Due by class time on Tuesday, November 27.
For this response, I'd like for you to think about the form Spiegelman uses to tell this story, particularly about the use of images. Think first about how you are affected by this reading experience. How do you read differently than you would a book with just words? Next, choose one passage from the novel to illustrate what the graphic novel form adds to (or takes away from) the telling of the story. How does the imagery affect your interpretation of the events (and particularly of the passage you chose)? Ultimately, why tell this particular story through both words and pictures? What do you think about Spiegelman's choice to tell his father's story this way?
Thursday, November 15, 2007
Tuesday, November 13, 2007
Bonus Response: Biguenet's "The Torturer's Apprentice"
Due by the last day of class, Thursday, December 6
Use the tools of analysis we've been working on all semester to interpret this story: read it and write a response in which you tell me what you think the story could mean. No need to post a comment -- we won't discuss the story in class -- just bring a hard copy with you to class some time by the last regular class meeting.
Use the tools of analysis we've been working on all semester to interpret this story: read it and write a response in which you tell me what you think the story could mean. No need to post a comment -- we won't discuss the story in class -- just bring a hard copy with you to class some time by the last regular class meeting.
Response Opportunity #10: Hawthorne or Biguenet
Due by class time on Thursday, November 15
Three choices:
Three choices:
- Option 1: Choose one of the analytical lenses I've talked about in class -- psychological, feminist, social/political, or genre theory -- and interpret one of these stories through that lens.
- Option 2: Analyze Hawthorne's "The Birth Mark" by comparing it to Never Let Me Go. How are the two messages about scientific advancement similar? How are they different? What's your personal position in this debate about scientific progress?
- Option 3: Open response -- choose either story and interpret it according to what interests you.
Wednesday, November 7, 2007
Ishiguro: Response Opportunity #9
Due by class time on Tuesday, November 13.
For your response to Never Let Me Go, I'm interested in what you think about any one of the issues the novel addresses. I'd like to hear what you think the novel is saying about that issue, how Ishiguro goes about saying it, and your personal response to what he's saying. Make sure you deal with the ending as you interpret how the novel deals with the issue you choose, and make sure you tell us what you think.
For your response to Never Let Me Go, I'm interested in what you think about any one of the issues the novel addresses. I'd like to hear what you think the novel is saying about that issue, how Ishiguro goes about saying it, and your personal response to what he's saying. Make sure you deal with the ending as you interpret how the novel deals with the issue you choose, and make sure you tell us what you think.
Thursday, October 25, 2007
O'Brien: Response Opportunity #8
Tim O'Brien is giving us a particular view of war in this story and seems to encourage certain responses from his readers to such a view. For your response, make an argument about what view of war he is showing us, what reactions you think he wants to elicit, and how he goes about doing so.
Tuesday, October 23, 2007
Carver and Pritchard, Response Opportunity #7
Due by class time on Thursday, October 25
For this response, I'd like for you to EITHER choose one of the texts and respond specifically to it, making an argument about one specific meaning you find in the story, using illustrations from the text to support your argument, OR, I'd like for you to respond to the texts together, thinking about possible connections between them. If you choose the second option, make an argument about one specific idea that you see both texts dealing with, and do some comparing and contrasting, showing what you think each story says about that particular idea, where the meanings of each story overlap one another, and where they differ. Together, what do they seem to say about the idea you've chosen?
For this response, I'd like for you to EITHER choose one of the texts and respond specifically to it, making an argument about one specific meaning you find in the story, using illustrations from the text to support your argument, OR, I'd like for you to respond to the texts together, thinking about possible connections between them. If you choose the second option, make an argument about one specific idea that you see both texts dealing with, and do some comparing and contrasting, showing what you think each story says about that particular idea, where the meanings of each story overlap one another, and where they differ. Together, what do they seem to say about the idea you've chosen?
Thursday, October 4, 2007
Response Opportunity #6, Mama Day Part 2
Due by class time on Tuesday, October 9
After you've finished Mama Day, you will likely be left with many questions about why things turned out the way they did for Cocoa and George. For this response, I'd like for you to try to make some sense of the ending of the novel. Some things you might think about: were you surprised by the way things turned out? Why do you think Naylor ends the novel this way? How do you interpret the ending? How does the ending affect the way you view the rest of the novel?
You also have the option of writing in response to another idea that struck you as you read; the only stipulation is that you choose something we haven't already covered in class and that you deal with the last half of the book in some way.
After you've finished Mama Day, you will likely be left with many questions about why things turned out the way they did for Cocoa and George. For this response, I'd like for you to try to make some sense of the ending of the novel. Some things you might think about: were you surprised by the way things turned out? Why do you think Naylor ends the novel this way? How do you interpret the ending? How does the ending affect the way you view the rest of the novel?
You also have the option of writing in response to another idea that struck you as you read; the only stipulation is that you choose something we haven't already covered in class and that you deal with the last half of the book in some way.
Thursday, September 27, 2007
Response Opportunity #5: Mama Day part I
Due by class time on Tuesday, October 2
Alright, as we discussed in class, for this response you have two choices: either, you can write in response to the following prompt, or if you prefer, you can write in response to anything of your choice, whatever you find interesting as you read. If you choose the prompt, what I'd like for you to do is to write a character analysis of one of the characters in the novel. Using specific details from the text, paint us a picture of who this character is. Think through what you know about her/him based on what the novel tells us. One caution: don't just make a list of details and characteristics, make them mean something. Make sure you are telling us the significance of the details you choose.
Alright, as we discussed in class, for this response you have two choices: either, you can write in response to the following prompt, or if you prefer, you can write in response to anything of your choice, whatever you find interesting as you read. If you choose the prompt, what I'd like for you to do is to write a character analysis of one of the characters in the novel. Using specific details from the text, paint us a picture of who this character is. Think through what you know about her/him based on what the novel tells us. One caution: don't just make a list of details and characteristics, make them mean something. Make sure you are telling us the significance of the details you choose.
Thursday, September 20, 2007
Response Opportunity #4, Kingston
Due by class time, Tuesday, September 25
I'm leaving this response open-ended: I'd like for you to think about what you think is important about the story. Ask yourself what the specific ideas are that the story seems to be communicating, choose one of those ideas, and then show what the story says about that idea, illustrating your argument with specific examples from the text.
Whatever you choose, make an argument about that idea: For example, if you choose to write about family history, instead of "Family history seems to be an important idea in the story," make an argument that tells us more specifically what the story says about family history. In order to get to that argument, ask yourself questions like, Does one's family history determine certain things about a person's life? Does a person have to know her family history to understand herself? What are the benefits, according to the story, of knowing or not knowing things about one's past? What role does one's family's past play in how a person lives her life?
I'm leaving this response open-ended: I'd like for you to think about what you think is important about the story. Ask yourself what the specific ideas are that the story seems to be communicating, choose one of those ideas, and then show what the story says about that idea, illustrating your argument with specific examples from the text.
Whatever you choose, make an argument about that idea: For example, if you choose to write about family history, instead of "Family history seems to be an important idea in the story," make an argument that tells us more specifically what the story says about family history. In order to get to that argument, ask yourself questions like, Does one's family history determine certain things about a person's life? Does a person have to know her family history to understand herself? What are the benefits, according to the story, of knowing or not knowing things about one's past? What role does one's family's past play in how a person lives her life?
Thursday, September 13, 2007
Response Opportunity #3, Gilead
Due by class time, Tuesday, September 18
For this response, choose one of the many issues and/or themes you find interesting in Gilead, and explore how that idea shows up in a particular passage in the first 2/3 of the novel. Demonstrate, through a close reading of the passage you choose, what you think the novel has to say about that idea. Ask yourself what the significance of that passage is, both in relationship to the rest of the novel and in relationship to the theme you've chosen. Analyze -- that is, look deeply into the parts of the passage -- in order to draw out the meaning you find. As we discussed in class, your job is to do more than to tell us what the novel says, your job is to find the deeper meanings in what the novel says (in other words, don't just state the obvious).
Here are some suggestions for themes/issues worth exploring (you are, of course, not limited to these): father/son relationships, tradition, religion, belief, war, history, love, the pastoral life, loneliness/isolation, and home. Remember that you want to choose one of these big ideas (or another big idea that comes up as you read) and narrow it down to something specific.
For this response, choose one of the many issues and/or themes you find interesting in Gilead, and explore how that idea shows up in a particular passage in the first 2/3 of the novel. Demonstrate, through a close reading of the passage you choose, what you think the novel has to say about that idea. Ask yourself what the significance of that passage is, both in relationship to the rest of the novel and in relationship to the theme you've chosen. Analyze -- that is, look deeply into the parts of the passage -- in order to draw out the meaning you find. As we discussed in class, your job is to do more than to tell us what the novel says, your job is to find the deeper meanings in what the novel says (in other words, don't just state the obvious).
Here are some suggestions for themes/issues worth exploring (you are, of course, not limited to these): father/son relationships, tradition, religion, belief, war, history, love, the pastoral life, loneliness/isolation, and home. Remember that you want to choose one of these big ideas (or another big idea that comes up as you read) and narrow it down to something specific.
Thursday, September 6, 2007
Response Opportunity #2: Divakaruni
Due by class time on Tuesday, September 11
On Thursday, we talked a little bit about how a person's understanding of race can influence them in different ways. In this story, "Mrs. Dutta Writes a Letter," the characters share the same ethnic identity, but they have very different ways of seeing the world. For your response, consider the following questions: What accounts for the disconnect between Mrs. Dutta and her family, do you think? How are the ideas of culture and family presented in the story? Ultimately, where does Mrs. Dutta find her identity and how does that shape her decision in the end?
On Thursday, we talked a little bit about how a person's understanding of race can influence them in different ways. In this story, "Mrs. Dutta Writes a Letter," the characters share the same ethnic identity, but they have very different ways of seeing the world. For your response, consider the following questions: What accounts for the disconnect between Mrs. Dutta and her family, do you think? How are the ideas of culture and family presented in the story? Ultimately, where does Mrs. Dutta find her identity and how does that shape her decision in the end?
Tuesday, September 4, 2007
Response Opportunity #1: Morrison or Bambara
DUE BY CLASS TIME ON THURSDAY, SEPTEMBER 6
Choose one of the following prompts for your response:
Choose one of the following prompts for your response:
- There are many central issues in "Recitatif." Choose one of those issues (race in America or the nature of memory, for instance) and consider what the story is saying about that issue.
- Toni Cade Bambara titles her story "The Lesson." What is the "lesson" in the story? What lessons are readers supposed to take away from the story?
Thursday, August 23, 2007
Welcome!
Welcome to the online discussion forum for English 2025-2! Here is where I will post discussion prompts, and then you will leave your reading responses in the Comments section.
A few ground rules:
1. You must respect yourself and others with the words you post.
2. I encourage you to respond to things your classmates have already said, but you are required to read through existing comments so you don't simply repeat what someone else has contributed.
3. Responses are due (and therefore must be posted) before the class meeting where we discuss the assigned reading to which you're responding.
4. In addition to posting your response here, you will also turn in a hard copy to me the class period your response is due.
Reading responses are just what they sound like: your personal response to what you've read. However, don't take these lightly: the 5 responses you'll write over the course of the semester count 20% of your final grade, so I expect a high degree of thoughtfulness about what you've read. That doesn't mean that you have to have all of the answers -- exploring questions or highlighting problems or complications you find in the text is perfectly valid -- but you should have a focused point to make or a focused question to pursue, and you should spend your words fleshing out that point or question. You should demonstrate that you've read the text, but don't summarize: we want to know what you think about it. I also expect these responses to adhere to the conventions of standard, edited English and to be free from careless errors. I encourage you to draft and revise these; typing up some sentences an hour before class starts is not likely to produce a response that will earn you full credit.
To compose your response, simply click on the Comments link below the post. A separate window will pop up. To minimize the risk of losing your responses, I highly recommend that you compose your responses in a word processing program, save them, and then copy and paste into the comments window. When you're ready to publish it, choose Other under "Choose an Identity" (unless you have a Blogger account), and type your name (first name and last initial is fine). Next, you'll have to fill in the Word Verification letters. Then, click "Publish Your Comment." It may not appear right away, but it will show up eventually.
To practice before you actually have a response to write, please leave a comment on this post telling us what the worst book you ever read was and why you disliked it (a couple of sentences will do). Please do so before class on Tuesday, September 4.
A few ground rules:
1. You must respect yourself and others with the words you post.
2. I encourage you to respond to things your classmates have already said, but you are required to read through existing comments so you don't simply repeat what someone else has contributed.
3. Responses are due (and therefore must be posted) before the class meeting where we discuss the assigned reading to which you're responding.
4. In addition to posting your response here, you will also turn in a hard copy to me the class period your response is due.
Reading responses are just what they sound like: your personal response to what you've read. However, don't take these lightly: the 5 responses you'll write over the course of the semester count 20% of your final grade, so I expect a high degree of thoughtfulness about what you've read. That doesn't mean that you have to have all of the answers -- exploring questions or highlighting problems or complications you find in the text is perfectly valid -- but you should have a focused point to make or a focused question to pursue, and you should spend your words fleshing out that point or question. You should demonstrate that you've read the text, but don't summarize: we want to know what you think about it. I also expect these responses to adhere to the conventions of standard, edited English and to be free from careless errors. I encourage you to draft and revise these; typing up some sentences an hour before class starts is not likely to produce a response that will earn you full credit.
To compose your response, simply click on the Comments link below the post. A separate window will pop up. To minimize the risk of losing your responses, I highly recommend that you compose your responses in a word processing program, save them, and then copy and paste into the comments window. When you're ready to publish it, choose Other under "Choose an Identity" (unless you have a Blogger account), and type your name (first name and last initial is fine). Next, you'll have to fill in the Word Verification letters. Then, click "Publish Your Comment." It may not appear right away, but it will show up eventually.
To practice before you actually have a response to write, please leave a comment on this post telling us what the worst book you ever read was and why you disliked it (a couple of sentences will do). Please do so before class on Tuesday, September 4.
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