So I no longer have to talk out of both sides of my mouth here on this blog. I'm talking strictly to my students here, particularly in English 1080. Anyone else can go to my other blog at http://gerardcollinsblog.blogspot.com/.
The poetry in-class essays are due on Friday, and I'm not getting the sense that too many people are fretting over it, which I hope is a good sign. I've talked a lot in class about how to go about writing them, but I'll go over the basic idea once more and maybe toss in the occasional hint about how to proceed.
First, this is not a research essay. Do not research your poem of choice on the internet or anywere else, or else you will be considered a plagiarist. I do have ways of knowing. The signs are extremely obvious to me, so please, for your own sake, don't attempt to get one by. It's just not worth it. These are short essays and can easily be done in a day or two, even if you're being extra meticulous about your ideas and phrasing, which I hope you are. That's not a moral question for necessarily, but a matter of me wanting you to do really well on this essay. Please do well.
You can use a dictionary, hardbound, on-line, or otherwise to look up literary terms and that sort of thing. Or if there's a word you don't understand, or a word you just want some ideas or clarification about. That's fine. Just don't research the poem itself or the poet. The idea is to show that you know how to offer a critical analysis of a poem you've not necessarily seen before.
Make sure you start with a thesis statement, but be willing to revise that statement after you go. Don't write a statement about poetry in general (for example, "Poetry sometimes has imagery about relationships"). Write something about the poem you're actually discussing: "Theodore Roethke's poem, "My Papa's Waltz" is about a father and son who..." and go from there. I won't finish it because I always find that student either repeat exactly what I said or they find that I used up their idea and now they feel they can't use it. So I'll use another poem as an example:
In 'Stopping By Woods On A Snowy Evening," Robert Frost depicts a man who pauses on his journey to reflect on his situation in life.
Then, follow with an explanation of who the man is, what the journey is exactly, and what precisely he is reflecting upon. You might want one more sentence, then, to say which poetic techniques in particular you think he uses to convey that theme.
Your essay, since it's only 500 words could look something like this (remember, this is only an example. There are many other ways):
Paragraph 1: Introduction (including brief statement about what the poem is about, literally).
Paragraph 2: Dominant imagery
Paragraph 3: Figurative language (symbols, metaphors, personification, and that sort of thing)
Paragraph 4: Sound (including rhyme scheme, meter, and/or the actual use of sound, such as consonance, assonance, alliteration, and so on. These subjects can all go together in one paragraph or you can discuss them in separate paragraphs. Your choice. There are a lot of ways to write an essay. I'm just providing examples.)
Paragraph 5: Conclusion. Sum up what your main point has been and say one final thing about the poem that you want the reader to know, but is in keeping with your thesis. No new information or quotes here.
Remember, each paragraph should follow a pattern something like this:
1. Make a statement (topic sentence).
2. Give evidence (BRIEF quotes or details).
3. Discuss evidence (talk about the quotes directly. By that, I mean discuss individual word choices of the poet.)
Make sure you put the title of the poem in quotation marks whenever you mention it. After you use the full name of the poet once, you need only use his surname (last name) from then on.
For "Do Not Go Gentle Into That Good Night," you really should address the major imagery, symbolism, and diction of the poet. There's no other way to do justice to that poem. Do you see any patterns? Do you see any anomalies, or differences, or breaks, in the pattern? The title is a strong clue of what the poem is about, what kind of relationship is being set up there and how the speaker feels about his situation.
How the speaker feels about his/her situation is always the key to understand a poem.
In "My Papa's Waltz," how do you think the speaker feels about his/her situation as alluded to in the title of the poem? You'll have to discuss rhyme and meter to do a decent job of this poem, mostly because of the subject matter. Also, is this mostly a negative poem or a positive poem, or can you really decide? If there is ambiguity, don't ignore it. Try to suggest a reason for it.
In Leonard Cohen's poem, "A Kite Is A Victim," try to peel the layers from that poem to see what he is actually saying. What's his true subject in this poem? What's he trying to say about it? And why does he use so many metaphors and certain kinds of images to get his point across? The line length and rhythm of that poem play a definite role in how you read the poem.
That's what rhyme and meter do, by the way: they dictate how you read the poem, which creates a certain feeling or mood, which almost always reflects some kind of theme: a bigger, overall idea of what the poem is about.
Your biggest clue as to what that "bigger idea" is (which many of you missed on the in-class essay): the title. That's where the poet always makes it known what his true subject is. The last line is also a large clue.
I think I've said enough. These blogs are exhausting to write when you're already pretty depleted.
Good luck with this assignment. Because it's so short, you can concentrate more on just getting the words just right. That's what I'm trying to teach you: be clear in your writing. It will improve the quality of your thoughts and of your life in the long haul. I promise.
For now though, just show me that you get what the poem is about and how the poet achieves his goal.
Godspeed.
GC
Wednesday, November 25, 2009
Monday, November 23, 2009
New Blog
For anyone who's interested, I've started a new blog that's mostly just about me and my writing and whatever else I choose to talk about.
It's not related to academia, English lit, university, or anything of that sort. I've had a lot happening with my writing career lately and was beginning to feel strange about even mentioning it on "Literary Pursuits," which is a shame because I always thought I could do both. But this has become a blog that's mostly devoted to teaching English, and I have plenty of other stuff I wanted to talk about.
I'm aware that lots of people besides students and former students check out this blog, and some get a little bored with all the talk of grammar and that kind of thing. So this is a new page, a brand new blog for me to talk about...myself. If that very thought offends you, don't worry: you don't have to go there. But if you're halfways curious, check it out, whoever you are.
Here's the link: http://gerardcollinsblog.blogspot.com/
Meanwhile, I'll continue to blog here at "Literary Pursuits" for my students. Next up, I'll discuss some poetry assignments that are due on Friday. The cool thing now is that I don't have to keep saying, "For those of you doing my courses this semester." If you're looking for me and my more personal, creative stuff, go to my other blog. That's where it's at.
GC
It's not related to academia, English lit, university, or anything of that sort. I've had a lot happening with my writing career lately and was beginning to feel strange about even mentioning it on "Literary Pursuits," which is a shame because I always thought I could do both. But this has become a blog that's mostly devoted to teaching English, and I have plenty of other stuff I wanted to talk about.
I'm aware that lots of people besides students and former students check out this blog, and some get a little bored with all the talk of grammar and that kind of thing. So this is a new page, a brand new blog for me to talk about...myself. If that very thought offends you, don't worry: you don't have to go there. But if you're halfways curious, check it out, whoever you are.
Here's the link: http://gerardcollinsblog.blogspot.com/
Meanwhile, I'll continue to blog here at "Literary Pursuits" for my students. Next up, I'll discuss some poetry assignments that are due on Friday. The cool thing now is that I don't have to keep saying, "For those of you doing my courses this semester." If you're looking for me and my more personal, creative stuff, go to my other blog. That's where it's at.
GC
Thursday, November 12, 2009
November 18
I've said this in class a couple of times, but wanted to say it here in writing for those of you who haven't been around lately: the English 1080 in-class essay on poetry has been moved to November 18th (Wednesday) because of my illness last week.
The next two classes (Friday and Monday) will focus on preparing you for the in-class and, to some extent, the final exam.
GC
The next two classes (Friday and Monday) will focus on preparing you for the in-class and, to some extent, the final exam.
GC
Saturday, November 7, 2009
The Days After
It's the hardest part of the job.
Okay, well, maybe the second hardest part. Yesterday, I gave back the English 1080 comparative analysis essays. I know some of those grades hurt, especially those of you who failed this assignment. It bothers me whenever I have to assign a failing grade, but I know that does nothing to help you.
What I hope does help are the comments I made on all of those essays. That's what they're for. Read them line-by-line and figure out what you're doing wrong, as well as what you're doing right. Make adjustments. It really is as simple as that...sort of.
I know English is not a favorite subject for a lot of you. That might be an understatement. In fact, I'm sure it is. That might even be part of the problem.
However, I am assuming that English is the first language for almost all of you, and it's not a bad idea to know how to use it well. Equally important, it's a grand idea not to be ill-used by the language because I guarantee that if you're not proficient with it, there will be many times in your life where that lack of expertise is going to cost you in some way--whether it's manipulation by a politican or lawyer, a media outlet, or a union negotiation, contract, or letter of some kind. Somewhere along the way, you're going to wish you understood a little better how to understand the nuances of what's being said to you. Or that you knew how to use the language a little better to get your own way in some way.
Critical analysis and rhetoric are part and parcel of the same package: if you repeatedly exercise the part of your brain that allows you to analyze language and its various effects and uses, you also become more proficient at the art of rhetoric, as well as defending yourself against it.
Consider me your "Teacher of the Dark Arts," except not in a Harry Potterish sort of way. The things I'm trying to teach you might not save your life in a battle against a Dark Lord. I would never be so bold as to assume that it would. But then, I wouldn't bet against it either. Knowing how to communicate properly to a doctor, firefighter, police dispatch, or 911 operator has saved many a life, I am certain. The ability to converse, orally or in writing, with a lawyer, accountant, landlord, government bureacrat, or contractor might save you tons of money, perhaps--in the extreme--even jail time and embarassment even of the smallest sort.
There's no downside here; that's what I'm saying.
As I've been saying all week (when I was able to speak): learn to communicate clearly and life will be immensely easier for you.
I've seen people try to communicate with government ministers' offices for the right to have medicine for their deathly ill spouses, and the request was turned down because of a misunderstanding of the how dire the need is. Or for some other reason. You see, you are constantly being judged by how you speak and how well you listen. It's just the way the world works.
Enough about that. It's important for you to know that I want every student to pass. I wouldn't be much of a teacher if I didn't. I want the students who work hard to get A's. I want everybody's grades to go up and up.
But sometimes it doesn't work that way. Sometimes, you take a step or two backwards before you can move forward again. I think that's what's happening with a lot of you. Don't worry: just do something about it. Read my comments until you understand what I'm saying to you. I would never intentionally rob you of grades you deserve. If I gave you a low grade, it's because I thought your PAPER (not you, personally) deserved it. But it's only one paper. There will be others.
It's like losing a battle. The lessons learned from that battle should teach you how to prepare for the next battle. The scars you've earned can help you win the overall war.
Don't approach these next essays with fear or trepidation. Sure, a little fear can be your friend sometimes. But it's best to strive for somethng positive--for the grade you want or, better yet, to communicate something vital about the human condition. Yes, I said the human condition, for that's what all great literature is about. Don't turn up your nose or roll your eyes, because right now you're immersed in the human condition. It is you and it is about you, and we all have our little dramas going on that both separate us and join us together at the same time. They unite us in our humanity: when we analyze literature, that's what we're doing: looking for the humanity.
I don't think we're looking for someone to tell us what we "should" do. That would be arrogant and presumptuous of any fiction writer or poet. But they are trying to highlight some aspect of being human, trying to inflict understanding upon the reader. He or she is not trying to teach us, necessarily, but to show us. If in seeing, we learn something, then that's a private matter.
And it is our private matters that define us. Our public matters too often are more hype, gloss, and mask than personal or human. It is when literature touches us personally, pokes us where we live, that its stories and poems and songs have performed well. And it is when we find the words to express that moment of being touched that we are, perhaps, most human. Having said that, I also understand that some of the most profound moments in one's life can leave you speechless. But those who recover their sense in time to express their thoughts and feelings are the ones who inspire us in a way that we truly need: Lincoln, Kennedy, Mandela, and recently Obama, among others. They all have suffered. They all have found words in tragedy. They all have been humiliated. They each have triumphed. And they have done so through words.
That is how they inspire.
These are your words too. With the exception of George W. Bush, who should not be "misunderestimated" in his importance in history, very few such people resort to making up new words. They don't have to. Like any good carpenter, they can take the tools that are given and build something awe-inspiring.
These are the same tools at your disposal. They're only words. Learn how to use them. Pick them up. Learn how to wield them. Don't be afraid. You have something inside of you that will allow you to inspire, if only you can choose just the right words. But you have to be clear: if you are not being understood, your words will fall on deaf ears. They will "fork no lightning".
Okay, so I get a little melodramatic as a I go. But I believe it all. It's just that most people don't take time to say such things and most of us wince at the sound of such truths. Not my problem. I say what I mean. I just want you to do the same.
And for that, we have words. Use them wisely, and they will serve you well.
I hope to get time to post again tomorrow, probably with some thing a little more specific.
This is more of a pep talk, really, and just keeping the lines of communication open.
I care how you do in this course. I want every student to succeed. To me, success means improvement. There is no other way for a conscientious teacher, or a caring student, to measure it. It means you're moving forward at least.
If you didn't move forward this time, then you begin again and take the hill next time. With only a month left in the semester, it's time to double the effort, to not give in because of one or two bad grades.
"Do not go gentle into that good night. Rage, rage against the dying of the light."
Okay, well, maybe the second hardest part. Yesterday, I gave back the English 1080 comparative analysis essays. I know some of those grades hurt, especially those of you who failed this assignment. It bothers me whenever I have to assign a failing grade, but I know that does nothing to help you.
What I hope does help are the comments I made on all of those essays. That's what they're for. Read them line-by-line and figure out what you're doing wrong, as well as what you're doing right. Make adjustments. It really is as simple as that...sort of.
I know English is not a favorite subject for a lot of you. That might be an understatement. In fact, I'm sure it is. That might even be part of the problem.
However, I am assuming that English is the first language for almost all of you, and it's not a bad idea to know how to use it well. Equally important, it's a grand idea not to be ill-used by the language because I guarantee that if you're not proficient with it, there will be many times in your life where that lack of expertise is going to cost you in some way--whether it's manipulation by a politican or lawyer, a media outlet, or a union negotiation, contract, or letter of some kind. Somewhere along the way, you're going to wish you understood a little better how to understand the nuances of what's being said to you. Or that you knew how to use the language a little better to get your own way in some way.
Critical analysis and rhetoric are part and parcel of the same package: if you repeatedly exercise the part of your brain that allows you to analyze language and its various effects and uses, you also become more proficient at the art of rhetoric, as well as defending yourself against it.
Consider me your "Teacher of the Dark Arts," except not in a Harry Potterish sort of way. The things I'm trying to teach you might not save your life in a battle against a Dark Lord. I would never be so bold as to assume that it would. But then, I wouldn't bet against it either. Knowing how to communicate properly to a doctor, firefighter, police dispatch, or 911 operator has saved many a life, I am certain. The ability to converse, orally or in writing, with a lawyer, accountant, landlord, government bureacrat, or contractor might save you tons of money, perhaps--in the extreme--even jail time and embarassment even of the smallest sort.
There's no downside here; that's what I'm saying.
As I've been saying all week (when I was able to speak): learn to communicate clearly and life will be immensely easier for you.
I've seen people try to communicate with government ministers' offices for the right to have medicine for their deathly ill spouses, and the request was turned down because of a misunderstanding of the how dire the need is. Or for some other reason. You see, you are constantly being judged by how you speak and how well you listen. It's just the way the world works.
Enough about that. It's important for you to know that I want every student to pass. I wouldn't be much of a teacher if I didn't. I want the students who work hard to get A's. I want everybody's grades to go up and up.
But sometimes it doesn't work that way. Sometimes, you take a step or two backwards before you can move forward again. I think that's what's happening with a lot of you. Don't worry: just do something about it. Read my comments until you understand what I'm saying to you. I would never intentionally rob you of grades you deserve. If I gave you a low grade, it's because I thought your PAPER (not you, personally) deserved it. But it's only one paper. There will be others.
It's like losing a battle. The lessons learned from that battle should teach you how to prepare for the next battle. The scars you've earned can help you win the overall war.
Don't approach these next essays with fear or trepidation. Sure, a little fear can be your friend sometimes. But it's best to strive for somethng positive--for the grade you want or, better yet, to communicate something vital about the human condition. Yes, I said the human condition, for that's what all great literature is about. Don't turn up your nose or roll your eyes, because right now you're immersed in the human condition. It is you and it is about you, and we all have our little dramas going on that both separate us and join us together at the same time. They unite us in our humanity: when we analyze literature, that's what we're doing: looking for the humanity.
I don't think we're looking for someone to tell us what we "should" do. That would be arrogant and presumptuous of any fiction writer or poet. But they are trying to highlight some aspect of being human, trying to inflict understanding upon the reader. He or she is not trying to teach us, necessarily, but to show us. If in seeing, we learn something, then that's a private matter.
And it is our private matters that define us. Our public matters too often are more hype, gloss, and mask than personal or human. It is when literature touches us personally, pokes us where we live, that its stories and poems and songs have performed well. And it is when we find the words to express that moment of being touched that we are, perhaps, most human. Having said that, I also understand that some of the most profound moments in one's life can leave you speechless. But those who recover their sense in time to express their thoughts and feelings are the ones who inspire us in a way that we truly need: Lincoln, Kennedy, Mandela, and recently Obama, among others. They all have suffered. They all have found words in tragedy. They all have been humiliated. They each have triumphed. And they have done so through words.
That is how they inspire.
These are your words too. With the exception of George W. Bush, who should not be "misunderestimated" in his importance in history, very few such people resort to making up new words. They don't have to. Like any good carpenter, they can take the tools that are given and build something awe-inspiring.
These are the same tools at your disposal. They're only words. Learn how to use them. Pick them up. Learn how to wield them. Don't be afraid. You have something inside of you that will allow you to inspire, if only you can choose just the right words. But you have to be clear: if you are not being understood, your words will fall on deaf ears. They will "fork no lightning".
Okay, so I get a little melodramatic as a I go. But I believe it all. It's just that most people don't take time to say such things and most of us wince at the sound of such truths. Not my problem. I say what I mean. I just want you to do the same.
And for that, we have words. Use them wisely, and they will serve you well.
I hope to get time to post again tomorrow, probably with some thing a little more specific.
This is more of a pep talk, really, and just keeping the lines of communication open.
I care how you do in this course. I want every student to succeed. To me, success means improvement. There is no other way for a conscientious teacher, or a caring student, to measure it. It means you're moving forward at least.
If you didn't move forward this time, then you begin again and take the hill next time. With only a month left in the semester, it's time to double the effort, to not give in because of one or two bad grades.
"Do not go gentle into that good night. Rage, rage against the dying of the light."
Thursday, November 5, 2009
I'll be back in the classroom tomorrow morning (Friday) if all goes well. While I'm definitely not 100% well and my voice is pretty awful, I need to give back the essays for English 1080 so you can at least know where you stand in the course with a month to go.
The strange thing about being sick is that you feel disconnected from everything. I keep sending messages out, but it's rare to hear back from someone once in a while. It's like being on a space station.
I haven't rested all that much, not at all, in fact. It's been nine straight days of grading essays frin 7 a.m. until 9:30 p.m. or so. It's slower than usual because of the whole flu thing and all that that makes you feel (sorry, no details--it's not my desire to gross anybody out).
But I'm finally finished as of this afternoon. Tonight, besides blogging and answering e-mail, I'll be resting. Maybe watch some t.v.--Fringe and a little bit of hockey. More likely, I'll fall asleep watching one or the other. (Don't you hate it when someone wakes you and tells you to go to bed? Just sayin'.)
The semester feels a little fragmented at the moment, but it'll work itself out fine. This is the first class I've had to cancel for sickness in about ten years, but I've seen worse things happen during a semester. Sure, the H1N1 virus has made everyone a bit shaky, especially people who've been struck with it, and it's good to be cautious. But life goes on and the quicker we can get it back to normal, the better. I'm not sure what "normal" means, but for the rest of the semester, we might require a new "normal".
I'll be figuring that one out over the weekend. For now, I must go rest. Oh, and there was one other paper I just remembered in one of my folders. I swear they're multiplying.
Hope you'll forgive my shaky voice tomorrow. It's all I've got for now, but it's better than none at all.
Ciao for now.
Gerard
The strange thing about being sick is that you feel disconnected from everything. I keep sending messages out, but it's rare to hear back from someone once in a while. It's like being on a space station.
I haven't rested all that much, not at all, in fact. It's been nine straight days of grading essays frin 7 a.m. until 9:30 p.m. or so. It's slower than usual because of the whole flu thing and all that that makes you feel (sorry, no details--it's not my desire to gross anybody out).
But I'm finally finished as of this afternoon. Tonight, besides blogging and answering e-mail, I'll be resting. Maybe watch some t.v.--Fringe and a little bit of hockey. More likely, I'll fall asleep watching one or the other. (Don't you hate it when someone wakes you and tells you to go to bed? Just sayin'.)
The semester feels a little fragmented at the moment, but it'll work itself out fine. This is the first class I've had to cancel for sickness in about ten years, but I've seen worse things happen during a semester. Sure, the H1N1 virus has made everyone a bit shaky, especially people who've been struck with it, and it's good to be cautious. But life goes on and the quicker we can get it back to normal, the better. I'm not sure what "normal" means, but for the rest of the semester, we might require a new "normal".
I'll be figuring that one out over the weekend. For now, I must go rest. Oh, and there was one other paper I just remembered in one of my folders. I swear they're multiplying.
Hope you'll forgive my shaky voice tomorrow. It's all I've got for now, but it's better than none at all.
Ciao for now.
Gerard
Wednesday, November 4, 2009
Absence
So I'm down sick. Not sure exactly for how long, but I am hoping to be in class again on Friday. Those of you who were supposed to do the AF-10 poetry reading today (Wed.) will now be doing it on Friday.
I'll have more to say soon, but just am not feeling up to much at the moment. I mostly just wanted to get in touch and also to apologize to those of you who showed up for class this morning at 9 a.m. I've been told there was no notice on the door, even though I did contact the university at 7 a.m., around the same time I sent out an e-mail to everyone. I hope not all of you showed up or stuck around too long. I did my best, but sometimes, that's not enough, unfortunately.
I'll have to see how this whole sickness thing plays out and if it goes a while longer, I'll blog again as soon as possible. I'm also slogging my way through all those essays right now, so finding time to blog has been difficult.
Take care of you. Go listen to some good music. :-)
Gerard
I'll have more to say soon, but just am not feeling up to much at the moment. I mostly just wanted to get in touch and also to apologize to those of you who showed up for class this morning at 9 a.m. I've been told there was no notice on the door, even though I did contact the university at 7 a.m., around the same time I sent out an e-mail to everyone. I hope not all of you showed up or stuck around too long. I did my best, but sometimes, that's not enough, unfortunately.
I'll have to see how this whole sickness thing plays out and if it goes a while longer, I'll blog again as soon as possible. I'm also slogging my way through all those essays right now, so finding time to blog has been difficult.
Take care of you. Go listen to some good music. :-)
Gerard
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