This post is a not-for-points free-for-all zone where you may post comments and feedback to one another tonight about potential course themes and classroom lessons or discussions and how they might relate to our novel. Who knows? You might regenerate a brain cell or two that you thought was dead.
Author: LTC Markley
Choose a Stream, Cross a River
Your next discussion entry is worth 20 instructor points (in lieu of a quiz) and will be evaluated qualitatively; in other words, entries need to have significant substance to receive the full 20 pts.
Dependent upon whether you went to a Faulkner conference talk or not, answer one of the following discussion prompts:
Choose a stream of consciousness of one of the characters in AILD during the failed river crossing scene and conduct a close reading of it. As you explicate the passage for this discussion, focus on elements such as deeper symbolic meaning, descriptive imagery, revealed background information of the characters, applicability to overarching themes within the novel, allusions, narrative voice, etc.
OR
Write an abstract of the conference that you attended. Include the thesis/central topic that was presented and highlight a few of the main points that you took from the talk.
Message in a Bottle
Assuming the perspective and persona of one of the shipwrecked characters in Shakespeare’s The Tempest at the end of Act 4, write a message in a bottle detailing your experiences on the island and pleading for rescue. Some questions you will need to consider:
How did you end up on this island?
What does this island look like?
Who is with you on the island? (Only include character(s) you have interacted with.)
Describe a conflict that you have had with another character or with yourself (if applicable).
Describe any strange or unusual things that you have seen, heard, or otherwise experienced on this island.
Things to keep in mind when writing your letter:
-Begin with an introduction of your character. Remember, this is a message in a bottle, so the recipient will have no idea who you are.
-Consider your character’s background in thinking about your writing style. A more educated/high status character will write more formally that a less educated/lower class character.
-Your purpose in this letter is to explain your unique situation on this island, and plead for rescue!
Once I figure out how to enable the “vote” function, students from all sections will vote on the most authentic message. The winner will recieve something really cool, like a positive COR and an approving look/nod from your instructor. Good luck.
Creative Assignment Draft – Peer Response
Please cut and past your draft/outline/ideation page–whatever you have so far of your creative assignment–as a comment to this post. You will be assigned a responder from another class. Sometime during THIS lesson (15: 21/22Feb), before the following morning, respond to your assigned draft with:
1) What you enjoyed most about the draft;
2) What you thought did not work particularly well;
3) One suggestion for the final draft.
Please be as helpful as possible (responders), though you are not obligated (respondees) to heed criticism/advice–this will simply serve as another reader opinion to help you see from another’s perspective.
Allusion in T.S. Eliot’s “The Love Song of J. Alfred Prufrock”
This poem makes extensive use of literary allusion. Exercise your literary/wiki knowledge: what allusions can you find, and how do they relate to the character of Prufrock? As always, feel free to discuss/dispute/dispel/expand/extol existing entries, and be prepared to discuss in lesson 10.
Epic Discussion
Comparing the Coen brother’s O Brother Where Art Thou with Homer’s The Odyssey, discuss one of the following characters/allusions. How closely do the directors/writers depict them from original? What do you think their intent was in their choices regarding the adaptation? In your opinion, was it implemented effectively? Feel free to expand, adjust, dispute, or banter with existing commentary–just make it insightful and reasonably mature. I do, however, understand that movie discussions can often become emotionally charged. Some choices:
Ulysses
Circe/The Sirens
Teiresias (the blind prophet)
Cyclops
Any other character or allusion you found (Menelaus, Agamemnon, Frogs vs Pigs, Hair Jelly, Telemachus, etc )
I am very interested in seeing what you found–I find something new (Coen intended or not) everytime I watch it.
Lesson 2 Discussion
DISCUSSION PROMPT:
First, closely read Archibald MacLeish’s “Ars Poetica” on page 885 in The Norton Anthology of Poetry. Explain what you think the poet is getting at regarding what poetry “should be;”
THEN,
choose either “The Red Wheelbarrow” or “Poem” and explain how William Carlos Williams complies (or does not comply) with MacLeish’s criteria. What does your chosen poem do for you?
Be specific and feel free to use any poetry terms you are familiar with.
If you choose, you may reply to an already posted comment with an equally sophisticated response in lieu of responding to the above prompt.
Your comments are due before lesson three (yes, there are instructor points attached to this assignment). I look forward to reading your comments.
EN102: English Literature
Welcome to the spring EN102 plebe literature course. We will use this site to post commentary to discussion groups, view literary content, communicate course updates, and occasionally to recieve and submit assignments. As I intend to update content frequently, it will be your responsibility to check the site daily. Aside from required reading and assignments, I will also post useful links and relevant interesting content for your perusal and classroom discussion, should the occasion arise.
Most importantly, this site should serve as yet another vital stream of information to enhance your rapidly expanding knowledge base. Remember that reading is writing, be it paper-plotted ink or pixelated plasma. May your monitor shine true and your keyboards clack freely.
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