Surveying the Literature of Power

Pretend scenario (10-15 minutes):

You are an instructor for English 102 responsible for preparing a course survey reading list that extends from the mid 17th century to today, April 2017.  You must pick ONE of the three authors (listed below) who best fits the English 102 course description and learning objectives.  In other words, you, the instructor, must choose ONE representative reading that tests De Quincey’s idea of the literature of power according to three key questions:

“What is literature?”

“What makes literature English?”

“How did some of this literature become good?”

Please explain your choice in terms of the learning outcomes listed in the 102 syllabus.  The author with the most votes will win an English 102 prize certificate for mastering the literature of power!

Three authors to choose from:

Marcy Martinez: https://english102literaturesurvey.wordpress.com/2017/05/03/why-is-hiphop-laying-down-ready-to-die-with-no-pride-the-verses-of-a-hiphop-story-fragments-of-rap-barse-2017/

2. Ana Diaz-Galvan: https://english102literaturesurvey.wordpress.com/2017/05/03/an-immigrants-looking-glass-for-the-american/

3. Christopher Luong: https://english102literaturesurvey.wordpress.com/2017/05/03/robert-van-winkle-vanilla-ice/

 

Advertisements

Creative Writing Project

Creative Writing Project: students will exercise their creative impulses alongside their analytic skills.  Students will compose a condensed 500-word imitation or parody of a literary work (covered in this course) geared toward a contemporary modern audience, followed by a short 300-word “review.” It will be posted on the course blog by 1pm on Wednesday 5/3/17, under the category “Creative Writing Project.”  Students will be able to revise and edit their creative writing post until 6pm that day.

Specific instructions on this assignment can be found in the course blog tab above.  Creative writing pieces (including placeholders) posted after the deadline will be subject to a late penalty, as stipulated in the syllabus.

The Irish Harp: History, Politics, and Art

Image result for guinness beer harp logo

Since the seventeenth and eighteenth centuries, the harp became synonymous with Irishness, an association most notable today in the Guinness Beer Company’s trademark logo (est. 1759).  For next Friday (4/28), students will write a blog post on the symbolic significance of the Irish harp in ONE of the three assigned poems for that week: Thomas Moore, Sydney Owenson, or Henry Derozio.  How do these poets use the cultural history of the harp to convey their nationalist message?  Explain how their poems extend, rewrite, or complicate this history. To help you answer this question, I’ve inserted a link to a scholarly website that traces the long and complex history of the Irish harp in Britain:

http://www.harpspectrum.org/historical/Irelands%20Harp%20A%20Story%20of%20Survival%20and%20the%20Shaping%20of%20Irish%20Identity.shtml

Please explain your answer through a CLOSE READING of the poem, paying careful attention to rhyme, tone, diction, imagery, and form.

Please categorize your post under “The French Revolution” and don’t forget to create specific and relevant tags.  The post is due by Friday (4/28) 1pm, but students have the option to revise it until 6pm that day.  And please sign your posts so that your TA, Hannah, and I know who wrote what.  Warning: blank or filler “placeholder” posts submitted after the deadline will not receive a grade!

Reality TV Show Competition

In-class group work: Reality TV show competition

In groups, students will evaluate the three creative writing blog posts (listed below) as a judge in a Reality TV show competition.  Each group represents a panel of judges that will decide the winner based on the following criteria:

  1. Artistry of writing
  2. Fidelity to the form, rhetoric, style, and content of the original text
  3. Engagement with an implied modern reader
  4. Use of medium

Each panel of judges that will chose ONE poem that best meets these four criteria.  After the group deliberates for 15 minutes, each student will vote for the winner on the Top Hat survey.  The groups will afterwards explain the rationale for their decision.

The winner will be awarded a prize certificate for English 102 signed by its illustrious instructor!!!

Three creative writing blog posts:

1. Jessica Mijares: https://english102literaturesurvey.wordpress.com/2017/04/19/washington-d-c-2017/

2. Luz Palacios: https://english102literaturesurvey.wordpress.com/2017/04/21/us-in-2017/

3.  Thomas Pham: https://english102literaturesurvey.wordpress.com/2017/04/21/san-jose-17/

 

 

The City in Political Peril, 2017

For the blog post next Friday (4/21), students will rewrite ONE of the following poems for a contemporary audience: William Blake’s “London,” William Wordsworth’s “London, 1802,” or Percy Shelley’s “England in 1819.”  The goal of this mini creative writing assignment is to mirror or recreate the poem’s formal elements as much as the content, but written for the modern world and its modern readers (your peers as well as the wider online audience).  However, you should also remember that all parodies and imitations pay homage (in a negative or positive way) to an earlier historical and literary moment, and your work should convey the sense of its engagement with another time and place.

Title your recreated poem according to a city or town you’re familiar with, followed by “2017.”  Be daring, creative, and, of course, politically provocative!!!

Please categorize your post under “The French Revolution” and don’t forget to create specific and relevant tags.  The post is due by Friday (4/21) 1pm, but students have the option to revise it until 6pm that day.  And please sign your posts so that your TA, Hannah, and I know who wrote what.  Warning: blank or filler “placeholder” posts submitted after the deadline will not receive a grade!

In-class blog comments

In-class blog comments exercise (15-20 minutes):

  1. Choose ONE of the four student posts (hyperlinked below) that presents an interesting perspective you never considered.
  1. In the post’s comment box, answer the following question: What is the most original idea presented in this post and how could the student’s interpretation be improved? (3-4 sentences will suffice)

Student blog posts:

1. Anna Diaz-Galvan: https://english102literaturesurvey.wordpress.com/2017/04/14/8185/

2. Cait Grabill: https://english102literaturesurvey.wordpress.com/2017/04/14/abbey-vs-gravesite/

3. Jessica Mijares: https://english102literaturesurvey.wordpress.com/2017/04/14/ironic-disposition-but-is-that-not-the-point-of-romanticism/

4. Cesar Ramirez: https://english102literaturesurvey.wordpress.com/2017/04/14/exoticism-of-the-lower-class-through-wordsworths-we-are-seven/

Théodore Gericault (French, 1791–1824) Evening: Landscape with an Aqueduct, 1818

Caspar David Friedrich (1774-1840), The Abby in the Oakwood, 1808-1810

Caspar David Friedrich, The Monk by the Sea, 1809

Joseph William Turner (1775-1851), Buttermere Lake : A Shower, 1798

Lyrical Ballads: a word is worth a thousand pictures

For this Friday’s blog post (4/14), students will use ONE of the four paintings below as a lens for interpreting ONE of the poems from the Lyrical Ballads (except “Tintern Abbey” and the “Ancient Mariner”). What does the painting’s form, color, perspective, and setting reveal about the Romantic themes, ideas, and feelings conveyed in your chosen poem?  Evidence for your argument will be based on a specific close reading of the painting and poem.  Be bold and daring: use your imagination!!!

Please categorize your post under “The Romantic Turn” and don’t forget to create specific and relevant tags.  The post is due by Friday (4/14) 1pm, but students have the option to revise it until 6pm that day.  And please sign your posts so that your TA, Hannah, and I know who wrote what.  Warning: blank or filler “placeholder” posts submitted after the deadline will not receive a grade!

Théodore Gericault (French, 1791–1824) Evening: Landscape with an Aqueduct, 1818

Caspar David Friedrich (1774-1840), The Abby in the Oakwood, 1808-1810

Caspar David Friedrich, The Monk by the Sea, 1809

Joseph William Turner (1775-1851), Buttermere Lake : A Shower, 1798

Iron Maiden and Romantic Poetry

For next Friday (4/7), students will write a blog post on the YouTube video below, answering the following question: How is Iron Maiden’s heavy metal version of Samuel Taylor Coleridge’s “The Rime of the Ancient Mariner” like Romantic poetry?  Consider the lyric speaker, the imagery, poetic tone, figurative language, and rhythmic beat the poem shares with the Irion Maiden music video.  Explain your answer through a focused close reading.

Please categorize your post under “The Romantic Turn” and don’t forget to create specific and relevant tags.  The post is due by Friday (4/7) 1pm, but students have the option to revise it until 6pm that day.  And please sign your posts so that your TA, Hannah, and I know who wrote what.  Warning: blank or filler “placeholder” posts submitted after the deadline will not receive a grade!


Out-of-class blog comments: Because Friday’s lecture will be cancelled, students will attend the course virtually by submitting blog comments for three student posts (not your own) due this week.  The comments should answer the following question:

What is the most original idea in this post and how could the student’s interpretation be improved?

The blog comments are due by 2:20 pm that Friday (4/7) and should be 3-4 sentences.  The three blog comments will count as your participation and attendance for Friday’s canceled lecture.

In-class student blog comments

In-class blog comments exercise (15-20 minutes):

  1. Choose ONE of the four student posts (hyperlinked below) that presents an interesting perspective you never considered.
  1. In the post’s comment box, answer the following question: What is the most original idea presented in this post and how could the student’s interpretation be improved? (3-4 sentences will suffice)

Student blog posts:

1. Daniel Corral: https://english102literaturesurvey.wordpress.com/2017/03/17/the-extended-roots-of-slavery/

2. Sara: https://english102literaturesurvey.wordpress.com/2017/03/16/equianos-internalization-and-his-subsequent-qualification-of-bulls-satricial-cartoon/

3. Katie: https://english102literaturesurvey.wordpress.com/2017/03/17/6607/

4. William: https://english102literaturesurvey.wordpress.com/2017/03/17/the-bad-middle-route-equianos-grave-mistake/

 

 

 

Olaudah Equiano and the Abolitionist Debate

Below are two satirical cartoons on the transatlantic slave trade, one from 1826 by Robert Cruikshank (top) and one from 1832 by an unknown artist (bottom).  What is being argued in these cartoons?  Are they pro-slavery or anti-slavery?  How can you tell?  Click images to enlarge.

For next Friday (3/17), students will place Olaudah Equiano’s narrative in dialogue with ONE of these satirical cartoons, keeping in mind that his book was reprinted and widely read well into the nineteenth century in Britain and its colonies (or former colonies, like the U.S.).  Provide a focused close reading of ONE textual passage from Equiano’s narrative that confirms, contradicts, refutes, or qualifies the message conveyed in these cartoons.

Please categorize your post under “Transatlantic Slavery” and don’t forget to create specific and relevant tags.  The post is due by Friday (3/17) 1pm, but students have the option to revise it until 6pm that day.  And please sign your posts so that your TA, Hannah, and I know who wrote what.  Warning: blank or filler “placeholder” posts submitted after the deadline will not receive a grade!

John Bull clear view

The British Library - pp5369 plt 32 (det)