources:
a. ***Link For Sources***Journal Articles: http://www.husson.edu/?cat_id=709
Search the books in our Library: http://minerva.maine.edu/search*****

b. MLA
c. In-Text, Works Cited
d. How to use a quote in your paper.

Class Notes For April 17 2008

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 actorLanguage over expression
Chorus marks divisions between scenes.

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

Paper Outline for Workshop
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

Class Notes for April 15 2008

End of Term Syllabus

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

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

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

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

29 Writing Workshop: Sources
Revisions

01 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

Class Notes for April 10 2008:

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.

Class Notes for April 9 2008

Fences

Literary Dimension:

Characters:

Troy Maxson
Jim Bono
Rose
Lyons
Gabriel

Setting:

Cultural References
Are we seeing any motifs, symbols, or themes ?

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 for April 10 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

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 for April 1st 2008
We are going to begin with our review of the Poetry and Short Story sections:

Poetry Review

Poetry Terms: Part One

• Speaker

• Audience

• Situation

Poetry Terms: Part Two

Imagery

• Metaphor

• Simile

• Symbol

• Allegory

Poetry Terms: Part Three

Syntax:
• Balanced
• Broken
• Mimetic

Other issues:

• Rhyme Scheme
• Syllables

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

Short Story Review:

Short Story Terms: Part One

• Characters
• Setting
• Cultural References

Short Story Terms: Part Two

• Plot
a. Exposition
b. Rising Action
c. Climax
d. Falling Action

• 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?

• Symbolism and Allegory

• Theme

a. Theme is the Dominant or Unifying idea.

Short Stories we have studied which may be on the test:

Kate Chopin The Story of an Hour 38

Point of View and Character
John Updike A&P 32
Luke The Prodigal Son 27

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

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 9: Motif and Theme
25 Ralph Ellison Battle Royal 341
Edgar Allen Poe The Fall of The House of Usher

Class Notes for March 27 2008

1) How are dreams different than everyday life?
a. What can happen in a dream that can’t happen in everyday life
2) A Very Old Man With Enormous Wings
3) First reaction
4) Characters:

a. Pelayo
b. Elisenda
c. Baby
d. “Angel”
e. Father Gonzaga
f. Villagers
g. Spider Woman

5) Setting: Surreal: Characterized by dream-like or hallucinatory images. What
are some of the dream-like images in this story?

6) We may be a little confused about what this story is all about. So let’s
use some more of our tools:
7) Well, if we are a little confused, we need to use some more of our tools:
a. What is the Plot?
i. Exposition
ii. Rising Action
iii. Climax
iv. Falling Action?
8) Is this an allegory? If so, for what?

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?

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?

Approaches to Literature TTH

Class Notes

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