Hi, Everyone.
First of all, the usual info: The final exam will be held in the Phys. Ed. gymnasium at 9 a.m. on Wedesnday, December 8. Please be there, on time. Don't sleep in--if you have a history of sleeping in, make sure somebody wakes you up on time. If you happen to be running late, either a little or a lot, and you know the exam is still on, come to the gymnasium anyway. My rows of desks are on the right hand side of the gym, about 16 rows from the front. You'll find me just beyond the aisle at the centre.
You won't be allowed to bring your personal items (purse, napsack, pet gerbil, or your copy of Twilight: Eclipse) to your desk. And please don't bring coffee or any beverage that isn't water.
Also, please take a couple of minutes and voice your feelings on English 1080--I've pasted a poll at the top right corner of this page. Just click on it and you'll find a few easy questions. I appreciate your help and future students will thank you as well...sort of.
That's all for now.
GC
Sunday, December 5, 2010
Tuesday, September 28, 2010
Reminder
Just wanted to remind you in English 1080 that we're starting "Young Goodman Brown" by Nathaniel Hawthorne tomorrow (Wednesday, Sept. 29). The usual quiz and banter will follow. On the following Monday we should be ready to start "Serotonin."
See you then.
GC
See you then.
GC
Sunday, September 26, 2010
Mistakes to Avoid
This is my second post regarding the upcoming English 1080 essay (there's another one below).
I just have a few last thoughts that might help you get better grades:
1. Very important: Avoid plot summary. Don't just tell me what happens in the story. Discuss the implications of those details and events in the story. This can make all the difference in your grade.
2. Write your essay in present tense. Avoid tense shift (i.e. back and forth between past and present).
3. Avoid cliches and colloquial language (slang).
4. Use quotation properly. All quotes should be introduced or set up properly. Use phrases such as: "As the narrator says,...". Oh and whenever you use a brief quote or an example, make sure you follow up with some discussion of why it's useful evidence for the point you're making.
I truly hope this helps. I'd like to see these be the best first-time essays I've ever graded. That would be great for you and fantastic for me.
May the fates be with you.
GC
I just have a few last thoughts that might help you get better grades:
1. Very important: Avoid plot summary. Don't just tell me what happens in the story. Discuss the implications of those details and events in the story. This can make all the difference in your grade.
2. Write your essay in present tense. Avoid tense shift (i.e. back and forth between past and present).
3. Avoid cliches and colloquial language (slang).
4. Use quotation properly. All quotes should be introduced or set up properly. Use phrases such as: "As the narrator says,...". Oh and whenever you use a brief quote or an example, make sure you follow up with some discussion of why it's useful evidence for the point you're making.
I truly hope this helps. I'd like to see these be the best first-time essays I've ever graded. That would be great for you and fantastic for me.
May the fates be with you.
GC
Tuesday, August 31, 2010
The End of Summer
Okay, so here it is: the last day of August, and what have you done? Another summer's over, and autumn's just begun. (Apologies to John Lennon.)
And that's just it for me--it's not just the end of summer; it's also the beginning of fall. How do I even begin to separate the two? The betwixt and between quality of it all has me not even knowing if I'm coming, going, want to go, or whether I've been there already? Know what I mean? No, of course not. As I write this, there's nobody listening. It's like throwing my voice into an empty cave. But if you're reading this now (whenever that might be), maybe you can empathize a little with my melancholy.
That's what I believe it is: melancholy. I am a huge fan of summer. Most people are. I do know some people who don't love it, including one poor soul whose skin turns to a bright red rash when she's exposed to a few rays of sunshine.
But I still love it. Residing in a city where summer lasts only four or five weeks, one could easily get into the habit of living for these days. But, for me, the truth is that I live for fall. That's when things really come alive--or when I come alive--when life is even more exciting. Everyone brings their "A" game to autumn whereas in summer, it's like, "Man, I'm too hot and tired from the sun and from partying to go chasing that frisbee, or writing that letter, or doing anything that takes effort." And we all understand: "No wonders there's no one in the office. Dude, relax, it's summer." There's something about that attitude that makes me feel good inside.
I would give nearly anything for a few more weeks of summer right now. I don't want to have to return to full time teaching, don't want to lay my writing aside, and I certainly don't want to have to start setting the alarm clock for 6:04 a.m.. I do that most of the year, but it's particularly startling to wake up on the day after Labour Day with that guy on the radio pretending like, "Summer, eh? Thank GOD that's over, eh? What a nightmare." No, no, no. Nobody feels that way. Summer is good. Summer is necessary. I wish it were summer all year round...almost.
You see, I love autumn. Now do you understand why I'm so conflicted?
Just yesterday, my wife and I bought tickets for some shows at the Arts and Culture centre, which we do every year, as part of our autumnal living series. On my way home, I noticed the first leaves turning from green to brown. I was sad but also secretely exhilarated. The birds are beginning to fly strange patterns over my home, which is a sign that either they're circling the troops for that long flight South, or they're getting read to take a gigantic, mass dump on my rooftop. I'm hoping it's just a sign of autumn--they're checking their bags, making sure there's no one on the "No Fly" list," that sort of thing.
The weather turns cooler, but not too cold. Hockey season starts. There are more holidays in fall than any other time of year. Oh, and as a teacher, there's no better feeling than those first couple of weeks of getting to know your students, of making new acquaintances, of seeing what budding geniuses and simply good people whom you might still be talking with years from now, might be sitting in those desks this semester. How many of you don't know the joys of Hawthorne, O'Connor, or Thomas? How many of you are good writers who will one day be great...if you just learn how to do one or two things differently? How many of you will need to come to my office for reassurance after bombing the first assignment, but then go on to get a mark that makes us both proud?
Next thing you know, we're into Thanksgiving, and Halloween, and Remembrance Day, and Christmas (or whatever you celebrate...or don't)--this is my blog; these are a few of my favorite things.
And in the fall, everyone seems more with it, ya know? They act like stuff matters. Life is more serious in fall. Even the movies in the theatres are a bit smarter and sharper, with better storytelling and better acting. DO NOT GO TO SEE "JONAH HEX," OKAY? Your eyes will fall out. I like Megan Fox (sometimes) and Josh Brolin (always), and I adored the Jonah Hex comics when I was a kid. But I will forever feel as if those lousy bastards stole my ten dollars, as well as nearly two hours of my life that I can never have back. This fall, I want to see some good dramas, a few intelligent comedies (please nothing else about babies), and mabye some Potter and Narnia, for that fantastical touch.
And all the fall TV shows are back: NCIS, Big Bang Theory, and, oh, wait a minute--all my favorite shows have been cancelled. Wherefore art thou, "Lost"? But I'm sure it will still be good, like seeing old friends after a long, hot summer. Sort of like "Grease," except everyone's wearing clothes from the Gap and American Eagle.
Speaking of old friends, that's what I truly love about autumn--making new acquaintances, catching up with the old ones that you've known (in my case) since grad school. There's a rush of excitement in those early September days that never really lets up until Christmas.
So this blog has been therapy for me. I still hate to see the end of summer. I want to go off on One Last Big Adventure, like when I was a kid. Do something bright and grand that I'll remember forever.
But I do like fall. Really. Just don't set the alarm clock too early.
And if I seem a little sleepy-headed for those first couple of weeks, that's pretty normal.
Welcome, autumn, come this way.
GC
And that's just it for me--it's not just the end of summer; it's also the beginning of fall. How do I even begin to separate the two? The betwixt and between quality of it all has me not even knowing if I'm coming, going, want to go, or whether I've been there already? Know what I mean? No, of course not. As I write this, there's nobody listening. It's like throwing my voice into an empty cave. But if you're reading this now (whenever that might be), maybe you can empathize a little with my melancholy.
That's what I believe it is: melancholy. I am a huge fan of summer. Most people are. I do know some people who don't love it, including one poor soul whose skin turns to a bright red rash when she's exposed to a few rays of sunshine.
But I still love it. Residing in a city where summer lasts only four or five weeks, one could easily get into the habit of living for these days. But, for me, the truth is that I live for fall. That's when things really come alive--or when I come alive--when life is even more exciting. Everyone brings their "A" game to autumn whereas in summer, it's like, "Man, I'm too hot and tired from the sun and from partying to go chasing that frisbee, or writing that letter, or doing anything that takes effort." And we all understand: "No wonders there's no one in the office. Dude, relax, it's summer." There's something about that attitude that makes me feel good inside.
I would give nearly anything for a few more weeks of summer right now. I don't want to have to return to full time teaching, don't want to lay my writing aside, and I certainly don't want to have to start setting the alarm clock for 6:04 a.m.. I do that most of the year, but it's particularly startling to wake up on the day after Labour Day with that guy on the radio pretending like, "Summer, eh? Thank GOD that's over, eh? What a nightmare." No, no, no. Nobody feels that way. Summer is good. Summer is necessary. I wish it were summer all year round...almost.
You see, I love autumn. Now do you understand why I'm so conflicted?
Just yesterday, my wife and I bought tickets for some shows at the Arts and Culture centre, which we do every year, as part of our autumnal living series. On my way home, I noticed the first leaves turning from green to brown. I was sad but also secretely exhilarated. The birds are beginning to fly strange patterns over my home, which is a sign that either they're circling the troops for that long flight South, or they're getting read to take a gigantic, mass dump on my rooftop. I'm hoping it's just a sign of autumn--they're checking their bags, making sure there's no one on the "No Fly" list," that sort of thing.
The weather turns cooler, but not too cold. Hockey season starts. There are more holidays in fall than any other time of year. Oh, and as a teacher, there's no better feeling than those first couple of weeks of getting to know your students, of making new acquaintances, of seeing what budding geniuses and simply good people whom you might still be talking with years from now, might be sitting in those desks this semester. How many of you don't know the joys of Hawthorne, O'Connor, or Thomas? How many of you are good writers who will one day be great...if you just learn how to do one or two things differently? How many of you will need to come to my office for reassurance after bombing the first assignment, but then go on to get a mark that makes us both proud?
Next thing you know, we're into Thanksgiving, and Halloween, and Remembrance Day, and Christmas (or whatever you celebrate...or don't)--this is my blog; these are a few of my favorite things.
And in the fall, everyone seems more with it, ya know? They act like stuff matters. Life is more serious in fall. Even the movies in the theatres are a bit smarter and sharper, with better storytelling and better acting. DO NOT GO TO SEE "JONAH HEX," OKAY? Your eyes will fall out. I like Megan Fox (sometimes) and Josh Brolin (always), and I adored the Jonah Hex comics when I was a kid. But I will forever feel as if those lousy bastards stole my ten dollars, as well as nearly two hours of my life that I can never have back. This fall, I want to see some good dramas, a few intelligent comedies (please nothing else about babies), and mabye some Potter and Narnia, for that fantastical touch.
And all the fall TV shows are back: NCIS, Big Bang Theory, and, oh, wait a minute--all my favorite shows have been cancelled. Wherefore art thou, "Lost"? But I'm sure it will still be good, like seeing old friends after a long, hot summer. Sort of like "Grease," except everyone's wearing clothes from the Gap and American Eagle.
Speaking of old friends, that's what I truly love about autumn--making new acquaintances, catching up with the old ones that you've known (in my case) since grad school. There's a rush of excitement in those early September days that never really lets up until Christmas.
So this blog has been therapy for me. I still hate to see the end of summer. I want to go off on One Last Big Adventure, like when I was a kid. Do something bright and grand that I'll remember forever.
But I do like fall. Really. Just don't set the alarm clock too early.
And if I seem a little sleepy-headed for those first couple of weeks, that's pretty normal.
Welcome, autumn, come this way.
GC
Monday, August 23, 2010
Blog, blog, blog
Today, I'm redesigning my blogs, which obviously means a renewed interest and hopefully I'll be doing a lot more of it in the coming days and weeks.
Blogger isn't co-operating though. So I'll have to wrestle it into submission.
Until then.
GC
Blogger isn't co-operating though. So I'll have to wrestle it into submission.
Until then.
GC
Sunday, April 11, 2010
The Day Before
And so it begins. Tomorrow at this time, you (my English 1101 students) will be writing your final exam.
I've done my best to prepare you, and I'm sure that if you've been to class most of the semester and for the past couple of weeks, you know exactly how to prepare for the exam. Right from the first class, I emphasized how important it is to just come to the classes. And while some of you constantly "had to study for another class" or "had a paper due" or just didn't feel like coming, the vast majority of you found a way and a reason to show up day after day. The reward for that is built in, I would think, as you probably feel more confident than you would have about the kinds of questions, as well as the particular strengths and weaknesses of your writing. I have honestly done my best for each and every one of you. If you asked, I did whatever I could for you. If you came to see me, I talked for as long as you needed. I wrote long notes on your essays--and they should be your key to fixing whatever issues you've had all along. Go back and look at them and see what you need to do. On the final exam, before you leave the exam room, you should take a few minutes to review your exam and make sure you've fixed whatever problems I kept saying you needed to pay attention to. You'd be amazed, most likely, at the difference it can make to your grade.
What else can I say? Well, maybe it's best to do the old question-and-answer routine. That usually gets the best responses.
Q. What can I expect in the exam room?
A. Most of you have done this before, though for some of you it's been a while. First, show up on time. That's crucial. Come in and get yourself comfortable in a good seat and try and get your head into the zone. Try to stay loose and relaxed, but focused at the same time.
Don't bring your books or bags to your to your desk. They have to go against the far wall or somewhere away from you. And don't bring food or beverages. They cause mess and distraction.
The room will be crowded, so just breathe and look around. Get your bearings. Be in your own little world in your own little desk. It's not comfortable, but pretend that it is . It'll go easier for you that way. The way you focus your thoughts will decide the quality of your experience.
I'll be there, a little anxious for you, a little sad that the semester's almost done, and secretly overjoyed that I'll soon have the freedom to do some writing of my own and be able to enjoy a little time to replenish my own (admittedly) tired soul. Mostly, I'll be concerned that you're doing okay, that you're focused, that you've fully prepared, that you don't have any blankness, that you're relaxed. If you have a question to ask me, make sure it's something I can answer quickly, without being too disruptive to those around you. But be assured that I'll be there to help in any way I can, within reason.
Remember: I WANT you to succeed. It makes me feel good. It means neither of us has been wasting our time for the past four months, and it means your exams are beginning on a positive note, and your semester with me will have ended nicely. All's well that ends well, as the bard once said.
Q. How can I prepare for this exam?
A. The best way to be prepared is to do what comes natural to you. By "natural" I don't mean not studying, necessarily, although that works for some people too--not many, but a select Chosen Few. Even the best students and the best writers can benefit from have a read-through of the passages you know you might possibly discuss on the exam. I do this before every class, all semester long: I know the parts I plan to talk about, but I also read through the highlighted parts of the novel, just to specifically remind myself of what the story is about and how it's written. I always find that I'm surprised at where my mind wants to go and the kinds of connections it makes through the hour. It can be like that for you on the exam too. Just know the book real well. Make it real and immediate and fresh for you by re-reading some parts. It would be ridiculous to try and re-read the whole thing at this point.
I'd also suggest you take into account the kinds of issues we've been dealing with all semester for each and every novel. I won't go into them again b/c I talked about them, not only in the last class for the semester, but all throughout the term. Come into the exam room knowing that if such-and-such is asked, you have at least five or six parts of the novel you can refer to. But your extra reading will also allow you to make more connections to other parts of the novel.
Be able to show that you "get" what each novel is about. ASK YOURSELF THAT QUESTION, IN WRITING: What is this novel about? WRITE AN ANSWER, making as many connections as possible to various scenes, images, symobls, bits of dialogue or brief quotes. Be able to say that Edward Hyde REPRESENTS (something) or that Uncle Reg SYMBOLIZES (something) or the fact that a novel is set in Victorian England, 1960s St. John's on Fleming Street or post-apocalyptic America SIGNIFIES (something). Please don't write at this point and ask me the answers to such questions. We've been though it all. If you're not comfortable discussing such issues or specific symbols, find others to discuss. You're the writer. It's up to you what you want to talk about. But stay focused. Use those kinds of words (represents, symbolizes, signifies, means, indicates, connotes, and so on) to get your thoughts about a certain character, setting, symbol, scene, image, or moment focused. They will help you put the words to the thought. Then all you have to do is explain what you meant, using examples.
Q. Do I have to be able to quote from the novel?
Not necessarily. Sometimes it can help, certainly, but I'm not demanding it. But, let's face it--if you can't say by now, "If he be Mr. Hyde, then I be Mr. Seek," then you're just not paying attention. In other words, there are certain lines and phrases that you should know by now. I mean, aren't the boy and the man in The Road "each the other's world entire"? Doesn't Victor want to benefit "the species"? Doesn't Draper get the "Doyle" beaten out of him? Are there certain lines that you associate with certain characters? Certain scenes or images that typify, or define, exactly who and what they are and what they are all about? If you're talking about "identity," such scenes, moments, images, and symbols are crucial, or at least helpful to understanding who they are. Oh, and be prepared to think about whether the characters change during the course of the novel: do they get what they've wanted? How do they react to their dreams or nightmares coming to fruition? Does it change them? Does it change their worlds? If there is change, then be specific about what kind of change (emotional, psychological, physical--does the physical represent the psychological, perhaps? Is there a change in setting that signifies any of this emotional, or personal, change?) Make as many such connections as you can. That would impress me.
And don't worry. You don't have to know/do ALL of this. This is just to show you that there are many, many ways to add substance to your essays.
So, no, quotes aren't necessary, but sometimes they'll just come out. And sometimes you'll memorize them because they'll help you be more specific. That's up to you.
If you refer to a particular scene, make sure it's clear exactly which scene you're referring to. You can be talking about Victor trying to enter the gates of Geneva, for example, and it's late at night, so the gates are locked. If you mention that the gates are locked, and that that is because of the laws at the time, meant to maintain law and order, and the safety of the citizens of that society, then the moment when Victor tries to enter Geneva late at night, and the gates are locked becomes symbolic of him already being a cast-out, estranged from decent society: he has become the monster that law-abiding citizens should fear. He is the monster come to live among them, just as Mr. Hyde steals the bedside of such seemingly decent people in Victorian London, as Mr. Utterson dreams. See how I specifically mentioned the gates being locked, that such a moment is symbolic, what exactly it is symbolic of (making a connection to the bigger issue of social safety, which could be connected, if I choose, to monstrosity and identity b/c that is how people see themselves, as one or the other, the victim or the monster, the one whom the laws favor versus one who acts in contravention of law), and I even make the connection to another novel and a specific scene in that nove, and how it, too, is symbolic of something similar to the scene in Frankenstein. This is the kind of thing a good comparative analysis does once in a while: a little digression to show that you "get" it: the big picture of what these novels have in common and what this course has, to some extent, been about.
So: be specific. It never hurts and always helps.
Q. What if I draw a blank during the exam?
A. Make notes to yourself. Ask yourself questions in writing. Raise your hand. Staring off into to space might help, but it usually only compounds the feelings of helplessness and wastes valuable minutes.
Q. How much should I write?
A. As much as you can write in two and a half hours. Divide your time equally, though. Don't write just one good essay. Leave plenty of time to write TWO quality essays. It will sink your grade badly if you write only one good essay and leave yourself only half an hour to write a rather shabby second essay.
Q. Is it possible to ace this exam, even though my grades have been relatively low all semester?
A. Let's face it: if you've been doing the work all along, coming to see me, paying attention to my comments, coming to see me again, going to the Writing Centre perhaps, your grades have been getting better all semester. But if you're well-prepared and all of a sudden you get what I've been trying to teach you all therm, then, yes, you can ace the exam and get the best mark you've gotten all term. It happens quite often. I've seen students get an "A" on the final despite getting no higher than a 75 all semester. I've seen students who are borderline 50 get in the high 60s and low 70s. It can happen. And it always brings a huge smile to my face.
Q. Will praying help?
A. Couldn't hurt, maybe. Depends on the relationship you've got with your God.
Q. What's up with all the Lady Gaga stuff all term?
A. I just think she's an original and a risk-taker, but she also borrows from the best. I think we could all learn a lesson from Gaga. I'm not saying she's perfect, but it's her very humanity beneath all those masks and those outlandish wardrobes that make her interesting. This has nothing to do with the exam, but there's been a definite Gaga theme, usually related to the "fame monster," all semester long, and I just wanted to clear it up. I'm not obsessed, just fascinated. If I was obsessed, my shrine to her would be a lot bigger.
That's all I can think of to say for now. If I think of anything else, I will certainly blog later. I wouldn't count on it though. I've got another busy day ahead.
Just come prepared tomorrow, whatever that means for you. And trust that you will likely do your best if you're well rested and confident in what you know. Oh, and a little music wouldn't hurt. Breathing definitely helps.
That's all for now.
Thank you for such a great semester. I've had an absolute blast the entire time, especially when you've come to class ready and eager to talk about everything and anything.
As for the exam, don't stress too much. To quote Kat Von D: "It ain't rocket surgery."
Gerard
I've done my best to prepare you, and I'm sure that if you've been to class most of the semester and for the past couple of weeks, you know exactly how to prepare for the exam. Right from the first class, I emphasized how important it is to just come to the classes. And while some of you constantly "had to study for another class" or "had a paper due" or just didn't feel like coming, the vast majority of you found a way and a reason to show up day after day. The reward for that is built in, I would think, as you probably feel more confident than you would have about the kinds of questions, as well as the particular strengths and weaknesses of your writing. I have honestly done my best for each and every one of you. If you asked, I did whatever I could for you. If you came to see me, I talked for as long as you needed. I wrote long notes on your essays--and they should be your key to fixing whatever issues you've had all along. Go back and look at them and see what you need to do. On the final exam, before you leave the exam room, you should take a few minutes to review your exam and make sure you've fixed whatever problems I kept saying you needed to pay attention to. You'd be amazed, most likely, at the difference it can make to your grade.
What else can I say? Well, maybe it's best to do the old question-and-answer routine. That usually gets the best responses.
Q. What can I expect in the exam room?
A. Most of you have done this before, though for some of you it's been a while. First, show up on time. That's crucial. Come in and get yourself comfortable in a good seat and try and get your head into the zone. Try to stay loose and relaxed, but focused at the same time.
Don't bring your books or bags to your to your desk. They have to go against the far wall or somewhere away from you. And don't bring food or beverages. They cause mess and distraction.
The room will be crowded, so just breathe and look around. Get your bearings. Be in your own little world in your own little desk. It's not comfortable, but pretend that it is . It'll go easier for you that way. The way you focus your thoughts will decide the quality of your experience.
I'll be there, a little anxious for you, a little sad that the semester's almost done, and secretly overjoyed that I'll soon have the freedom to do some writing of my own and be able to enjoy a little time to replenish my own (admittedly) tired soul. Mostly, I'll be concerned that you're doing okay, that you're focused, that you've fully prepared, that you don't have any blankness, that you're relaxed. If you have a question to ask me, make sure it's something I can answer quickly, without being too disruptive to those around you. But be assured that I'll be there to help in any way I can, within reason.
Remember: I WANT you to succeed. It makes me feel good. It means neither of us has been wasting our time for the past four months, and it means your exams are beginning on a positive note, and your semester with me will have ended nicely. All's well that ends well, as the bard once said.
Q. How can I prepare for this exam?
A. The best way to be prepared is to do what comes natural to you. By "natural" I don't mean not studying, necessarily, although that works for some people too--not many, but a select Chosen Few. Even the best students and the best writers can benefit from have a read-through of the passages you know you might possibly discuss on the exam. I do this before every class, all semester long: I know the parts I plan to talk about, but I also read through the highlighted parts of the novel, just to specifically remind myself of what the story is about and how it's written. I always find that I'm surprised at where my mind wants to go and the kinds of connections it makes through the hour. It can be like that for you on the exam too. Just know the book real well. Make it real and immediate and fresh for you by re-reading some parts. It would be ridiculous to try and re-read the whole thing at this point.
I'd also suggest you take into account the kinds of issues we've been dealing with all semester for each and every novel. I won't go into them again b/c I talked about them, not only in the last class for the semester, but all throughout the term. Come into the exam room knowing that if such-and-such is asked, you have at least five or six parts of the novel you can refer to. But your extra reading will also allow you to make more connections to other parts of the novel.
Be able to show that you "get" what each novel is about. ASK YOURSELF THAT QUESTION, IN WRITING: What is this novel about? WRITE AN ANSWER, making as many connections as possible to various scenes, images, symobls, bits of dialogue or brief quotes. Be able to say that Edward Hyde REPRESENTS (something) or that Uncle Reg SYMBOLIZES (something) or the fact that a novel is set in Victorian England, 1960s St. John's on Fleming Street or post-apocalyptic America SIGNIFIES (something). Please don't write at this point and ask me the answers to such questions. We've been though it all. If you're not comfortable discussing such issues or specific symbols, find others to discuss. You're the writer. It's up to you what you want to talk about. But stay focused. Use those kinds of words (represents, symbolizes, signifies, means, indicates, connotes, and so on) to get your thoughts about a certain character, setting, symbol, scene, image, or moment focused. They will help you put the words to the thought. Then all you have to do is explain what you meant, using examples.
Q. Do I have to be able to quote from the novel?
Not necessarily. Sometimes it can help, certainly, but I'm not demanding it. But, let's face it--if you can't say by now, "If he be Mr. Hyde, then I be Mr. Seek," then you're just not paying attention. In other words, there are certain lines and phrases that you should know by now. I mean, aren't the boy and the man in The Road "each the other's world entire"? Doesn't Victor want to benefit "the species"? Doesn't Draper get the "Doyle" beaten out of him? Are there certain lines that you associate with certain characters? Certain scenes or images that typify, or define, exactly who and what they are and what they are all about? If you're talking about "identity," such scenes, moments, images, and symbols are crucial, or at least helpful to understanding who they are. Oh, and be prepared to think about whether the characters change during the course of the novel: do they get what they've wanted? How do they react to their dreams or nightmares coming to fruition? Does it change them? Does it change their worlds? If there is change, then be specific about what kind of change (emotional, psychological, physical--does the physical represent the psychological, perhaps? Is there a change in setting that signifies any of this emotional, or personal, change?) Make as many such connections as you can. That would impress me.
And don't worry. You don't have to know/do ALL of this. This is just to show you that there are many, many ways to add substance to your essays.
So, no, quotes aren't necessary, but sometimes they'll just come out. And sometimes you'll memorize them because they'll help you be more specific. That's up to you.
If you refer to a particular scene, make sure it's clear exactly which scene you're referring to. You can be talking about Victor trying to enter the gates of Geneva, for example, and it's late at night, so the gates are locked. If you mention that the gates are locked, and that that is because of the laws at the time, meant to maintain law and order, and the safety of the citizens of that society, then the moment when Victor tries to enter Geneva late at night, and the gates are locked becomes symbolic of him already being a cast-out, estranged from decent society: he has become the monster that law-abiding citizens should fear. He is the monster come to live among them, just as Mr. Hyde steals the bedside of such seemingly decent people in Victorian London, as Mr. Utterson dreams. See how I specifically mentioned the gates being locked, that such a moment is symbolic, what exactly it is symbolic of (making a connection to the bigger issue of social safety, which could be connected, if I choose, to monstrosity and identity b/c that is how people see themselves, as one or the other, the victim or the monster, the one whom the laws favor versus one who acts in contravention of law), and I even make the connection to another novel and a specific scene in that nove, and how it, too, is symbolic of something similar to the scene in Frankenstein. This is the kind of thing a good comparative analysis does once in a while: a little digression to show that you "get" it: the big picture of what these novels have in common and what this course has, to some extent, been about.
So: be specific. It never hurts and always helps.
Q. What if I draw a blank during the exam?
A. Make notes to yourself. Ask yourself questions in writing. Raise your hand. Staring off into to space might help, but it usually only compounds the feelings of helplessness and wastes valuable minutes.
Q. How much should I write?
A. As much as you can write in two and a half hours. Divide your time equally, though. Don't write just one good essay. Leave plenty of time to write TWO quality essays. It will sink your grade badly if you write only one good essay and leave yourself only half an hour to write a rather shabby second essay.
Q. Is it possible to ace this exam, even though my grades have been relatively low all semester?
A. Let's face it: if you've been doing the work all along, coming to see me, paying attention to my comments, coming to see me again, going to the Writing Centre perhaps, your grades have been getting better all semester. But if you're well-prepared and all of a sudden you get what I've been trying to teach you all therm, then, yes, you can ace the exam and get the best mark you've gotten all term. It happens quite often. I've seen students get an "A" on the final despite getting no higher than a 75 all semester. I've seen students who are borderline 50 get in the high 60s and low 70s. It can happen. And it always brings a huge smile to my face.
Q. Will praying help?
A. Couldn't hurt, maybe. Depends on the relationship you've got with your God.
Q. What's up with all the Lady Gaga stuff all term?
A. I just think she's an original and a risk-taker, but she also borrows from the best. I think we could all learn a lesson from Gaga. I'm not saying she's perfect, but it's her very humanity beneath all those masks and those outlandish wardrobes that make her interesting. This has nothing to do with the exam, but there's been a definite Gaga theme, usually related to the "fame monster," all semester long, and I just wanted to clear it up. I'm not obsessed, just fascinated. If I was obsessed, my shrine to her would be a lot bigger.
That's all I can think of to say for now. If I think of anything else, I will certainly blog later. I wouldn't count on it though. I've got another busy day ahead.
Just come prepared tomorrow, whatever that means for you. And trust that you will likely do your best if you're well rested and confident in what you know. Oh, and a little music wouldn't hurt. Breathing definitely helps.
That's all for now.
Thank you for such a great semester. I've had an absolute blast the entire time, especially when you've come to class ready and eager to talk about everything and anything.
As for the exam, don't stress too much. To quote Kat Von D: "It ain't rocket surgery."
Gerard
Saturday, April 10, 2010
Vote Caster
This is my second blog for the day (see below), and I'll be blogging again sometime tomorrow, as early as possible.
Just wanted to remind you to click on "Cast Your Vote" on the top right if you want to have a say in a few matters regarding English 1101. Also, the voting is completely anonymous, so feel free to be honest.
Thanks!
GC
Just wanted to remind you to click on "Cast Your Vote" on the top right if you want to have a say in a few matters regarding English 1101. Also, the voting is completely anonymous, so feel free to be honest.
Thanks!
GC
Blog, Blog, Blog
Strangely appropriate we should have talked about identity so much this semester, and I've been struggling with my own blogging identity so much. As some of you know, I also keep a blog called Gothic Times (changing the name soon) which is supposed to be somewhat of a chronicle of my personal exploits as a writer. I'm going to keep doing that blog, but at the time I started it, I declared that I would do just academic blogging here on "Literary Pursuits" and do my personal-type blogging on "Gothic Times". I've started to doubt that choice.
You might have noticed that I haven't blogged on "Gothic Times" in a few weeks. That's simply because it's been hard to get time to keep it up. Once the semester gets revved up, I do little outside of grading essays, preparing lectures, meeting with students, answering hundreds (sometimes thousands) of e-mails from students, and dealing with all the details associated with teaching at a university. Thus, I do very little writing, if any. Thus, there was really not much to report on "Gothic Times". That's about to change, of course, as I slip into my writer's garb for the next four and a half months and become author instead of professor. In many ways, as much as I truly love teaching, writing is my first love. But then, it's reached a point where it's hard to tell which one is the real me. I think, like Dr. Jekyll and Mr. Hyde, the truth is that I am not truly one, but truly two. And so I keep both blogs going.
But I've always felt more comfortable writing about the world, my perspective, about my life during the summer months, the wacky and thoughtful, the funny and serious on THIS blog--"Literary Pursuits". This blog was begun about two years ago, I believe, and there are somewhere around 19,000 hits on it, which means somebody's listening. It's not just students, of course. Some are former students of mine, and some are just people from all over who are interested, though I do believe it's mostly students and former students. Many of you have told me you recommend this blog to people you know (writers, students, and so on), so I'm aware of my audience, and that's helpful.
So I've decided to keep posting here over the summer months. I'll still blog about the writing process as it relates to my upcoming short story collection, Moonlight Sketches, over on "Gothic Times". Anything related to my own writing, news of publications, and that sort of thing, that's where I'll be talking about them. I'll do my best even to talk about writing generally in a way that will possibly provide food for thought for the starving writers out there who simply want a place to go for that kind of thing, from someone you know. I'll also be continuing to work on my three novels: Finton Moon (90% finished), Darwin Day (99% finished), and Two Sisters (75% finished). If there's time, I have another project I need to finish by summer's end. I'll be talking about all of that over on "Gothic Times".
Here, I'll just be talking about me and stuff that interests me that's in the news. I'll be musing about stuff I see in my running throughout the city (I run a few miles several times a week in the summer), my planned road trips, maybe posting some pictures along the way. I'll certainly be ranting about stuff that makes me made or amuses me in some way, and talking about the kinds of things that I find fascinating and beautiful. So if you're interested in reading more, I'll be on here occasionally throughout the summer. I'd be happy if you'd join me and even drop a comment now and then (the less anonymous the better).
With that in mind, would you please take a couple of minutes to do the survey I'll be posting in the top right corner of this blog in a little while. It's about the course (English 1101) and about the usefulness of "Literary Pursuits".
Thanks.
I'll be posting more soon to get your primed for the final exam as best I can. There's not much more to say, but, as always, I'll find some words for you.
Peace out.
Gerard
You might have noticed that I haven't blogged on "Gothic Times" in a few weeks. That's simply because it's been hard to get time to keep it up. Once the semester gets revved up, I do little outside of grading essays, preparing lectures, meeting with students, answering hundreds (sometimes thousands) of e-mails from students, and dealing with all the details associated with teaching at a university. Thus, I do very little writing, if any. Thus, there was really not much to report on "Gothic Times". That's about to change, of course, as I slip into my writer's garb for the next four and a half months and become author instead of professor. In many ways, as much as I truly love teaching, writing is my first love. But then, it's reached a point where it's hard to tell which one is the real me. I think, like Dr. Jekyll and Mr. Hyde, the truth is that I am not truly one, but truly two. And so I keep both blogs going.
But I've always felt more comfortable writing about the world, my perspective, about my life during the summer months, the wacky and thoughtful, the funny and serious on THIS blog--"Literary Pursuits". This blog was begun about two years ago, I believe, and there are somewhere around 19,000 hits on it, which means somebody's listening. It's not just students, of course. Some are former students of mine, and some are just people from all over who are interested, though I do believe it's mostly students and former students. Many of you have told me you recommend this blog to people you know (writers, students, and so on), so I'm aware of my audience, and that's helpful.
So I've decided to keep posting here over the summer months. I'll still blog about the writing process as it relates to my upcoming short story collection, Moonlight Sketches, over on "Gothic Times". Anything related to my own writing, news of publications, and that sort of thing, that's where I'll be talking about them. I'll do my best even to talk about writing generally in a way that will possibly provide food for thought for the starving writers out there who simply want a place to go for that kind of thing, from someone you know. I'll also be continuing to work on my three novels: Finton Moon (90% finished), Darwin Day (99% finished), and Two Sisters (75% finished). If there's time, I have another project I need to finish by summer's end. I'll be talking about all of that over on "Gothic Times".
Here, I'll just be talking about me and stuff that interests me that's in the news. I'll be musing about stuff I see in my running throughout the city (I run a few miles several times a week in the summer), my planned road trips, maybe posting some pictures along the way. I'll certainly be ranting about stuff that makes me made or amuses me in some way, and talking about the kinds of things that I find fascinating and beautiful. So if you're interested in reading more, I'll be on here occasionally throughout the summer. I'd be happy if you'd join me and even drop a comment now and then (the less anonymous the better).
With that in mind, would you please take a couple of minutes to do the survey I'll be posting in the top right corner of this blog in a little while. It's about the course (English 1101) and about the usefulness of "Literary Pursuits".
Thanks.
I'll be posting more soon to get your primed for the final exam as best I can. There's not much more to say, but, as always, I'll find some words for you.
Peace out.
Gerard
Sunday, March 28, 2010
Searching and Researching...
Hey, folks. Me again.
The English 1101 research essays are due on Wednesday; I've already turned down several requests for extensions, simply because there's no time and also because I see no need. I gave out the topics over a month ago, giving you plenty of time. Also, if you're the kind of students who's been missing classes all semester long, I won't even consider giving an extension. In such as case, I have no way of knowing if you're simply coming up with yet another reason for being slack and looking for special favors: the kind of favors that only students who have attended classes all along deserve. Even those students who've been to class and get good grades need to have a good reason for wanting an extension. So unless you've encountered a serious problem that you can prove exists, please don't ask for an extension.
I'll move on to more important issues. First of all, please note that I've already blogged recently about MLA formatting and quotation method. For details, scroll down until you find those blog entries.
As for researching, a lot of you seem to be having trouble knowing how to go about doing a search for your research papers. I’m not sure why this is the case, but I have to assume that many of you have never done a research essay before. Considering you're in university now, I have to assume that no one in the high school system has taught you how to do it. Either that, or you just didn't learn it, for whatever reason. The best thing I can do is forget the source of the problem (or what I assume is the source) and try to tackle the problem itself.
I’ll try the Q & A technique again and see if we can sort some things out.
Q. I’ve tried researching my topic (e.g. “playing God” in the novels Frankenstein and Dr. Jekyll and Mr. Hyde), but I can’t find anything.
A. Several students have said this exact thing to me. First of all, you’re going to have to become creative in your method of research. Creative. That means jotting down ideas. Brainstorming. That’s a part of this whole exercise. Ask questions about your subject. Then answer them. Critical thinking doesn’t mean coming up with the right answers so much as it means coming up with better quality questions.
Your method of research all depends on what angle you’re going to take in your essay. For example, what are you ultimately going to be saying about the concept of “playing God”? What does it mean to “play God” anyway? What is a God? What does a God do? And what kind of behaviours (and words) from a character would allow you to say, “Oh, yeah, see there: he thinks he’s a bloody God, that one there!” (picture a Monty Python character saying that. It helps ease the tension you’re probably feeling.) Just let your thoughts go on paper a little bit. Write to yourself. You’re not being judged on it, but you might unscramble something and come up with two or three good ideas. Give up on the notion that you’ve got to be right, or that you might be wrong. Just write. Ask those questions, even if they seem silly. Nobody sees your brain farts except you, or at least at this stage. They can be smelled at a distance if you don’t clean them up before presenting them publicly, though.
Next, how are you going to research this idea of yours? There are several possible approaches. You could just look up essays on the two novels you’re working with. Another way is to look up characters’ names, such as “Victor Frankenstein”. Or try “Victor Frankenstein and God” or “Sciences and God” or “Science and Victor Frankenstein” or “Science and Mary Shelley.” That kind of thing. Try different ways to get at your topic. You might find articles on Victor and/or Dr. Jekyll that might have a useful quote or two. Or an article about scientists playing God that you can apply to your paper and show that Victor and Henry Jekyll are playing God, according to this particular article that talks about scientists in general. Look up "biogenetics and Mary Shelley". These ideas might get you started, but as I say, you'll just have to get creative in your approach. Or you might think that Victor and Henry J. both look at knowledge as a religion. Consider that possibility and use it to do some research.
Originality is in the combination of things. The thing is, I can’t tell you that you ought to take a certain approach because every paper will be different. What I can tell you is to break your idea down into components by doing some brainstorming. Talk to someone else. Look up your subject in a dictionary or thesaurus for related words, then look up some of those words. But focus on the characters. You might not find an article on “playing God,” per se, but you might find an article on Victor Frankenstein’s (or Henry Jekyll’s) character and find some mention of traits that you think are God-like. You might use another article (one on, say, definitions of gods in western religion, or something like that) to decide on the characteristics of a God (or isolation, alienation, fatherhood, motherhood, gender differences, or anything else) and then use other articles or books that talk about the characters (or ideas) you’re discussing.
Let’s try a different example. Say you’re doing “isolation” in The Divine Ryans and The Road. (You don’t have to actually say it; just read what I’m about to say.) Well, ask yourself (on paper) what is "isolation"? Define its characteristics. Then go a step further and define its characteristics as it relates to your two novels. Which characters exemplify isolation? Who’s isolated from whom? In what way(s)? Of course, that will go back, necessarily, to your definition and list of qualities of isolation (same as with a god, fatherhood, motherhood, prejudice, and so on). First, get your ideas straight (by brainstorming, using a dictionary and/or thesaurus, and so on) about what something is. Second, figure out how it applies specifically to your novel (i.e. which characters are implicated). Third, look at how this subject of isolation causes characters to interact with each other, whether they are isolated or not. Go through the exercise and see if anything interesting comes up. Fourth, ask yourself (assuming you’ve looked up “isolation and The Divine Ryans” as a subject—one on which you’re not likely to find much material) whether there are other approaches. Are there other words for isolation (such as alienation or separation or segregation, for example)? Also, in what ways are you saying the characters are isolated? Do you mean: from each other? From society? From themselves? Emotionally disconnected? Spiritually cut off from god and/or mankind and/or themselves? Alone in the world? If any of these, ask yourself: why? What’s caused this isolation? What are its specific characteristics? What are its implications? What is its outcome and what are the implications of that outcome (for the novel as a whole, for specific relationships in the novel, I mean)? Fifth, look up information on Donald Ryan or Draper Doyle, or articles about Wayne Johnston's writing in general. Are any of his (or McCarthy's) characters (including those in The Divine Ryans and The Road described as being alone, loners, isolated, inward-looking, or survivalists, and so on?). Look up anything you can find on the authors (in this case Wayne Johnston and Cormac McCarthy). Maybe their characters or novels are talked about in some article or book. Find out what you can use.
There are tons of other things you can do, but this should get you started. The thing is that there is no need to feel stuck. You’re only as limited as your imagination and your work ethic.
Q. Can you tell me where to find the books or articles I should be looking at?
Usually, I won’t do that, whether I know of something or not. But the idea is for YOU to do the research, to learn how this is done. At this stage, it’s not so important that you find the right articles as that you learn HOW to find the right articles. One thing you could do, if you find an on-line article or a lone book or essay on a subject is to look at the Bibliography or "Works Cited" pages and see if there’s a list of potential sources there. There might be some. In most cases, published articles are using the best possible, most up-to-date sources. Learn from the best, I always say. (Actually, I never say that, but it works here.)
Q. How do I know if a book has anything useful in it?
A. One way is by reading it or just skimming it, looking for key words. But a more practical approach would be to look in the alphabetically-arranged “Index” for some idea of whether your subject is discussed and, if it is, on what pages. Shortcuts are our friend. Also, check out the "Table of Contents" as a way of identifying major sections that might deal with your topic.
Q. Can I use the editorial material at the beginning or end of my textbook?
A. Yes, you can, if it helps your essay. But I still will expect you to use three more sources, minimum.
Q. Can I use articles on the Internet for my research?
The short answer is yes, but with a caveat. You should use articles that have been previously published in a book or academic journal. You'll know that they're legitimately published articles because the web page will list the book or journal, plus date of original publication and so on. If there's no such information given, then you have to assume that what you're reading is simply something that someone is posting on a personal blog or website.
Some personal blogs are quite good and can act as a guide to let you know where else you should be looking (Wikipedia is like that, in fact). But there is no guarantee that the information you're reading is accurate because there is nothing, besides the honor system (which is a guarantee of nothing), to ensure that you're getting quality, researched intelligence. You might as well use George W. Bush's intel resources for all the good it will do. In fact, no good can come from trusting in that which is dubious at best. Not all websites are bad, but you have to assume the possiblity is there.
The other issue with websites and blogs is that they might be gone tomorrow at the discretion of the owner or the server, or the writer might even pass away and therefore (understandably) not have updated the information in a long time. The possibility of the article disappearing is quite real, though, and that possibility compromises the integrity of your entire article.
Always use trustworthy sources: ones that will likely still exist somewhere, in a library or library on-line archive, in perpetuity.
On the other hand, just because I try to be kind once in a while, I will allow you to use a GOOD website by a seemingly reputable source, but you still have to use two other legitimate academic sources for your paper.
Q. Do I have to list every book and article I’ve used in my bibliography?
A. Yes (including the novels too). If you’ve gotten any ideas or used any quotes or words from a book or article, then you have to list it as a source. Otherwise, it’s called plagiarism.
The main thing is to brainstorm. Be creative in your approach. Think it through. And don’t just panic because you don’t find your specific subject in the library. If it were that easy, why would you even have to write a research paper to begin with?
The idea is to do your best to write something original. And the best way to be original is to come up with ideas of your own and then allow other voices to enter your paper, whether they agree with you or not. If they agree with you, fine: they support your thesis. If they disagree, that’s fine too: use them to show you’ve considered their arguments, but you still think that your ideas are right (not necessarily that theirs is wrong, although that is a possibility).
I hope this helps some. Leave a comment or e-mail me at gnc@nf.sympatico.ca if you have more questions.
GC
The English 1101 research essays are due on Wednesday; I've already turned down several requests for extensions, simply because there's no time and also because I see no need. I gave out the topics over a month ago, giving you plenty of time. Also, if you're the kind of students who's been missing classes all semester long, I won't even consider giving an extension. In such as case, I have no way of knowing if you're simply coming up with yet another reason for being slack and looking for special favors: the kind of favors that only students who have attended classes all along deserve. Even those students who've been to class and get good grades need to have a good reason for wanting an extension. So unless you've encountered a serious problem that you can prove exists, please don't ask for an extension.
I'll move on to more important issues. First of all, please note that I've already blogged recently about MLA formatting and quotation method. For details, scroll down until you find those blog entries.
As for researching, a lot of you seem to be having trouble knowing how to go about doing a search for your research papers. I’m not sure why this is the case, but I have to assume that many of you have never done a research essay before. Considering you're in university now, I have to assume that no one in the high school system has taught you how to do it. Either that, or you just didn't learn it, for whatever reason. The best thing I can do is forget the source of the problem (or what I assume is the source) and try to tackle the problem itself.
I’ll try the Q & A technique again and see if we can sort some things out.
Q. I’ve tried researching my topic (e.g. “playing God” in the novels Frankenstein and Dr. Jekyll and Mr. Hyde), but I can’t find anything.
A. Several students have said this exact thing to me. First of all, you’re going to have to become creative in your method of research. Creative. That means jotting down ideas. Brainstorming. That’s a part of this whole exercise. Ask questions about your subject. Then answer them. Critical thinking doesn’t mean coming up with the right answers so much as it means coming up with better quality questions.
Your method of research all depends on what angle you’re going to take in your essay. For example, what are you ultimately going to be saying about the concept of “playing God”? What does it mean to “play God” anyway? What is a God? What does a God do? And what kind of behaviours (and words) from a character would allow you to say, “Oh, yeah, see there: he thinks he’s a bloody God, that one there!” (picture a Monty Python character saying that. It helps ease the tension you’re probably feeling.) Just let your thoughts go on paper a little bit. Write to yourself. You’re not being judged on it, but you might unscramble something and come up with two or three good ideas. Give up on the notion that you’ve got to be right, or that you might be wrong. Just write. Ask those questions, even if they seem silly. Nobody sees your brain farts except you, or at least at this stage. They can be smelled at a distance if you don’t clean them up before presenting them publicly, though.
Next, how are you going to research this idea of yours? There are several possible approaches. You could just look up essays on the two novels you’re working with. Another way is to look up characters’ names, such as “Victor Frankenstein”. Or try “Victor Frankenstein and God” or “Sciences and God” or “Science and Victor Frankenstein” or “Science and Mary Shelley.” That kind of thing. Try different ways to get at your topic. You might find articles on Victor and/or Dr. Jekyll that might have a useful quote or two. Or an article about scientists playing God that you can apply to your paper and show that Victor and Henry Jekyll are playing God, according to this particular article that talks about scientists in general. Look up "biogenetics and Mary Shelley". These ideas might get you started, but as I say, you'll just have to get creative in your approach. Or you might think that Victor and Henry J. both look at knowledge as a religion. Consider that possibility and use it to do some research.
Originality is in the combination of things. The thing is, I can’t tell you that you ought to take a certain approach because every paper will be different. What I can tell you is to break your idea down into components by doing some brainstorming. Talk to someone else. Look up your subject in a dictionary or thesaurus for related words, then look up some of those words. But focus on the characters. You might not find an article on “playing God,” per se, but you might find an article on Victor Frankenstein’s (or Henry Jekyll’s) character and find some mention of traits that you think are God-like. You might use another article (one on, say, definitions of gods in western religion, or something like that) to decide on the characteristics of a God (or isolation, alienation, fatherhood, motherhood, gender differences, or anything else) and then use other articles or books that talk about the characters (or ideas) you’re discussing.
Let’s try a different example. Say you’re doing “isolation” in The Divine Ryans and The Road. (You don’t have to actually say it; just read what I’m about to say.) Well, ask yourself (on paper) what is "isolation"? Define its characteristics. Then go a step further and define its characteristics as it relates to your two novels. Which characters exemplify isolation? Who’s isolated from whom? In what way(s)? Of course, that will go back, necessarily, to your definition and list of qualities of isolation (same as with a god, fatherhood, motherhood, prejudice, and so on). First, get your ideas straight (by brainstorming, using a dictionary and/or thesaurus, and so on) about what something is. Second, figure out how it applies specifically to your novel (i.e. which characters are implicated). Third, look at how this subject of isolation causes characters to interact with each other, whether they are isolated or not. Go through the exercise and see if anything interesting comes up. Fourth, ask yourself (assuming you’ve looked up “isolation and The Divine Ryans” as a subject—one on which you’re not likely to find much material) whether there are other approaches. Are there other words for isolation (such as alienation or separation or segregation, for example)? Also, in what ways are you saying the characters are isolated? Do you mean: from each other? From society? From themselves? Emotionally disconnected? Spiritually cut off from god and/or mankind and/or themselves? Alone in the world? If any of these, ask yourself: why? What’s caused this isolation? What are its specific characteristics? What are its implications? What is its outcome and what are the implications of that outcome (for the novel as a whole, for specific relationships in the novel, I mean)? Fifth, look up information on Donald Ryan or Draper Doyle, or articles about Wayne Johnston's writing in general. Are any of his (or McCarthy's) characters (including those in The Divine Ryans and The Road described as being alone, loners, isolated, inward-looking, or survivalists, and so on?). Look up anything you can find on the authors (in this case Wayne Johnston and Cormac McCarthy). Maybe their characters or novels are talked about in some article or book. Find out what you can use.
There are tons of other things you can do, but this should get you started. The thing is that there is no need to feel stuck. You’re only as limited as your imagination and your work ethic.
Q. Can you tell me where to find the books or articles I should be looking at?
Usually, I won’t do that, whether I know of something or not. But the idea is for YOU to do the research, to learn how this is done. At this stage, it’s not so important that you find the right articles as that you learn HOW to find the right articles. One thing you could do, if you find an on-line article or a lone book or essay on a subject is to look at the Bibliography or "Works Cited" pages and see if there’s a list of potential sources there. There might be some. In most cases, published articles are using the best possible, most up-to-date sources. Learn from the best, I always say. (Actually, I never say that, but it works here.)
Q. How do I know if a book has anything useful in it?
A. One way is by reading it or just skimming it, looking for key words. But a more practical approach would be to look in the alphabetically-arranged “Index” for some idea of whether your subject is discussed and, if it is, on what pages. Shortcuts are our friend. Also, check out the "Table of Contents" as a way of identifying major sections that might deal with your topic.
Q. Can I use the editorial material at the beginning or end of my textbook?
A. Yes, you can, if it helps your essay. But I still will expect you to use three more sources, minimum.
Q. Can I use articles on the Internet for my research?
The short answer is yes, but with a caveat. You should use articles that have been previously published in a book or academic journal. You'll know that they're legitimately published articles because the web page will list the book or journal, plus date of original publication and so on. If there's no such information given, then you have to assume that what you're reading is simply something that someone is posting on a personal blog or website.
Some personal blogs are quite good and can act as a guide to let you know where else you should be looking (Wikipedia is like that, in fact). But there is no guarantee that the information you're reading is accurate because there is nothing, besides the honor system (which is a guarantee of nothing), to ensure that you're getting quality, researched intelligence. You might as well use George W. Bush's intel resources for all the good it will do. In fact, no good can come from trusting in that which is dubious at best. Not all websites are bad, but you have to assume the possiblity is there.
The other issue with websites and blogs is that they might be gone tomorrow at the discretion of the owner or the server, or the writer might even pass away and therefore (understandably) not have updated the information in a long time. The possibility of the article disappearing is quite real, though, and that possibility compromises the integrity of your entire article.
Always use trustworthy sources: ones that will likely still exist somewhere, in a library or library on-line archive, in perpetuity.
On the other hand, just because I try to be kind once in a while, I will allow you to use a GOOD website by a seemingly reputable source, but you still have to use two other legitimate academic sources for your paper.
Q. Do I have to list every book and article I’ve used in my bibliography?
A. Yes (including the novels too). If you’ve gotten any ideas or used any quotes or words from a book or article, then you have to list it as a source. Otherwise, it’s called plagiarism.
The main thing is to brainstorm. Be creative in your approach. Think it through. And don’t just panic because you don’t find your specific subject in the library. If it were that easy, why would you even have to write a research paper to begin with?
The idea is to do your best to write something original. And the best way to be original is to come up with ideas of your own and then allow other voices to enter your paper, whether they agree with you or not. If they agree with you, fine: they support your thesis. If they disagree, that’s fine too: use them to show you’ve considered their arguments, but you still think that your ideas are right (not necessarily that theirs is wrong, although that is a possibility).
I hope this helps some. Leave a comment or e-mail me at gnc@nf.sympatico.ca if you have more questions.
GC
Saturday, March 27, 2010
Stopping
Because I could not stop for Death,
He kindly stopped for me.
(Emily Dickinson)
It's been a sad week. I and many friends and colleagues attended the memorial service for Dr. Linda Vecchi this morning. It was a very moving ceremony, with Linda's favorite music and thoughts read aloud from people who were closest to her, especially her husband and two beautiful young girls.
In life, she was a passionate, caring, intelligent woman, and she was way too young to have been stricken with cancer. Of course, no age is right for cancer or death. And I suppose right and wrong have nothing to do with it. It's just the way of things.
I learned more from my dear friend and mentor, Linda, than from any other teacher I've had. When I first began my life as a university student, she was a young, fresh-faced professor, eager to help and to teach and to befriend. She did all of those things well and continued to do them for as long as I've known her. When my own father passed away in early 1995, Linda was the member of faculty who was kindest to me. I was not one for talking about such things, especially to profs, but she found a way to let me know her door was always open to me and that she genuinely sympathized. She had a kindness that I've rarely experienced in academia or in life. She loved what she did because it was more about the people--the students and those around her--than about the books and the adminstration.
If you asked Linda for a minute, she'd give you an hour.
When I'd gone away for a few years and came back to MUN, it was Linda who'd volunteered to be my mentor as a first-time university teacher. She attended some of my classes, offered her valuable assessments, wrote amazing letters of recommendation, and encouraged me every step of the way. When I began a doctoral program, she made sure I knew she was there if I ever needed to talk. And we often did talk about life, about work, about people, what was right and what was wrong, about the state of things.
I often was reminded that she did this for a lot of people in her life, not just for me. And I always came away amazed that she'd not only taken the time, but seemed to enjoy it, even when I knew she was tired.
The day I defended my Ph.D. dissertation, she had to teach a class, but she gave me a huge hug as I was on my way and assured me that I would be great. In fact, her husband Mark, whom I also consider a friend, was there and, as always, equally encouraging, always with kind words.
Today, we celebrated Linda's life, but I couldn't help thinking how fragile it all is and, in some ways, how worthless it all is, the "empire of dirt" that Trent Reznor calls it in "Hurt"--all the stuff with which we surround ourselves and worry ourselves over. Part way through the ceremony, I was almost overwhelmed with the urge to just get up and bolt out the doors, away from the sounds of death and sorrow, towards those of life and happiness.
But I didn't. Because Linda wouldn't have done that. Linda would have stayed and given you an hour.
As the years have gone on, many students every semester ask, "Who should I take courses from in English?" Linda Vecchi was always at the top of my list. Now there are others on the list, but there's a vacancy at the top. And a vacancy in a lot of lives, including my own.
I know this has nothing to do with my teaching this semester. But I also know that some of you reading this are interested in more than just comma splices and research essays. And I know that the readership here consists of current students, former students, and people all over the country and the world who are just interested and never have been my students. Maybe some of you even knew Linda or were lucky enough to be taught by her (she breathed life into the Renaissance like no else could).
But it wouldn't be honest of me, or right of me, not to acknowledge the passing of such a good person and friend. It's always extra sad when a teacher dies, especially a good teacher, because you know she touched many, many lives along the way. I told her often when she was alive what a difference she had made to me and, likely, to others. She would just smile and say, "Thank you for saying that."
She'd probably say the same thing now.
Back to work now. I'll post more on the research papers as soon as I can wrap my head around it. But for now, a pause was necessary.
GC
He kindly stopped for me.
(Emily Dickinson)
It's been a sad week. I and many friends and colleagues attended the memorial service for Dr. Linda Vecchi this morning. It was a very moving ceremony, with Linda's favorite music and thoughts read aloud from people who were closest to her, especially her husband and two beautiful young girls.
In life, she was a passionate, caring, intelligent woman, and she was way too young to have been stricken with cancer. Of course, no age is right for cancer or death. And I suppose right and wrong have nothing to do with it. It's just the way of things.
I learned more from my dear friend and mentor, Linda, than from any other teacher I've had. When I first began my life as a university student, she was a young, fresh-faced professor, eager to help and to teach and to befriend. She did all of those things well and continued to do them for as long as I've known her. When my own father passed away in early 1995, Linda was the member of faculty who was kindest to me. I was not one for talking about such things, especially to profs, but she found a way to let me know her door was always open to me and that she genuinely sympathized. She had a kindness that I've rarely experienced in academia or in life. She loved what she did because it was more about the people--the students and those around her--than about the books and the adminstration.
If you asked Linda for a minute, she'd give you an hour.
When I'd gone away for a few years and came back to MUN, it was Linda who'd volunteered to be my mentor as a first-time university teacher. She attended some of my classes, offered her valuable assessments, wrote amazing letters of recommendation, and encouraged me every step of the way. When I began a doctoral program, she made sure I knew she was there if I ever needed to talk. And we often did talk about life, about work, about people, what was right and what was wrong, about the state of things.
I often was reminded that she did this for a lot of people in her life, not just for me. And I always came away amazed that she'd not only taken the time, but seemed to enjoy it, even when I knew she was tired.
The day I defended my Ph.D. dissertation, she had to teach a class, but she gave me a huge hug as I was on my way and assured me that I would be great. In fact, her husband Mark, whom I also consider a friend, was there and, as always, equally encouraging, always with kind words.
Today, we celebrated Linda's life, but I couldn't help thinking how fragile it all is and, in some ways, how worthless it all is, the "empire of dirt" that Trent Reznor calls it in "Hurt"--all the stuff with which we surround ourselves and worry ourselves over. Part way through the ceremony, I was almost overwhelmed with the urge to just get up and bolt out the doors, away from the sounds of death and sorrow, towards those of life and happiness.
But I didn't. Because Linda wouldn't have done that. Linda would have stayed and given you an hour.
As the years have gone on, many students every semester ask, "Who should I take courses from in English?" Linda Vecchi was always at the top of my list. Now there are others on the list, but there's a vacancy at the top. And a vacancy in a lot of lives, including my own.
I know this has nothing to do with my teaching this semester. But I also know that some of you reading this are interested in more than just comma splices and research essays. And I know that the readership here consists of current students, former students, and people all over the country and the world who are just interested and never have been my students. Maybe some of you even knew Linda or were lucky enough to be taught by her (she breathed life into the Renaissance like no else could).
But it wouldn't be honest of me, or right of me, not to acknowledge the passing of such a good person and friend. It's always extra sad when a teacher dies, especially a good teacher, because you know she touched many, many lives along the way. I told her often when she was alive what a difference she had made to me and, likely, to others. She would just smile and say, "Thank you for saying that."
She'd probably say the same thing now.
Back to work now. I'll post more on the research papers as soon as I can wrap my head around it. But for now, a pause was necessary.
GC
Tuesday, March 2, 2010
Reminder
Tomorrow's class (Wednesday, March 3) is in the library, L-2028 (the Commons classroom). Please go there instead of our usual classroom. If you have questions about researching a paper, you should ask them then when the librarian gives you the opportunity. I'm sure she'll be very helpful, but if there's something you don't know or don't understand, you have to let her know.
Also, on Friday we start The Divine Ryans. There'll be a reading quiz.
See you tomorrow.
GC
Also, on Friday we start The Divine Ryans. There'll be a reading quiz.
See you tomorrow.
GC
Sunday, February 7, 2010
Snowy Days and Long Weekends
Hope you all enjoyed the snow day as much as I did. I used it for grading essays, as usual. Don't really remember the last time I was able to just relax, put up my feet, and watch a movie or sleep or go outside and build snow fort or something on a snow day. There always seems to be a pile of essays sitting on my desk, waiting to be pored over.
The snow day on Friday past meant I was able to get in an extra couple of hours--not much, really, so while it puts me a little bit ahead of schedule, it's not nearly enough.
I just wanted to remind you that if you were supposed to do the AF-10 (Analysis-Free 10 minutes) reading this past Friday, you'll be expected to do it on Monday, along with those people who were already scheduled for Monday.
Other than that, the snow day doesn't really put us off schedule or anything. It just means hopefully we'll all be better rested and ready to discuss everything and anything related to Frankenstein tomorrow.
Meanwhile, I'll enjoy the snow-covered view of those pine-clad hills while I finish the rest of those essays.
GC
The snow day on Friday past meant I was able to get in an extra couple of hours--not much, really, so while it puts me a little bit ahead of schedule, it's not nearly enough.
I just wanted to remind you that if you were supposed to do the AF-10 (Analysis-Free 10 minutes) reading this past Friday, you'll be expected to do it on Monday, along with those people who were already scheduled for Monday.
Other than that, the snow day doesn't really put us off schedule or anything. It just means hopefully we'll all be better rested and ready to discuss everything and anything related to Frankenstein tomorrow.
Meanwhile, I'll enjoy the snow-covered view of those pine-clad hills while I finish the rest of those essays.
GC
Thursday, January 7, 2010
It's a new day, a new dawn, a new life...
Okay, that title is a little dramatic, but it is the beginning of a new year (in case you hadn't noticed). Christmas was good, I think, though a bit of a blur. I went from grading final exams and being totally burnt out to diving right into the crowded malls for Christmas shopping. I think I did okay. I just wish I could remember where I parked my car.
Okay, kidding about the car. I did find it. I actually didn't mind the whole experience too much, but it did leave me pretty exhausted. Christmas came on hard and fast, like a nor'easter that the weather channel didn't forecast. It left me kind of dazed, seeing tons of family and friends, food, drinks, sitting around, watching lots of hockey (World Juniors and my beloved Bruins outdoors on New Year's Day), and the next thing I knew, it was the first week in January and I hadn't even begun my revisions on my to-be-published short story collection (Moonlight Sketches) or to-be-submitted novels (Finton Moon and Darwin Day). So now I'm doing that, along with preparing for the upcoming semester, which starts, well, today.
I'm looking forward to classes beginning tomorrow (Friday) and checking out my new students. I expect there'll be a few familiar faces but mostly folks I've never seen before. I try to see each semester as a new adventure in which I may know the terrain but I never know the characters I'll meet along the way. Every semester brings some surprises along the way, lots of fun along with the stress (both students' and mine), and I always wind up enjoying the whole thing. I hope the same can be said for each student.
But that very much depends on the kind of attitude you bring with you. I hope it's a good semester and a great year for you. People will tell you that high school years are the best ones of your life. Don't believe them. University days--whether good or bad--always stand out as the make-or-break years, any moment that has so much riding on it has to be among the best and worst of times.
I think that, in university years, you become what you are going to be for the rest of your life.
Something to think about.
GC
Okay, kidding about the car. I did find it. I actually didn't mind the whole experience too much, but it did leave me pretty exhausted. Christmas came on hard and fast, like a nor'easter that the weather channel didn't forecast. It left me kind of dazed, seeing tons of family and friends, food, drinks, sitting around, watching lots of hockey (World Juniors and my beloved Bruins outdoors on New Year's Day), and the next thing I knew, it was the first week in January and I hadn't even begun my revisions on my to-be-published short story collection (Moonlight Sketches) or to-be-submitted novels (Finton Moon and Darwin Day). So now I'm doing that, along with preparing for the upcoming semester, which starts, well, today.
I'm looking forward to classes beginning tomorrow (Friday) and checking out my new students. I expect there'll be a few familiar faces but mostly folks I've never seen before. I try to see each semester as a new adventure in which I may know the terrain but I never know the characters I'll meet along the way. Every semester brings some surprises along the way, lots of fun along with the stress (both students' and mine), and I always wind up enjoying the whole thing. I hope the same can be said for each student.
But that very much depends on the kind of attitude you bring with you. I hope it's a good semester and a great year for you. People will tell you that high school years are the best ones of your life. Don't believe them. University days--whether good or bad--always stand out as the make-or-break years, any moment that has so much riding on it has to be among the best and worst of times.
I think that, in university years, you become what you are going to be for the rest of your life.
Something to think about.
GC
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