1) Straight metaphor- Friendship is a vase.
2) Similie- Music is like poetry for the ear.
3) Personification- The trees rebelled against the storm.
4) Kenning- The garbage can is a fruit fly carnival.
-Cat Simmons
Wednesday, September 30, 2009
Wednesday, Friday, etc.
1. Remember that your FD is due on Friday. Skip the RR that is on the original schedule.
2. You also have blog-posting homework related to our class today (Wed.).
3. Our in-class text for today: Craig Raine: "A Martian Sends a Postcard Home"
4. Things you should know when you leave class today:
Descriptive Writing Techniques: Sensory Details and Figurative Language
Figurative Language Modes: Metaphor (simile, kennings, personification)
Cliches
5. Get ready for the next essay:
Creative Essay #1: Observation & Description from an Alien’s perspective
We’re taking our cue from Craig Raine and his “Martian Sends a Postcard Home” poem. First of all, this fits with our theme; an outsider’s perspective on human behavior shows us how one (non-human) individual perceives our system(s). Secondly, Raine uses a wonderful figurative language to make his observations (more on that in a second).
So, your job is to choose something to observe—something ordinary, something strange, something social, something domestic, something with other humans, something with animals, something with children, something with nature or machines . . . something you can look at for a good 30 minutes and then write about for 4 pages.
Here’s the catch: you must play the part of “individual versus system.” You must observe this thing as if you are not human; your descriptions should employ the figurative language tricks we have picked up from Raine and our RRs (also, we’ll have a lot class time devoted to figurative language exercises). There might be times, in the essay, in which you have to break back into your normal, human voice and explain yourself and how it was to observe and then describe. That’s fine, but focus on writing descriptions from an alien’s perspective.
You can use the double-entry chart I give you in class while conducting your observation. You will need to look over your notes and consider what will be your thesis. There should be one, clear sentence that is your thesis. What overall impression do you want the reader to have? You should use your introduction to present your thesis. Then, the body of your essay can be devoted to supporting it with details and descriptions. Seriously consider your method of organization, based on our class discussions. Also consider all the terminology under figurative language: metaphor, simile, personification, kennings. And don’t forget about the role of sensory description. How would an alien have sensory experiences? Finally, and oh-so-importantly, avoid clichés; they’re boring, and aliens would not use them.
Checklist:
-A good topic/location
-An observation chart that is attached to your FD
-A thesis statement
-An organizational pattern
-Use of figurative language and sensory details
Align your work with the rubric:
• Observation/Description FD is worth 40 points.
• The thesis accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
• Development accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
• Organization accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
• Written conventions are an issue on this essay, but will be graded only in a punitive sense. At this point, you should know our class list of grammatical and mechanical errors, and you should apply that knowledge to your own proofreading. If you have repetitive errors from our list or errors that consistently interfere with meaning, you will lose 5 points.
• Style accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
Notes from our syllabus:
RD: Due in class (should be 2 complete pages; 10 points)
FD: Due to me in hard copy (3-4 complete pages; graded according to our rubric and worth 30 points)
2. You also have blog-posting homework related to our class today (Wed.).
3. Our in-class text for today: Craig Raine: "A Martian Sends a Postcard Home"
4. Things you should know when you leave class today:
Descriptive Writing Techniques: Sensory Details and Figurative Language
Figurative Language Modes: Metaphor (simile, kennings, personification)
Cliches
5. Get ready for the next essay:
Creative Essay #1: Observation & Description from an Alien’s perspective
We’re taking our cue from Craig Raine and his “Martian Sends a Postcard Home” poem. First of all, this fits with our theme; an outsider’s perspective on human behavior shows us how one (non-human) individual perceives our system(s). Secondly, Raine uses a wonderful figurative language to make his observations (more on that in a second).
So, your job is to choose something to observe—something ordinary, something strange, something social, something domestic, something with other humans, something with animals, something with children, something with nature or machines . . . something you can look at for a good 30 minutes and then write about for 4 pages.
Here’s the catch: you must play the part of “individual versus system.” You must observe this thing as if you are not human; your descriptions should employ the figurative language tricks we have picked up from Raine and our RRs (also, we’ll have a lot class time devoted to figurative language exercises). There might be times, in the essay, in which you have to break back into your normal, human voice and explain yourself and how it was to observe and then describe. That’s fine, but focus on writing descriptions from an alien’s perspective.
You can use the double-entry chart I give you in class while conducting your observation. You will need to look over your notes and consider what will be your thesis. There should be one, clear sentence that is your thesis. What overall impression do you want the reader to have? You should use your introduction to present your thesis. Then, the body of your essay can be devoted to supporting it with details and descriptions. Seriously consider your method of organization, based on our class discussions. Also consider all the terminology under figurative language: metaphor, simile, personification, kennings. And don’t forget about the role of sensory description. How would an alien have sensory experiences? Finally, and oh-so-importantly, avoid clichés; they’re boring, and aliens would not use them.
Checklist:
-A good topic/location
-An observation chart that is attached to your FD
-A thesis statement
-An organizational pattern
-Use of figurative language and sensory details
Align your work with the rubric:
• Observation/Description FD is worth 40 points.
• The thesis accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
• Development accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
• Organization accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
• Written conventions are an issue on this essay, but will be graded only in a punitive sense. At this point, you should know our class list of grammatical and mechanical errors, and you should apply that knowledge to your own proofreading. If you have repetitive errors from our list or errors that consistently interfere with meaning, you will lose 5 points.
• Style accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
Notes from our syllabus:
RD: Due in class (should be 2 complete pages; 10 points)
FD: Due to me in hard copy (3-4 complete pages; graded according to our rubric and worth 30 points)
Tuesday, September 29, 2009
Miss America/Faces of the Dead
For "Miss America", I found it really interesting on the way the picture is constructed. Notice the blood over her eyes... maybe this is signifying that her vision is tainted by the situation, like the war or violence in general clouds her vision. What I wonder is why is the man's head between her legs? I don't mean this to be immature, I'm just curious to its significance. Does it mean rebirth? Birth in general? Like these women are birthing a tragedy? Or maybe the woman is meant to be seen as America, and that it is giving birth to destruction. What was the artist trying to say by this placement?
"Faces of the Dead" I found really clever with the different boxes. One of the men, Andrew G. Patten, was a young man that went to the church I went to throughout middle and high school. I didn't know him personally, but many of my friends did. Coincidentally, the church is erecting a memorial building in his honor. It is interesting to see the pictures of the men and women who have served, it makes it much more personal. We hear the names on the television and read them on the paper, but this makes the viewer take these men and women into perspective in a much more relative way. If I were to group these two together, I would say that War is the system, and the people that fall under it, whether American or otherwise, are the individual.
-Cat Simmons
"Faces of the Dead" I found really clever with the different boxes. One of the men, Andrew G. Patten, was a young man that went to the church I went to throughout middle and high school. I didn't know him personally, but many of my friends did. Coincidentally, the church is erecting a memorial building in his honor. It is interesting to see the pictures of the men and women who have served, it makes it much more personal. We hear the names on the television and read them on the paper, but this makes the viewer take these men and women into perspective in a much more relative way. If I were to group these two together, I would say that War is the system, and the people that fall under it, whether American or otherwise, are the individual.
-Cat Simmons
Monday, September 28, 2009
Miss America and Faces of the Dead
I think Wolf Vostell was really letting the media have it when he created Miss America. These two iconic representations in the piece were handed to us by the media. You can see that he has chosen two well-emphasized themes in modern media: the obsession with sex and violence. The unrealistic expectations of women and sexuality and how it is perpetuated by the media is symbolized by the picture of the fashion model. The candid photograph of the Vietnamese soldier being shot in the head by the Vietcong general, I think, is a testimony to the media’s tenacity to exploit something as atrocious as war. A lot like the pop-art during that time, it was a satirical interpretation of the familiar images floating around in the media. I have never seen anything like Faces of the Dead before but after seeing all of the faces of those who have fought for our well-being and lost their lives while doing so; I couldn’t imagine a better memorial to them. I like how all of the “tiles” or pictures of each soldier contributes to the one giant portrait of the soldier chosen, as if the designer was trying to say that one soldier alone is the make-up of all the others. It’s also important that some personal information of the soldiers was listed though I would have liked to see a small tidbit of a personal interests listed with the picture. I feel it would have made it even more powerful because the audience would have been able to identify with the soldiers on a personal level but perhaps that wasn’t entirely the goal. The analysis and timelines of all of the deaths are devastating.
Faces of the dead in Iraq
When I saw the page about the many dead soldiers in Iraq I was a bit sad about the amount. Each little square represented the death of a soldier and seeing that the the list is not even complete made it more depressing. How many more soldiers need to die for the war to end?
Just imagining that each person in that list had a life, family, and friends makes it really depressing. The pain that their family is going through is unimaginable.
At the same time I'm thinking that this is a war and casualties are to be expected and the soldiers that went to war expected it too. I have a few friends that left to Iraq and came back. I have had conversations with them regarding their choice to sign up for the armed forces and what were their expectations. They told me that they know what they signed up for and that although it is sad when there are casualties they know what they are doing for their country.
Sunday, September 27, 2009
Miss America
When I look at this image a mixture of confusion swirls through my head. In a way I feel like America is being portrayed as this glamorous land where nothing bad ever happens or that America fails to see the chaos going around worldwide.
Faces of the Dead response
When I viewed "Faces of the Dead" I found that argument being stated was how many deaths have occured among soliders. I think it's an artistic piece which can serve as a memorial but it's main purpose is to show the number of death's.
Friday, September 25, 2009
Faces of the Dead and Miss America
I see a very large comparison in these two images. In Miss America, the young lad has red paint over her eyes. I see this as her being blinded or sheltered from what is really going on in her chaotic life. Or she just may blind herself from the cruel and terrible things that are happening around her. This is very different from Faces of the Dead because in these image, we can actually see the faces of the service men who gave their lives to protect out country. It is very raw and gives us an inside look to how many people have died in a cause that they probably didn't even believe in.
Faces of Dead
This site really touched me. At first I thought it was an article about one soldier. When I found out that every single little square was a soldier that we tragically lost do to the war, I was very saddened. Some of the stories I listened to were deeply tragic, and there are no words to explain the biggest amount of respect I have for each and every individual who puts on that uniform to go out there and fight knowing that you might not come back. It makes me feel guilty. Kind of like why should I have the right to stay here safely going to school, when our brothers and sisters our out there fighting for our safety, and for their lives. My cousin is out there right now, and I pray everyday that he's not another square added to the site. To all the friends and family members that has suffered do to loss of someone in the war, I am so so sorry, and my deepest sincerity goes out to you. And to the rest of our very brave brothers and sisters still out there fighting for us, Thank You & May God Be With You.
Faces of the Dead and Miss America
It felt very weird to be looking at these photos of people so young that died in the war. You don't realize how similar they are to you until you see them and realize their age and think about how they probably had an everyday life just like us. It's scary to think that, at this age, these people were risking their lives.
Faces of the dead
this blog makes you think about how seeing someone who is dead and how it affects you as a person for the rest of your life. Especially in the war because you know how and why they died. They died for their country and they were brave people. Its also very sad to think their families will never see them again. Its something you wont forget even if you wanted to. You wont see things the same way you used to.
What a shame...
"Faces of the Dead" is providing America with a strong message. The idea that this picture is trying to get across is the statistics we here on the news are not just numbers, but they are people. Any given person in that block is a brother, sister, aunt, uncle, mother, father, cousin, friend, or even just an acquaintance. Every picture is proof that these people had lives and loved ones and hobbies and jobs. The title is proving this point by contradicting the idea. These are not just faces of the "dead;" they are faces of individuals who were killed just doing what they had to do. The only time this is contradicted is the blank pictures of the recently deceased. These pictures, no matter how powerful, are just the outline of a person and that doesn't connect a lost life to an actual person. These soldiers were fighting a war, but I think we are the individuals struggling against guilt. All these men and women were killed and we are home complaining about trivial things like the weather or the fact that there is nothing good on TV. The message from the picture is telling us as Americans to be grateful for what we have because, just like the faces of the fallen, we are just ordinary people who could be in the soldiers' shoes. They are people who happen to be risking their lives everyday and some loose the game. The tricks in this picture are very important because the one larger block connects all of the fallen. They were all in the same situation with the same fears and challenges. Every person in the block is connected to another. I thought that the faces of the recently fallen being blank squares was a very powerful way to convey the way Americans think or the way the news reports the information. This reminds me of the movie "Jar Head" because that movie is about a group of people going through the same things at the same time. There were people in that movie killed and the audience could really see the reaction of his friends and the recognition of the life lost. They were/are not just pictures to each other; they are friends. The reaction I had to this piece is shameful. I am embarrassed not only for me as a person, but for us as a country to forget that these people are people with lives and loved ones, not just numbers or statistics. I think this got the message across very well.
Faces of the dead
I literally saw half of all the men that died and saw only one woman. This is weird I know but i had never heard of a woman dying at the war so i was pretty shocked when I saw a woman's face. I was surprised at how many soldiers have died ever since the war started. I admire them for being so brave and fight for our country. It's very sad just thinking about the family they left behind especially their children. When i saw the soldiers that had died that where in their twenties I couldn't believe they had died so young having a whole life ahead of them. Looking at their faces really touched me because most of my friends are in the marines and I know I wouldn't want for the same thing to happen to them.
MIss America
This image seems very violent, theres a gun and a lot of blood. It also means war and cruelty like when the chinese man has the gun to his head. It shows what America has been all about these years war, discrimination and injustice. I found this very disturbing since there are men dead on the ground and a man about to be shot in the head.
Faces of the Dead
While looking at "Faces of the Dead," I felt guilty of all the lives being lost. I feel responsible, as an American, for this tragic loss. When I first saw the photograph, I assumed it was just one soldier that had lost his life. But as I scrolled around the picture, I noticed that there were hundreds of soldiers that had to go too soon. This tragic loss made me feel disappointed in the American government and the Middle Eastern politicians because I was told this war started for the safety of the universe. However, even after years of fighting and even after billions of dollars spent on weapons and war materials, we have have not gained anything but lives and families being torn. God bless all the families of the victims and may these souls rest in peace. RIP: to all the identified AND unidentified victims of this useless war.
Miss America
Through the blood on Miss America's eyes and arms, one can see the violence she had to endure even while living in the United States. Her elegant hairstyle and heels shows that she has the ideal American life. Despite living a luxurious life, she still had to see and experience this violence. To further reveal the violence and bloodshed, the photographer has also captured the Asian man's fear-filled face when a gun is pointed to his head. On the bottom panel, one can also see soldiers showing their superiority by holding guns in their hands and looking down at the dead. This photograph goes so far to reveal the torture one has to face. With a variety of symbolic colors, it captures the viewer's eye.
krazyyyyy..
man thats one crazy picture with the faces of america. ive seen it b4 but cant recall where. i say we all go and find bush..lol..jk..im not sure but the idea that each little square is a dead person in scary. with ms america i think i means that we are our own destruction because there is the picture of the gun and person shooting themselves. its sucide to do alot of things in this country that we do and they need to stop.
Miss America and Faces of the Dead
The "Miss America" picture to me shows a lot of death and violence. It is a symbol of how America is suffering. The blood in the picture shows me the blood that America has lost. The gun in the picture shows me that history repeats itself and that there's going to be more blood shed.
The "Faces of the Dead" picture to me means that we will always remember the fallen. As you scroll over the picture, all the tiny boxes that make up the picture have names of different people who have died in the war. It shows that people are fighting and dying for our country and that they should not be forgotten. I wonder why they picked that guys face for it though?
The "Faces of the Dead" picture to me means that we will always remember the fallen. As you scroll over the picture, all the tiny boxes that make up the picture have names of different people who have died in the war. It shows that people are fighting and dying for our country and that they should not be forgotten. I wonder why they picked that guys face for it though?
Miss America
For the picture I wasn't too sure what to interpret from it. I think that it's what America resembles, or what it has been resembling in the last couple of years. America seems to be all about war, whether it's right or it's wrong. Everything has been violence these last years. I take the picture as an American and then the struggles through the war. It effects every single one of us in some way.
Halie Sanchez
Faces of the Dead
As I was looking through the faces of the dead I felt an overwhelmed feeing of sadness. I know that they volunteered and that they are just trying to protect our country, but why them? There are a mix of younger people and other people, and I can't even imagine how their families feel. These people are dead because of us. They should be alive creating a life for themselves;they should be creating a future. Instead of this they are buried in the ground. I have so much respect for them and their decision to die with what they wanted to do. It just worries me because my friend Joe is leaving very soon for the military. It makes me worry that he will become one of these faces. He is such an amazing person and I don't understand how he wants to go and do this, but it's his choice and it's what he wants to do. All there is to do is support him and hope for the best. I would love to talk to the families of the lost ones. I want to know what their opinions are about this whole war and how our soldiers are being killed everyday. As much as I'm against the war, I respect and support our soldiers. There is no way that I could go out there and do what they do. They our distracting them in Iraq, and I believe that is the reason why they haven't attacked us again. Everyone should have respect for our soldiers. Whether you like it or not, they die for us.
Halie Sanchez
Problems: Posting, FD date CHANGED
Hello.
1. A few of you have reported trouble posting.
Here are the directions:
First of all, you should have already created and sent me a gmail login. I have responded to every message that I received, which means that you should have gotten an invitation (sent to your gmail). Just follow the link.
When you arrive at this site, look in the righthand corner for a link that says "Sign in." Do that. Use the login and password you created for gmail.
Signing in should lead you to a "Dashboard." Once there, you should see our blog: Writing as History. Under our blog name are several options. Choose "New Post."
*Very important: don't choose "Create a Blog" in the corner; if you do that, you'll create your own site, and you won't be writing on our site at all.
After you've clicked on "New Post," you'll arrive at a screen that looks a little like an e-mail screen. There's a title box and a message box. Just fill these in, and make sure you sign your name.
Choose "Publish Post" to make it appear on our blog.
2. I am very sick with a cold; just a cold, it has nonetheless prevented me from finishing my notes to you on your RD2s. This means that you will not get them back until Monday. To make things go more smoothly next week, I've lightened the work load a little bit. Please revise this week's schedule:
F Sep 25
Scheduled:
Get back RD2 // Quickie grammar lesson // Quickie rubric check-in // Leaders: short discussion of Faces of the Dead
ACTUAL:
Discussion of image texts, Questions about blog postings, Commonly Confused words/labels
HMWK:
JUST DO: RR7 (ND p. 51-69—leaders) FOR MONDAY
M Sep 28
Discussion // Get back RDs
HMWK:
1. FD--WILL BE DUE ON FRIDAY, NOT MONDAY
2. RR8: ND p. 69-86
W Sep 30
Read Descriptive Essay Assignment, Lesson: Figurative Language (Craig Raine, kennings, Vocal Impressions)
HMWK:
1. Post on the blog: four quotes (from any of our readings) that demonstrate figurative language // FOR EACH ONE: label the “mode” of figurative language
2. RR9: ND p.86-119--DO NOT DO THIS RR
3. FD is due on Friday
1. A few of you have reported trouble posting.
Here are the directions:
First of all, you should have already created and sent me a gmail login. I have responded to every message that I received, which means that you should have gotten an invitation (sent to your gmail). Just follow the link.
When you arrive at this site, look in the righthand corner for a link that says "Sign in." Do that. Use the login and password you created for gmail.
Signing in should lead you to a "Dashboard." Once there, you should see our blog: Writing as History. Under our blog name are several options. Choose "New Post."
*Very important: don't choose "Create a Blog" in the corner; if you do that, you'll create your own site, and you won't be writing on our site at all.
After you've clicked on "New Post," you'll arrive at a screen that looks a little like an e-mail screen. There's a title box and a message box. Just fill these in, and make sure you sign your name.
Choose "Publish Post" to make it appear on our blog.
2. I am very sick with a cold; just a cold, it has nonetheless prevented me from finishing my notes to you on your RD2s. This means that you will not get them back until Monday. To make things go more smoothly next week, I've lightened the work load a little bit. Please revise this week's schedule:
F Sep 25
Scheduled:
Get back RD2 // Quickie grammar lesson // Quickie rubric check-in // Leaders: short discussion of Faces of the Dead
ACTUAL:
Discussion of image texts, Questions about blog postings, Commonly Confused words/labels
HMWK:
JUST DO: RR7 (ND p. 51-69—leaders) FOR MONDAY
M Sep 28
Discussion // Get back RDs
HMWK:
1. FD--WILL BE DUE ON FRIDAY, NOT MONDAY
2. RR8: ND p. 69-86
W Sep 30
Read Descriptive Essay Assignment, Lesson: Figurative Language (Craig Raine, kennings, Vocal Impressions)
HMWK:
1. Post on the blog: four quotes (from any of our readings) that demonstrate figurative language // FOR EACH ONE: label the “mode” of figurative language
2. RR9: ND p.86-119--DO NOT DO THIS RR
3. FD is due on Friday
Faces of Death Comment
I think its pretty messed up how you can put together thousands of soldiers pictures who dies throughout the war... and get the picture of a young man who died early this year. It is a sign to show that this war is full circle and it is doing no one good. Not us, Not them, Not anyone anywhere. This war has only brought about death to the future of our country, and this will come back to bite us later down the line.
Thursday, September 24, 2009
Faces of Dead
Faces of dead show a big picture with over 100 small boxes with the death of soilders from 2008 up to now.
"Miss America" and "Faces of the Dead"
This image is more like text to me. I think its trying to show that violence is widespread. The girl who I think is "Ms. America" in the image has blood on her face and then the guy is being pointed by a gun on his head; again showing violence. - Mohammed Khan
In Faces of Dead, I see so many faces of soldiers who died during the war. I clicked on many random faces and noticed most of the soldiers are around 18-26 years old. most of them are close to my age. This can be compared to our theme. Individual vs. the system, where the people who died in the war are the individuals and the system is the war. - Mohammed Khan
faces of the dead
Wow it is really hard to believe that that one big picture of a human is made up of only smaller pictures of thousands of brave soldiers how have given their life for this country. It has a bigger impact on me because the picture is large and jumps at you right away.
faces of the dead
It is so sad that 50% of the killings have been army based where most of the men are between 18 and 24 in age. most of these soldiers died for their country in a vehicle explosion.
Monday, September 21, 2009
For Friday . . .
Two image-texts:
1) Vostell's "Miss America"
2) The New York Times' "Faces of the Dead"
Focus, especially, on "Faces of the Dead."
1) Vostell's "Miss America"
2) The New York Times' "Faces of the Dead"
Focus, especially, on "Faces of the Dead."
Sunday, September 20, 2009
Monday and Wednesday: Media Days: North Country
On Monday, we begin two days of watching the film North Country. It fits our theme, "Individuals vs. Systems," in lots of different ways. Here are some links for more information:
The Wikipedia entry
Some information about sexual harassment
An interview with the lawyers involved in the case
Think about how the film connects to other texts we've examined. Think, also, about how the writers of the film are using some of the same tricks/techinques as did Bob Dylan when he wrote "The Lonesome Ballad of Hattie Carroll" (the song we listened to).
DON'T FORGET TO BRING RD2 TO CLASS ON MONDAY. YOU SHOULD SUBMIT TO ME A FOLDER THAT CONTAINS: RD1, PEER REVIEW NOTES FROM YOUR PARTNER, RD2, YOUR OLD RRs.
The Wikipedia entry
Some information about sexual harassment
An interview with the lawyers involved in the case
Think about how the film connects to other texts we've examined. Think, also, about how the writers of the film are using some of the same tricks/techinques as did Bob Dylan when he wrote "The Lonesome Ballad of Hattie Carroll" (the song we listened to).
DON'T FORGET TO BRING RD2 TO CLASS ON MONDAY. YOU SHOULD SUBMIT TO ME A FOLDER THAT CONTAINS: RD1, PEER REVIEW NOTES FROM YOUR PARTNER, RD2, YOUR OLD RRs.
Friday, September 11, 2009
Your first formal essay is coming up
THE DEFINITION ESSAY (as described in your Assignment Descriptions packet):
*The first Rough Draft is due on FRIDAY, September 18.
#1: Definition Essay
A definition essay attempts to answer one of the following questions: 1. What does ____ mean? 2. What is the special/true nature of ____? 3. What other, less obvious, meaning(s) does ____ have?
Your job is to think of some of the words (themes, concepts) that have come up in our readings and discussions. Everything fits into our class theme; consider Hattie Carroll (in the Bob Dylan song), the author of the blog “Baghdad Burning,” the author of the blog “A Soldier’s Thoughts,” Barbara Ehrenreich’s experience in various jobs (Nickel and Dimed), and Stephen Elliott’s struggles as a homeless teenager in Chicago (“Where I Slept”). What are the words we use to talk about individual struggles against “systems”? Well, for one, we use the words “individual” and “system.” We also use “alienation” and “disenfranchisement.” What, would you say, are the definitions of these words? Also, how would you support that definition with evidence? Have you seen examples of these themes in your personal life, at school, at work, in the news, in history, on TV? What other words occur to you?
This essay, like any essay, is built on its thesis. In this case, you have a very specific format to follow for your thesis. You are going to choose a word (any of the above or any that connect to our theme) to define, and your essay will support or illustrate that definition. The definition statement itself is the thesis, and it MUST follow the guidelines below (see #2).
1. Consider your word. What do you want to say about it? What is your purpose? To inform? To persuade? To entertain? This will determine your tone.
2. Formulate your thesis; this is the definition. Your word is your “term.” For the term, you must consider “class” and “characteristics.” Remember that this is where a lot of your power is—in the kind of thing you say the term is (class), and the details you want to emphasize (characteristics). Here are some generic examples, unrelated to our theme: term=peregrine falcon, class=an endangered bird, characteristic=fastest flyer, or term=happiness, class=a goal, characteristic=hard to achieve, or term=children, class=small humans, characteristic=very loud. Do you see how it works?
3. Your next step is to turn those components into a clear thesis statement. You should consider our discussions on sentence structure and style. How will you pack a lot of punch? Example from above: Happiness, a goal, is hard to achieve. I put the three parts into a sentence that has a subject, verb, and expresses a complete thought. Here’s another: Children are small humans who are know to be very loud. Can you see the components?
4. Write an effective introduction. Lead us to your statement. Do you need to give a little background? Set a scene? Explain how your definition is better than the dictionary definition?
5. Support your thesis with one clear example or many small examples. You can use observations, stories, interviews, comparison & contrast . . . and certainly any of the writing tricks you’ve collected in your RRs.
6. Don’t forget about denotation vs. connotation.
7. Don’t be afraid of controversial or “loaded” words.
8. Consider how meanings change over time, for individuals or groups.
9. Avoid circular definitions.
10. Get rid of superfluous material.
Checklist:
-4 complete pages, double-spaced
-Title (not just the word itself)
-A term that somehow connects to our class theme
-A thesis statement that has all three components (term, class, characteristic(s)) and is a grammatically correct sentence
-Evidence for your thesis that avoids repetition or empty statements
(Hey! Something good to know for future writing projects outside of 101: creating a definition is a useful tool in argumentation and might also be used as one small part of a larger paper.)
Align your work with the rubric:
• Definition Essay FD is worth 20 points.
• The thesis accounts for 7 points (6-7 excellent, 5 good, 3-4 adequate, 1-2 inadequate).
• Development accounts for 5 points (5 excellent, 3-4 good, 2 adequate, 1 adequate).
• Organization accounts for 4 points (4 excellent, 3 good, 2 adequate, 1 inadequate).
• Written conventions account for 4 points. On this essay, our main concern is avoiding errors that interfere with meaning. Your goal is to proofread for your own errors, keeping things clear and under control. You should have no more than four errors that interfere with meaning; for each one beyond that, you’ll be deducted one point. As we go, you will have to be more and more mindful of what issues we have covered in class.
• Style will not be graded on this essay.
Notes from our syllabus:
RD1: Due in class (should be 2 complete pages; 20 points for bringing it and participating in Peer Review)
RD2: Due to me in hard copy (should be 3 complete pages; 10 points for following guidelines and submitting it for review)
FD: Due to me in hard copy (4 complete pages; graded according to our rubric and worth 20 points)
*The first Rough Draft is due on FRIDAY, September 18.
#1: Definition Essay
A definition essay attempts to answer one of the following questions: 1. What does ____ mean? 2. What is the special/true nature of ____? 3. What other, less obvious, meaning(s) does ____ have?
Your job is to think of some of the words (themes, concepts) that have come up in our readings and discussions. Everything fits into our class theme; consider Hattie Carroll (in the Bob Dylan song), the author of the blog “Baghdad Burning,” the author of the blog “A Soldier’s Thoughts,” Barbara Ehrenreich’s experience in various jobs (Nickel and Dimed), and Stephen Elliott’s struggles as a homeless teenager in Chicago (“Where I Slept”). What are the words we use to talk about individual struggles against “systems”? Well, for one, we use the words “individual” and “system.” We also use “alienation” and “disenfranchisement.” What, would you say, are the definitions of these words? Also, how would you support that definition with evidence? Have you seen examples of these themes in your personal life, at school, at work, in the news, in history, on TV? What other words occur to you?
This essay, like any essay, is built on its thesis. In this case, you have a very specific format to follow for your thesis. You are going to choose a word (any of the above or any that connect to our theme) to define, and your essay will support or illustrate that definition. The definition statement itself is the thesis, and it MUST follow the guidelines below (see #2).
1. Consider your word. What do you want to say about it? What is your purpose? To inform? To persuade? To entertain? This will determine your tone.
2. Formulate your thesis; this is the definition. Your word is your “term.” For the term, you must consider “class” and “characteristics.” Remember that this is where a lot of your power is—in the kind of thing you say the term is (class), and the details you want to emphasize (characteristics). Here are some generic examples, unrelated to our theme: term=peregrine falcon, class=an endangered bird, characteristic=fastest flyer, or term=happiness, class=a goal, characteristic=hard to achieve, or term=children, class=small humans, characteristic=very loud. Do you see how it works?
3. Your next step is to turn those components into a clear thesis statement. You should consider our discussions on sentence structure and style. How will you pack a lot of punch? Example from above: Happiness, a goal, is hard to achieve. I put the three parts into a sentence that has a subject, verb, and expresses a complete thought. Here’s another: Children are small humans who are know to be very loud. Can you see the components?
4. Write an effective introduction. Lead us to your statement. Do you need to give a little background? Set a scene? Explain how your definition is better than the dictionary definition?
5. Support your thesis with one clear example or many small examples. You can use observations, stories, interviews, comparison & contrast . . . and certainly any of the writing tricks you’ve collected in your RRs.
6. Don’t forget about denotation vs. connotation.
7. Don’t be afraid of controversial or “loaded” words.
8. Consider how meanings change over time, for individuals or groups.
9. Avoid circular definitions.
10. Get rid of superfluous material.
Checklist:
-4 complete pages, double-spaced
-Title (not just the word itself)
-A term that somehow connects to our class theme
-A thesis statement that has all three components (term, class, characteristic(s)) and is a grammatically correct sentence
-Evidence for your thesis that avoids repetition or empty statements
(Hey! Something good to know for future writing projects outside of 101: creating a definition is a useful tool in argumentation and might also be used as one small part of a larger paper.)
Align your work with the rubric:
• Definition Essay FD is worth 20 points.
• The thesis accounts for 7 points (6-7 excellent, 5 good, 3-4 adequate, 1-2 inadequate).
• Development accounts for 5 points (5 excellent, 3-4 good, 2 adequate, 1 adequate).
• Organization accounts for 4 points (4 excellent, 3 good, 2 adequate, 1 inadequate).
• Written conventions account for 4 points. On this essay, our main concern is avoiding errors that interfere with meaning. Your goal is to proofread for your own errors, keeping things clear and under control. You should have no more than four errors that interfere with meaning; for each one beyond that, you’ll be deducted one point. As we go, you will have to be more and more mindful of what issues we have covered in class.
• Style will not be graded on this essay.
Notes from our syllabus:
RD1: Due in class (should be 2 complete pages; 20 points for bringing it and participating in Peer Review)
RD2: Due to me in hard copy (should be 3 complete pages; 10 points for following guidelines and submitting it for review)
FD: Due to me in hard copy (4 complete pages; graded according to our rubric and worth 20 points)
Assignment Descriptions
You will get this document in hard copy in class. It is reproduced here.
Assignment Descriptions
You’ll need these details to work on each essay. We’ll always talk about the essays in class—how they connect to our reading themes, what writing tricks we’ve noticed that would be useful, how to get started, etc. But you should always read and re-read the descriptions so that you know exactly how to be successful on the assignment.
Formal Essays
(Please note that the description for Formal Essay #3 (In-class Essay) will be distributed at the end of the term, as it is the Final of the class.)
#1: Definition Essay
A definition essay attempts to answer one of the following questions: 1. What does ____ mean? 2. What is the special/true nature of ____? 3. What other, less obvious, meaning(s) does ____ have?
Your job is to think of some of the words (themes, concepts) that have come up in our readings and discussions. Everything fits into our class theme; consider Hattie Carroll (in the Bob Dylan song), the author of the blog “Baghdad Burning,” the author of the blog “A Soldier’s Thoughts,” Barbara Ehrenreich’s experience in various jobs (Nickel and Dimed), and Stephen Elliott’s struggles as a homeless teenager in Chicago (“Where I Slept”). What are the words we use to talk about individual struggles against “systems”? Well, for one, we use the words “individual” and “system.” We also use “alienation” and “disenfranchisement.” What, would you say, are the definitions of these words? Also, how would you support that definition with evidence? Have you seen examples of these themes in your personal life, at school, at work, in the news, in history, on TV? What other words occur to you?
This essay, like any essay, is built on its thesis. In this case, you have a very specific format to follow for your thesis. You are going to choose a word (any of the above or any that connect to our theme) to define, and your essay will support or illustrate that definition. The definition statement itself is the thesis, and it MUST follow the guidelines below (see #2).
1. Consider your word. What do you want to say about it? What is your purpose? To inform? To persuade? To entertain? This will determine your tone.
2. Formulate your thesis; this is the definition. Your word is your “term.” For the term, you must consider “class” and “characteristics.” Remember that this is where a lot of your power is—in the kind of thing you say the term is (class), and the details you want to emphasize (characteristics). Here are some generic examples, unrelated to our theme: term=peregrine falcon, class=an endangered bird, characteristic=fastest flyer, or term=happiness, class=a goal, characteristic=hard to achieve, or term=children, class=small humans, characteristic=very loud. Do you see how it works?
3. Your next step is to turn those components into a clear thesis statement. You should consider our discussions on sentence structure and style. How will you pack a lot of punch? Example from above: Happiness, a goal, is hard to achieve. I put the three parts into a sentence that has a subject, verb, and expresses a complete thought. Here’s another: Children are small humans who are know to be very loud. Can you see the components?
4. Write an effective introduction. Lead us to your statement. Do you need to give a little background? Set a scene? Explain how your definition is better than the dictionary definition?
5. Support your thesis with one clear example or many small examples. You can use observations, stories, interviews, comparison & contrast . . . and certainly any of the writing tricks you’ve collected in your RRs.
6. Don’t forget about denotation vs. connotation.
7. Don’t be afraid of controversial or “loaded” words.
8. Consider how meanings change over time, for individuals or groups.
9. Avoid circular definitions.
10. Get rid of superfluous material.
Checklist:
-4 complete pages, double-spaced
-Title (not just the word itself)
-A term that somehow connects to our class theme
-A thesis statement that has all three components (term, class, characteristic(s)) and is a grammatically correct sentence
-Evidence for your thesis that avoids repetition or empty statements
(Hey! Something good to know for future writing projects outside of 101: creating a definition is a useful tool in argumentation and might also be used as one small part of a larger paper.)
Align your work with the rubric:
• Definition Essay FD is worth 20 points.
• The thesis accounts for 7 points (6-7 excellent, 5 good, 3-4 adequate, 1-2 inadequate).
• Development accounts for 5 points (5 excellent, 3-4 good, 2 adequate, 1 adequate).
• Organization accounts for 4 points (4 excellent, 3 good, 2 adequate, 1 inadequate).
• Written conventions account for 4 points. On this essay, our main concern is avoiding errors that interfere with meaning. Your goal is to proofread for your own errors, keeping things clear and under control. You should have no more than four errors that interfere with meaning; for each one beyond that, you’ll be deducted one point. As we go, you will have to be more and more mindful of what issues we have covered in class.
• Style will not be graded on this essay.
Notes from our syllabus:
RD1: Due in class (should be 2 complete pages; 20 points for bringing it and participating in Peer Review)
RD2: Due to me in hard copy (should be 3 complete pages; 10 points for following guidelines and submitting it for review)
FD: Due to me in hard copy (4 complete pages; graded according to our rubric and worth 20 points)
#2: Narrative Connections Essay
For this essay, you need to do some self-reflection and some creative thinking. At this point, we have looked at examples of “the individual versus the system” in non-fiction blogs, in songs, in journalism, in literature, in film, in TV, and in multimedia texts. So (!) you should be able to think of LOTS of different examples of this struggle in lots of people’s lives. Good. Now, think of your own experiences and/or observations. Have you ever experienced an instance of fighting against a system? Have your parents? Have your friends? Have you witnessed racist or sexist systems? Have you seen individuals struggle with poverty? Have you observed news stories that reveal negative systems in our society?
Got it? Good. First, tell the story. Second, consider how it connects to one or more of the texts we have looked at.
Again: What is an example (that you have experienced/seen/heard about) of an individual fighting against a system? And: How does it connect to one or more of our class examples?
Your job is to tell the story and to connect it to other things we have examined. You might want to consider what even bigger “systems” are in place. Also, how do stories help us to understand the world and this pattern?
Narratives tell either one big story or several smaller, connected stories.
1. Identify the narrative conflict. The conflict gives the story meaning. What happened?
2. Provide the details that explain the conflict. Who? How? Why? Also, what details make the story come to life? Don’t forget about dramatic license.
3. Think about what text this story is connected to. How? Also, the connection that you see is probably a thesis of sorts.
4. You might not have one clear thesis statement . . . but you definitely must have a thesis. What idea guides your narration and your connection?
5. Consider your narrative sequence; will you use chronological order, flashback, flash-forward, mixed-up chronology? Why will you use that particular sequence? How will you keep your verb tense consistent?
6. What POV will you use and why? Do POV choices help you to make the story more meaningful?
7. Don’t forget to use descriptive writing tricks that you’ve picked up in your RRs.
Checklist:
-5 complete pages, double-spaced
-Title
-A story, a connection to one or more texts
-Consistent POV & verb tense
-A thesis that guides the essay, not necessarily in the form of one sentence
Align your work with the rubric:
• Narrative Connections Essay FD is worth 30 points.
• The thesis/focus accounts for 9 points (7-9 excellent, 5-6 good, 4 adequate, 1-3 inadequate).
• Development accounts for 9 points (7-9 excellent, 5-6 good, 4 adequate, 1-3 inadequate).
• Organization accounts for 5 points (5 excellent, 3-4 good, 2 adequate, 1 adequate).
• Written conventions account for 5 points. If you make more than two errors from the list we have generated in class discussions, or if you have over three errors that interfere with meaning, you will lose points per error.
• Style accounts for just 2 points. You get 2 points for excellent/good style and 1 for adequate style. Inadequate style gets no points.
Notes from our syllabus:
RD1: Due in class (should be 3 complete pages; 20 points)
RD2: Due to me in hard copy (should be 4 complete pages; 10 points for following guidelines and submitting it for review)
FD: Due to me in hard copy (5 complete pages; graded according to our rubric and worth 30 points)
Creative Essays
#1: Observation & Description from an Alien’s perspective
We’re taking our cue from Craig Raine and his “Martian Sends a Postcard Home” poem. First of all, this fits with our theme; an outsider’s perspective on human behavior shows us how one (non-human) individual perceives our system(s). Secondly, Raine uses a wonderful figurative language to make his observations (more on that in a second).
So, your job is to choose something to observe—something ordinary, something strange, something social, something domestic, something with other humans, something with animals, something with children, something with nature or machines . . . something you can look at for a good 30 minutes and then write about for 4 pages.
Here’s the catch: you must play the part of “individual versus system.” You must observe this thing as if you are not human; your descriptions should employ the figurative language tricks we have picked up from Raine and our RRs (also, we’ll have a lot class time devoted to figurative language exercises). There might be times, in the essay, in which you have to break back into your normal, human voice and explain yourself and how it was to observe and then describe. That’s fine, but focus on writing descriptions from an alien’s perspective.
You can use the double-entry chart I give you in class while conducting your observation. You will need to look over your notes and consider what will be your thesis. There should be one, clear sentence that is your thesis. What overall impression do you want the reader to have? You should use your introduction to present your thesis. Then, the body of your essay can be devoted to supporting it with details and descriptions. Seriously consider your method of organization, based on our class discussions. Also consider all the terminology under figurative language: metaphor, simile, personification, kennings. And don’t forget about the role of sensory description. How would an alien have sensory experiences? Finally, and oh-so-importantly, avoid clichés; they’re boring, and aliens would not use them.
Checklist:
-A good topic/location
-An observation chart that is attached to your FD
-A thesis statement
-An organizational pattern
-Use of figurative language and sensory details
Align your work with the rubric:
• Observation/Description FD is worth 40 points.
• The thesis accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
• Development accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
• Organization accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
• Written conventions are an issue on this essay, but will be graded only in a punitive sense. At this point, you should know our class list of grammatical and mechanical errors, and you should apply that knowledge to your own proofreading. If you have repetitive errors from our list or errors that consistently interfere with meaning, you will lose 5 points.
• Style accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
Notes from our syllabus:
RD: Due in class (should be 2 complete pages; 10 points)
FD: Due to me in hard copy (3-4 complete pages; graded according to our rubric and worth 30 points)
#2: Satire: Fake Newspaper Story
By now, your thinking about “the individual vs. system” should have led you to the belief that some things in this society could use a little reform; some things are unfair, and some things need to be fixed.
Picking up on the tradition of Jonathan Swift (remember? “A Modest Proposal”?), the Onion creates fake news, often relying on “Satire” as the writing trick and the writing goal. Remember? Satire is Ridicule for Reform.
Alright . . . what makes you mad? What has to be fixed? What societal trend, pattern, problem, obsession can you point to and make fun of? And, how can you make fun of it in such a way as to suggest that we look seriously at this problem?
Using the Onion examples (from the website, from the list of headlines), compose your own fake news article that uses satire. Remember that the news story is fictional, but based on something in reality. Make it something you care about, something about which you have a definite opinion. It doesn’t have to be about an individual vs. a system, but it will probably reveal something about some sort of system you have observed.
You should also review the real news articles (from nytimes.com) that you’ve already read. How are they written? How are they organized? How will you use those “real” tricks to write your own “fake” news?
Finally, consider “implied thesis.” Since you want this to sound like a regular news article, you won’t have a clear thesis sentence. Most likely, your thesis is the way you want the reader to feel about the topic. The reader should be able to see your joke, to get the “punch line,” to see what injustice or bad pattern you are pointing at. Remember, as always, that I can meet with you to help you with ideas and structure.
Checklist:
-What’s the societal problem you are addressing?
-Do you have a headline that helps “frame” your idea?
-Do you use conventions of regular news articles—quotes, facts, background, dates?
-Do you want to incorporate any images?
Align your work with the rubric:
• Satire FD is worth 20 points.
• The thesis accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
• Development accounts for 4 points (4 excellent, 3 good, 2 adequate, 1 inadequate).
• Organization will not be graded.
• Written conventions account for 2 points. If you make more than two errors from the most recent list we have generated in class discussions, or if you have more than two errors that interfere with meaning, you will lose points.
• Style accounts for 4 points (4 excellent, 3 good, 2 adequate, 1 inadequate).
Notes from our syllabus:
FD: Post on the blog for others’ comments and to be graded.
Assignment Descriptions
You’ll need these details to work on each essay. We’ll always talk about the essays in class—how they connect to our reading themes, what writing tricks we’ve noticed that would be useful, how to get started, etc. But you should always read and re-read the descriptions so that you know exactly how to be successful on the assignment.
Formal Essays
(Please note that the description for Formal Essay #3 (In-class Essay) will be distributed at the end of the term, as it is the Final of the class.)
#1: Definition Essay
A definition essay attempts to answer one of the following questions: 1. What does ____ mean? 2. What is the special/true nature of ____? 3. What other, less obvious, meaning(s) does ____ have?
Your job is to think of some of the words (themes, concepts) that have come up in our readings and discussions. Everything fits into our class theme; consider Hattie Carroll (in the Bob Dylan song), the author of the blog “Baghdad Burning,” the author of the blog “A Soldier’s Thoughts,” Barbara Ehrenreich’s experience in various jobs (Nickel and Dimed), and Stephen Elliott’s struggles as a homeless teenager in Chicago (“Where I Slept”). What are the words we use to talk about individual struggles against “systems”? Well, for one, we use the words “individual” and “system.” We also use “alienation” and “disenfranchisement.” What, would you say, are the definitions of these words? Also, how would you support that definition with evidence? Have you seen examples of these themes in your personal life, at school, at work, in the news, in history, on TV? What other words occur to you?
This essay, like any essay, is built on its thesis. In this case, you have a very specific format to follow for your thesis. You are going to choose a word (any of the above or any that connect to our theme) to define, and your essay will support or illustrate that definition. The definition statement itself is the thesis, and it MUST follow the guidelines below (see #2).
1. Consider your word. What do you want to say about it? What is your purpose? To inform? To persuade? To entertain? This will determine your tone.
2. Formulate your thesis; this is the definition. Your word is your “term.” For the term, you must consider “class” and “characteristics.” Remember that this is where a lot of your power is—in the kind of thing you say the term is (class), and the details you want to emphasize (characteristics). Here are some generic examples, unrelated to our theme: term=peregrine falcon, class=an endangered bird, characteristic=fastest flyer, or term=happiness, class=a goal, characteristic=hard to achieve, or term=children, class=small humans, characteristic=very loud. Do you see how it works?
3. Your next step is to turn those components into a clear thesis statement. You should consider our discussions on sentence structure and style. How will you pack a lot of punch? Example from above: Happiness, a goal, is hard to achieve. I put the three parts into a sentence that has a subject, verb, and expresses a complete thought. Here’s another: Children are small humans who are know to be very loud. Can you see the components?
4. Write an effective introduction. Lead us to your statement. Do you need to give a little background? Set a scene? Explain how your definition is better than the dictionary definition?
5. Support your thesis with one clear example or many small examples. You can use observations, stories, interviews, comparison & contrast . . . and certainly any of the writing tricks you’ve collected in your RRs.
6. Don’t forget about denotation vs. connotation.
7. Don’t be afraid of controversial or “loaded” words.
8. Consider how meanings change over time, for individuals or groups.
9. Avoid circular definitions.
10. Get rid of superfluous material.
Checklist:
-4 complete pages, double-spaced
-Title (not just the word itself)
-A term that somehow connects to our class theme
-A thesis statement that has all three components (term, class, characteristic(s)) and is a grammatically correct sentence
-Evidence for your thesis that avoids repetition or empty statements
(Hey! Something good to know for future writing projects outside of 101: creating a definition is a useful tool in argumentation and might also be used as one small part of a larger paper.)
Align your work with the rubric:
• Definition Essay FD is worth 20 points.
• The thesis accounts for 7 points (6-7 excellent, 5 good, 3-4 adequate, 1-2 inadequate).
• Development accounts for 5 points (5 excellent, 3-4 good, 2 adequate, 1 adequate).
• Organization accounts for 4 points (4 excellent, 3 good, 2 adequate, 1 inadequate).
• Written conventions account for 4 points. On this essay, our main concern is avoiding errors that interfere with meaning. Your goal is to proofread for your own errors, keeping things clear and under control. You should have no more than four errors that interfere with meaning; for each one beyond that, you’ll be deducted one point. As we go, you will have to be more and more mindful of what issues we have covered in class.
• Style will not be graded on this essay.
Notes from our syllabus:
RD1: Due in class (should be 2 complete pages; 20 points for bringing it and participating in Peer Review)
RD2: Due to me in hard copy (should be 3 complete pages; 10 points for following guidelines and submitting it for review)
FD: Due to me in hard copy (4 complete pages; graded according to our rubric and worth 20 points)
#2: Narrative Connections Essay
For this essay, you need to do some self-reflection and some creative thinking. At this point, we have looked at examples of “the individual versus the system” in non-fiction blogs, in songs, in journalism, in literature, in film, in TV, and in multimedia texts. So (!) you should be able to think of LOTS of different examples of this struggle in lots of people’s lives. Good. Now, think of your own experiences and/or observations. Have you ever experienced an instance of fighting against a system? Have your parents? Have your friends? Have you witnessed racist or sexist systems? Have you seen individuals struggle with poverty? Have you observed news stories that reveal negative systems in our society?
Got it? Good. First, tell the story. Second, consider how it connects to one or more of the texts we have looked at.
Again: What is an example (that you have experienced/seen/heard about) of an individual fighting against a system? And: How does it connect to one or more of our class examples?
Your job is to tell the story and to connect it to other things we have examined. You might want to consider what even bigger “systems” are in place. Also, how do stories help us to understand the world and this pattern?
Narratives tell either one big story or several smaller, connected stories.
1. Identify the narrative conflict. The conflict gives the story meaning. What happened?
2. Provide the details that explain the conflict. Who? How? Why? Also, what details make the story come to life? Don’t forget about dramatic license.
3. Think about what text this story is connected to. How? Also, the connection that you see is probably a thesis of sorts.
4. You might not have one clear thesis statement . . . but you definitely must have a thesis. What idea guides your narration and your connection?
5. Consider your narrative sequence; will you use chronological order, flashback, flash-forward, mixed-up chronology? Why will you use that particular sequence? How will you keep your verb tense consistent?
6. What POV will you use and why? Do POV choices help you to make the story more meaningful?
7. Don’t forget to use descriptive writing tricks that you’ve picked up in your RRs.
Checklist:
-5 complete pages, double-spaced
-Title
-A story, a connection to one or more texts
-Consistent POV & verb tense
-A thesis that guides the essay, not necessarily in the form of one sentence
Align your work with the rubric:
• Narrative Connections Essay FD is worth 30 points.
• The thesis/focus accounts for 9 points (7-9 excellent, 5-6 good, 4 adequate, 1-3 inadequate).
• Development accounts for 9 points (7-9 excellent, 5-6 good, 4 adequate, 1-3 inadequate).
• Organization accounts for 5 points (5 excellent, 3-4 good, 2 adequate, 1 adequate).
• Written conventions account for 5 points. If you make more than two errors from the list we have generated in class discussions, or if you have over three errors that interfere with meaning, you will lose points per error.
• Style accounts for just 2 points. You get 2 points for excellent/good style and 1 for adequate style. Inadequate style gets no points.
Notes from our syllabus:
RD1: Due in class (should be 3 complete pages; 20 points)
RD2: Due to me in hard copy (should be 4 complete pages; 10 points for following guidelines and submitting it for review)
FD: Due to me in hard copy (5 complete pages; graded according to our rubric and worth 30 points)
Creative Essays
#1: Observation & Description from an Alien’s perspective
We’re taking our cue from Craig Raine and his “Martian Sends a Postcard Home” poem. First of all, this fits with our theme; an outsider’s perspective on human behavior shows us how one (non-human) individual perceives our system(s). Secondly, Raine uses a wonderful figurative language to make his observations (more on that in a second).
So, your job is to choose something to observe—something ordinary, something strange, something social, something domestic, something with other humans, something with animals, something with children, something with nature or machines . . . something you can look at for a good 30 minutes and then write about for 4 pages.
Here’s the catch: you must play the part of “individual versus system.” You must observe this thing as if you are not human; your descriptions should employ the figurative language tricks we have picked up from Raine and our RRs (also, we’ll have a lot class time devoted to figurative language exercises). There might be times, in the essay, in which you have to break back into your normal, human voice and explain yourself and how it was to observe and then describe. That’s fine, but focus on writing descriptions from an alien’s perspective.
You can use the double-entry chart I give you in class while conducting your observation. You will need to look over your notes and consider what will be your thesis. There should be one, clear sentence that is your thesis. What overall impression do you want the reader to have? You should use your introduction to present your thesis. Then, the body of your essay can be devoted to supporting it with details and descriptions. Seriously consider your method of organization, based on our class discussions. Also consider all the terminology under figurative language: metaphor, simile, personification, kennings. And don’t forget about the role of sensory description. How would an alien have sensory experiences? Finally, and oh-so-importantly, avoid clichés; they’re boring, and aliens would not use them.
Checklist:
-A good topic/location
-An observation chart that is attached to your FD
-A thesis statement
-An organizational pattern
-Use of figurative language and sensory details
Align your work with the rubric:
• Observation/Description FD is worth 40 points.
• The thesis accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
• Development accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
• Organization accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
• Written conventions are an issue on this essay, but will be graded only in a punitive sense. At this point, you should know our class list of grammatical and mechanical errors, and you should apply that knowledge to your own proofreading. If you have repetitive errors from our list or errors that consistently interfere with meaning, you will lose 5 points.
• Style accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
Notes from our syllabus:
RD: Due in class (should be 2 complete pages; 10 points)
FD: Due to me in hard copy (3-4 complete pages; graded according to our rubric and worth 30 points)
#2: Satire: Fake Newspaper Story
By now, your thinking about “the individual vs. system” should have led you to the belief that some things in this society could use a little reform; some things are unfair, and some things need to be fixed.
Picking up on the tradition of Jonathan Swift (remember? “A Modest Proposal”?), the Onion creates fake news, often relying on “Satire” as the writing trick and the writing goal. Remember? Satire is Ridicule for Reform.
Alright . . . what makes you mad? What has to be fixed? What societal trend, pattern, problem, obsession can you point to and make fun of? And, how can you make fun of it in such a way as to suggest that we look seriously at this problem?
Using the Onion examples (from the website, from the list of headlines), compose your own fake news article that uses satire. Remember that the news story is fictional, but based on something in reality. Make it something you care about, something about which you have a definite opinion. It doesn’t have to be about an individual vs. a system, but it will probably reveal something about some sort of system you have observed.
You should also review the real news articles (from nytimes.com) that you’ve already read. How are they written? How are they organized? How will you use those “real” tricks to write your own “fake” news?
Finally, consider “implied thesis.” Since you want this to sound like a regular news article, you won’t have a clear thesis sentence. Most likely, your thesis is the way you want the reader to feel about the topic. The reader should be able to see your joke, to get the “punch line,” to see what injustice or bad pattern you are pointing at. Remember, as always, that I can meet with you to help you with ideas and structure.
Checklist:
-What’s the societal problem you are addressing?
-Do you have a headline that helps “frame” your idea?
-Do you use conventions of regular news articles—quotes, facts, background, dates?
-Do you want to incorporate any images?
Align your work with the rubric:
• Satire FD is worth 20 points.
• The thesis accounts for 10 points (9-10 excellent, 7-8 good, 4-6 adequate, 1-3 inadequate).
• Development accounts for 4 points (4 excellent, 3 good, 2 adequate, 1 inadequate).
• Organization will not be graded.
• Written conventions account for 2 points. If you make more than two errors from the most recent list we have generated in class discussions, or if you have more than two errors that interfere with meaning, you will lose points.
• Style accounts for 4 points (4 excellent, 3 good, 2 adequate, 1 inadequate).
Notes from our syllabus:
FD: Post on the blog for others’ comments and to be graded.
Wednesday, September 9, 2009
Subscribe to:
Posts (Atom)