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
Saturday, April 10, 2010
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
Thursday, December 24, 2009
Merry Christmas, To All My Students
So the semester is finally over.
It's Christmas Eve and the work is mostly done. Bring it on.
I've been getting a lot of heartfelt e-mails in the past couple of days, and really since the end of the semester, letting me know that you enjoyed the course and that it meant something to you, regardless of the grade you got. Please know that I truly appreciate it and that I wish there were words to describe the feeling I get when I receive such a note from a student. It makes me feel that I'm doing something good, that I'm connecting with people, and helping make a difference in the lives of people who will themselves make a great difference in the world some day. Sure, it's only literature, but for those of you who "get" it, it's about more than that. It's about life itself, about getting the most out of it by thinking pro-actively about our lives, about the lives of others, about the world around us and the human condition. Thought can change lives and make the world a better place. I really believe that. Otherwise, I wouldn't be able to do what I do and insist on helping people articulate their own thoughts more precisely, for the greatest impact--to give you the tools, or help sharpen those tools, to best enable you to make the most of your life.
Lofty thoughts, but it's the only goal I can allow myself to have as a teacher.
It's going to be a good Christmas, full of family, food, music, and friends--everything that the season calls for. It's not politically correct to say so, but I do love Christmas. It's got little to do with the religious aspect of it, but very much to do with a spiritual aspect, if you will. It's a time when the world slows down a little, when people try to be a bit kinder to each other, to make sure those who are in need have something to call their own. People become more conscious of their actions, thoughts, and words this time of year--aware of how their words have an impact on others and the world around them. That can only be good.
Sure, it can also be a time for having fun, whatever that means for you. It means that for me too, in fact. It means many things, as it does for most people.
Now I'm rambling.
I really just wanted to say thank you to all of you who still read this blog, particularly those who have been my students over the past year. Believe it or not, regardless of whether the impact was good or bad, each of you has had an effect on me and changed my life in some small way.
I wouldn't have it any other way.
Have a great Christmas, everyone. I'll see many of you in January.
Thank you for a great year.
GC
It's Christmas Eve and the work is mostly done. Bring it on.
I've been getting a lot of heartfelt e-mails in the past couple of days, and really since the end of the semester, letting me know that you enjoyed the course and that it meant something to you, regardless of the grade you got. Please know that I truly appreciate it and that I wish there were words to describe the feeling I get when I receive such a note from a student. It makes me feel that I'm doing something good, that I'm connecting with people, and helping make a difference in the lives of people who will themselves make a great difference in the world some day. Sure, it's only literature, but for those of you who "get" it, it's about more than that. It's about life itself, about getting the most out of it by thinking pro-actively about our lives, about the lives of others, about the world around us and the human condition. Thought can change lives and make the world a better place. I really believe that. Otherwise, I wouldn't be able to do what I do and insist on helping people articulate their own thoughts more precisely, for the greatest impact--to give you the tools, or help sharpen those tools, to best enable you to make the most of your life.
Lofty thoughts, but it's the only goal I can allow myself to have as a teacher.
It's going to be a good Christmas, full of family, food, music, and friends--everything that the season calls for. It's not politically correct to say so, but I do love Christmas. It's got little to do with the religious aspect of it, but very much to do with a spiritual aspect, if you will. It's a time when the world slows down a little, when people try to be a bit kinder to each other, to make sure those who are in need have something to call their own. People become more conscious of their actions, thoughts, and words this time of year--aware of how their words have an impact on others and the world around them. That can only be good.
Sure, it can also be a time for having fun, whatever that means for you. It means that for me too, in fact. It means many things, as it does for most people.
Now I'm rambling.
I really just wanted to say thank you to all of you who still read this blog, particularly those who have been my students over the past year. Believe it or not, regardless of whether the impact was good or bad, each of you has had an effect on me and changed my life in some small way.
I wouldn't have it any other way.
Have a great Christmas, everyone. I'll see many of you in January.
Thank you for a great year.
GC
Monday, December 7, 2009
Change in Office Hours
Change is inevitable.
And so, I've had to re-schedule my office hours to Thursday, 10:00 a.m. to 12:45 p.m. So if you're hoping to see me about something related to the final exam or whatever, that's where I'll be and when I'll be there.
I'll have more to say about final exam preparations as the day draws closer. So keep checking this space.
GC
And so, I've had to re-schedule my office hours to Thursday, 10:00 a.m. to 12:45 p.m. So if you're hoping to see me about something related to the final exam or whatever, that's where I'll be and when I'll be there.
I'll have more to say about final exam preparations as the day draws closer. So keep checking this space.
GC
Wednesday, November 25, 2009
Poetry In-class essay
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
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
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