Wednesday, November 26, 2008

Lady Macbeth's Decline...


Okay folks, here is the place where you should post a comment about Lady Macbeth's decline throughout the play. Remember to reference the pair of lines you have chosen from your handout, and comment about what those lines reveal about Lady Macbeth's transformation. I'm looking forward to reading your thoughts!

Wednesday, November 19, 2008

The Climax of Macbeth


After carefully re-reading Act 3:1-3, please comment on the following question. In answering the question, please use textual evidence (precise textual evidence!!) to back up your response.

And the question is... "Why could the murder of Banquo (and the banquet that follows)be considered the climax of this play?"

Tuesday, October 21, 2008

Iambic what???


Please follow these two links to read up on metre in poetry, and how we can identify and name the metre or rhythm patterns in poems. It's pretty cool!

http://www.windowsproject.demon.co.uk/wbweb/wwbh1.htm

http://www.burtonsys.com/metre2.htm

Tuesday, October 14, 2008

Comparing Dickinson's Ideas about Death...


On Edline, you will find a folder under "Assignments and Power Points" called "Dickinson's Poems". Please read "I Felt a Funeral In My Brain" and "I Heard a Fly Buzz When I Died". Compare the imagery of death in these poems to the images and ideas about death conveyed in "Because I Could Not Stop For Death". Do you see any connections between the poems? What are your thoughts?

Appreciating Atwood...


Hi folks...

Here is a link that explains basic biographical information about Atwood, as well as some of the major concepts related to her work (novels and poems) you will need to know. I promise this is a very accessible article, and one that will (hopefully!) help you understand some of Atwood's themes a bit better. Happy reading!

http://www.contemporarywriters.com/authors/?p=auth03C18N390512635243

Intertextuality & Meta-Narrative


As you read this week, in the excerpts from David Lodge's book, The Art of Fiction, intertextuality and meta-narrative are two intriguing techniques that authors of fiction will sometimes use. The first - intertextuality - refers to when an author references (or mimics or gives a tip of the hat to) another book within their own work. Meta-narrative refers to when an author acknowledges the reader of the text (they refer to the reader as "you" and perhaps have a side conversation with the reader, like an aside in drama). Based on the novels and movies you know, please list two examples of works you are familiar with that use each technique (one example per technique). If you would like to comment on the effect of the technique in each work, please do so. That will be very valuable in discussions we have about intertextuality and meta-narrative in the future.

Monday, October 6, 2008

Sylvia Plath...


Please visit the following site to read some biographical information about Sylvia Plath.

http://www.sylviaplath.info/biography.html

Monday, September 29, 2008

Following up on our feminism discussion...

Ms. Huffman just forwarded a link to me that follows up some of our discussion yesterday in class about feminism, and the questions that feminism asks us to ask of our world. Here is an example of a country (Yemen) where young girls are frequently married at 8 and 10 years of age. Take a look at the CNN story and ponder what types of questions arise when you put on your feminist lenses.

http://edition.cnn.com/2008/WORLD/meast/09/26/heroes.shada.nasser/index.html

Thursday, September 25, 2008

Food for thought...

"It's extraordinary to me that the United States can find $700 billion to save Wall Street and the entire G8 can't find $25 billion dollars to saved 25,000 children who die every day from preventable diseases."

- Bono, rock star and anti-poverty activist. (Source: The American Prospect blog)

First Thoughts on Poetry...


I thought you guys would like this quotation from Brian McLaren's book The Story We Find Ourselves In.

McLaren writes: "Language is the best tool we have, but it keeps getting in the way. So in science, we revert to mathematics. And in theology, we revert to poetry. Mathematics and imagination are two ways of talking about things beyond normal language."

Based on your experiences with poetry in previous years, and in the beginning of our new unit, comment on this excerpt. Here are some questions to get you thinking: Can mathematics and poetry be linked in this way? Why does language get in the way? If it gets in the way, why is the language of poetry more apt to tap into truth than other forms of language (prose, etc.)? Is it possible to "part the veil", to "see beyond" our experience through the medium of words - the words of poems in particular? Is McLaren suggesting the languages of poetry and mathematics are holy in some way?

(By the way, does anyone recognize the interior of the church in this photograph?)

Wednesday, September 10, 2008

Pondering Postmodernism...


After Chuseok we will begin exploring the poetry of Margaret Atwood, Sylvia Plath and Emily Dickinson. Get ready for some fantastic discussions! In preparation for Atwood and Plath's poetry, in particular, I'd like you to read the following article about postmoderism. It's a bit academic and heavy, but there are some very good explanations in this article of the philosophies of moderism and postmoderism. The author also begins to explore why feminist theorists have been drawn to postmodern thinking (the type of thinking that is predominant in our culture, in so many ways). Please read through this and post a brief comment that summarizes what postmodern thinking is. A few sentences will be sufficient. Hit the highlights of what you think defines this paradigm of thinking.

http://www.colorado.edu/English/courses/ENGL2012Klages/pomo.html

(By the way, this art is a piece by M.C. Escher. If you've never checked out his artwork, do a google images search and see what you can find. It's fascinating!)

(Another aside: there are two links posted on the Web links list on the right-hand side of the blog that provide some interesting information about poverty and modern-day slavery. It's interesting to read these sites while digesting the conversations we've been having in the HL class about In the Skin of a Lion and in the SL class about Death of a Salesman. Have fun exploring!)

Thursday, September 4, 2008

Thinking of the betterment of humankind...


Each year an author is awarded the Nobel Prize for Literature, and the medal for the award is pictured above.

The medal of the Swedish Academy represents a young man sitting under a laurel tree who, enchanted, listens to and writes down the song of the Muse.

The inscription reads:

Inventas vitam juvat excoluisse per artes

It is loosely translated as "And they who bettered life on earth by their newly found mastery."
(Word for word: Inventions enhance life which is beautified through art.)

The words are taken from Vergilius Aeneid, the 6th song, verse 663;

Lo, God-loved poets, men who spake things worthy Phoebus' heart;
and they who bettered life on earth by new-found mastery

The question you are asked to ponder is: Based on what we have learned about Ondaatje and his novel In the Skin of a Lion, do you think it would qualify for the Nobel Prize? Why or why not?

Sunday, August 24, 2008

Creation, Fall, Redemption...


We know this is a powerful pattern in literature. Why? Using your thoughts from class today (Monday, Aug. 25), post your responses about how Ondaatje uses elements of creation/fall/redemption to enhance the message of his novel.

Tuesday, May 6, 2008

Is That a Symbol?


(From chapter 12 of Thomas Foster's How to Read Literature Like a Professor)

Is that a symbol?

Sure it is.

That's one of the most common questions in class, and that's the answer I generally give. Is that a symbol? Sure, why not. It's the next question where things get hairy: what does it mean, what does it stand for? When someone asks about meaning, I usually come back with something clever, like "Well, what do you think?" Everyone thinks I'm either being a wise guy or ducking responsibility, but neither is the case. Seriously, what do you think it stands for, because that's probably what it does. At least for you.

Here's the problem with symbols: people expect them to mean something. Not just any something, but one something in particular. Exactly. Maximum. You know what? It doesn't work like that. Oh sure, there are some symbols that work straightforwardly: a white flas means, I give up, don't shoot. Or it means, We come in peace. See? Even a fairly clear-cut case we can't pin down with a single meaning, although they're pretty close. So some symbols do have a relatively limited range of meanings but in general a symbol can't be reduced to standing for only one thing.

If they can, it's not symbolism, it's allegory. Here's how allegory works: things stand for other things on a one-for-one basis. Back in 1678, John Bunyan wrote an allegory called The Pilgrim's Progress. In it, the main character, Christian, is trying to journey to the Celestial City, while along the way he encounters such distractions as the Slough of Despond, the Primrose Path, Vanity Fair and the Valley of the Shadow of Death. Other characters have names like Faithful, Evangelist, and the Giant Despair. Their names indicate their qualities and, in the case of Despair, his size as well. Allegories have one mission to accomplish - convey a certain message, in this case, the quest of the devout Christian to reach heaven. If there is ambiguity of a lack of clarity regarding that one-to-one correspondence between the emblem - the figurative construct - and the thing it represents, then the allegory fails because the message is blurred. Such simplicity of purpose has its advantages. George Orwell's Animal Farm (1945) is popular among many readers precisely because it's relativeley easy to figure out what it all means. Orwell is desperate for us to get the point, not a point. Revolutions inevitably fail, he tells us, because those who come to power are corrupted by it and reject the values and principles they initially embraced.

Symbols, though, generally don't work so neatly. The thing referred to is likely not reducible to a single statement but will more probably involve a range of possible meanings and interpretations.

Reading literature is a highly intellectual activity, but it also involves affect and instinct to a large degree. Much of what we think about literature, we feel first. Having instincts, though, doesn't automatically mean they work at their highest level. Dogs are instinctive swimmers, but not every pup hits the water understanding what to do with that instinct. Reading is like that, too. The more you exercise the symbolic imagination, the better and quicker it works. We tend to give writers all the credit, but reading is also an event of the imagination; our creativity, our inventiveness, encounters that of the writer, and in that meeting we puzzle out what she means, what we understand her to mean, what uses we can put her writing to. Imagination isn't fantasy. That is to say, we can't simply invent meaning without the writer, or if we can, we ought not to hold her to it. Rather, a reader's imagination is the act of one creative intelligence engaging another.

So engage that other creative intelligence. Listen to your instincts. Pay attention to what you feel about the text. It probably means something.

Sunday, March 30, 2008

Kafka: Links to get you started


Here are some Kafka links that are worth looking at:

http://www.kafka.org/

http://www.pitt.edu/~kafka/intro.html

http://www.dividingline.com/private/Philosophy/Philosophers/Kafka/kafka.shtml


Consider this quote from Kafka, from the last site noted:
"I think we ought to read only the kind of books that wound and stab us...We need the kind of books that affect us like a disaster, that grieve us deeply, like the death of someone we loved more than ourselves, like being banished into forests far from everyone, like a suicide. A book must be the axe for the frozen sea inside us." --Franz Kafka

Camus: Points to Ponder


Yep, here are some sites to check out for information about Camus:

http://nobelprize.org/nobel_prizes/literature/laureates/1957/camus-bio.html

http://www.sccs.swarthmore.edu/users/00/pwillen1/lit/indexa.htm

http://www.dividingline.com/private/Philosophy/Philosophers/Camus/camus.shtml

http://www.tameri.com/csw/exist/camus.shtml

Sunday, January 27, 2008

Thoughts on the study of literature...


Click on this link to read a very interesting article about the value of studying literature. Perhaps this is something we should grapple with more and more in this course, as it is foundational to understanding the point of examining any narrative. Why bother?? This article will spark some discussion and shed some light on one person's opinion.


Wednesday, January 16, 2008

Poetry, poetry, poetry!



In the right-hand sidebar are two links, one for Langston Hughes and one for P.K. Page. Use these to find out more about these two amazing poets, and be sure to read about their lives and perspectives  before we begin studying their poems (and the powerful messages that are in them!).