Tuesday, November 21, 2017

Week Ten

If you are turning in Essays 1 and or 2,
  • print a copy of the essay and its Works Cited page
  • attach the Grading Checklist with your self-evaluation
  • attach any slips proving you have visited the Writing Center to get help with the essay.

Tuesday Meeting
Original cartoon by Tony Lopes
See more at Stoney Toons
Image from Sophia Literaria

Much Ado about Nothing is the text we will use for the in-class Final Exam, so you need to be very familiar with it. To help, today we will screen Kenneth Branagh's version of play.
If you are/were unable to come to class on Tuesday, November 21, search the film in our library's Streaming Media Project  HEREFor copyright reasons, you can only watch the film on campus. Otherwise, check the film information so you can rent it, watch it on YouTube, etc. HERE
2. Discussing the Final Exam. Once you have decided what question you want to answer, check the work you should complete for Journals 9, 10, and 11. Instructions and Prompts for Journals

    Online Work for Week Nine

    Note: items marked with an asterisk will count as your hour of online attendance for Week Nine.



    1. Review an introductory presentation on Much Ado about Nothing HERE.
    2. Review Much Ado about Nothing's Main Characters' Status, Alliances, and Relationships HERE.
    3. *Complete Journal 9. You will need the play for evidence. If you do not have Much Ado about Nothing, check the e-book HERE.
                _______________________________________________

      Tuesday, November 14, 2017

      Week Nine

      If you are turning in Essay 1,
      • print a copy of the essay and its Works Cited page
      • attach the Grading Checklist with your self-evaluation
      • attach any slips proving you have visited the Writing Center to get help with the essay.

      Tuesday Meeting

      1. Thesis Workshop

      If you submitted a thesis statement, I will put you in a group of maximum three people. Responses to thesis: https://docs.google.com/spreadsheets/d/1wTspWplTQi8gy3myLFcPR2dfNc3EMCdVy4nIq4yPUo8/edit?usp=sharing

      If you did not submit a thesis statement, please do so now: https://goo.gl/forms/gpcpGVyvYvMvqDZU2

      We will write selected theses on the board.

      Criteria to consider for the evaluation of theses:

      Does it address the prompt? Review the prompt for Essay 2

      2. Writing Workshop

      Online Work for Week Nine

      Write Essay 2. Tell me when you intend to turn it in by completing this form:   https://goo.gl/forms/h22sDVPJQM0TjTDK2 
      Responses to form:   https://docs.google.com/spreadsheets/d/1Q7gIpzat4AjTk61slczL4AiFy9V9p1CINJL1iumT1vU/edit?usp=sharing

      Monday, November 6, 2017

      Week Eight

      Tuesday Meeting
      Iron Mask and Collar for Punishing Slaves, Brazil, 1817-1818
      Source: Jacques Arago, Souvenirs d'un aveugle. Voyage autour du monde... par M. J. Arago (Paris, 1839-40), 
      vol. 1, facing p. 119.
      From The Atlantic Slave Trade and Slave Life in the Americas
      by Jerome Handler and Michael Tuite
      Sponsored by the Virginia Foundation for the Humanities and the University of Virginia Library.
      "Did you speak to him? Didn't you say anything to him? Something!" [said Sethe.]
      "I couldn't, Sethe. I just... couldn't" [said Paul D.]
      "Why!"
      "I had a bit in my mouth."
         --From Toni Morrison, Beloved (84). 
      This image is one of the many representations of a series of masks, bridles, and mouth bits created to silence women and slaves. For more, see the blog U.S. Slave HERE (Warning: nasty images). To see how the tradition continues, if much abated, HERE. (Thanks to HiccupsS for the link!) 

      One of the many reasons why Butler's and especially Morrison's storytelling is important, therefore, is that they reclaim the power of language and representation for those who have been denied such a voice. Thus, Kindred touches on many "unspoken" issues that define present American culture. 
      ------------------------------------------------------------------------------------------------------------

      Kindred Workshop

      Starting from  where we ended last class (or, in the case of 5:45, where we should have ended):

      Essential questions to answer:
      • How does the narrative of The American Dream ignore, deny, erase, or take over other narratives and realities? 
      • What and who are in danger when ignorance, denial, erasure, and overarching control by a such master narrative are encouraged to happen?
      Just in case you are interested: Major Themes in Kindred HERE

      Buckner Topsy Turvy 1901 doll.  Image and historical context below from Black Legacy Images.
      Oral history of the doll: A slave mother designed this type of doll for her children because slave children were not allowed to play with white dolls. When white people were present slave children always had to play with the black doll. The black doll was the only legal doll black children could play with in America during slave times.















      Online Work for Week Eight
      1. * Complete this form with a Tentative Thesis Statement for Essay 2
      2. Complete the Quiz on Literary Terms III on Blackboard based on THIS PRESENTATION



      Tuesday, October 31, 2017

      Week Seven

      2:15, check these slides created by 5:45: HERE, HERE, HERE, HERE.

      Tuesday Meeting

      Essay 2 Readings Workshop

      1. For the group/ reading you have been assigned: You will have 5 minutes to check your journal on the reading

      2. Have a copy of the reading handy. Left that packet at home? That's okay. Here it is.

      3. You will have 20 minutes to discuss the five questions assigned. Then each group will present its findings to the class whereupon we will try to make connections among readings in preparation for doing similar work with Kindred.

      Online Work for Week Seven
      Note: items marked with an asterisk will count as your hour of online attendance for Week Seven.

      1. * Journal 8 ("The Storm," "The Rope.")
      2. Quiz: Kindred: "The Storm," "The Rope."
      3. Quiz: Literary Terms II


      Tuesday, October 24, 2017

      Week Six

      The midterm evaluation of Journals 1-6 will be Wednesday, October 25 by 9:00 AM

      When you decide to turn in Essay 1,
      • print a copy of the essay and its Works Cited page
      • attach the Grading Checklist with your self-evaluation
      • attach any slips proving you have visited the Writing Center to get help with the essay.

      Tuesday Meeting

      Today we begin exploring the novel Kindred by Octavia E. Butler. This novel is partly set in Maryland before the American Civil War. To really understand the kind of world Dana, our protagonist, is time-traveling to, we need to do a bit of research on slavery in the United States.
      “Caution!! Colored People of Boston” Anti-Slavery Poster (1851)
      from The Boston Public Library

      The modern epoch was founded on European imperialism and African slavery. Both these systems were organized racially. The theft of labor and life, of land and resources, from millions of Africans and Native Americans, and from Asians and Pacific Islanders as well,  financed the rise of Europe and made possible both its subsequent mercantilism and its later industrialism. Conquest, imperial rule, and the chattelization of labor (principally but not entirely African labor) divided humanity into Europeans and "others." Ferocious and unending cultural and psychic energies were expended to sustain this schism, which was also constantly challenged and undermined in innumerable ways.
         --Howard Winant. New Politics of Race : Globalism, Difference, Justice: 205.

      A. Reflecting on images of slavery
      • Slides HERE. How does the picture make you feel? Does it seem strange or does it remind you of a familiar situation?
      B. Background for Kindred I: Slavery in the United States

      Part I:
        1. On the list below, find the topic that matches your assigned number
        1. Punishment 
        2. Slave Breeding
        3. House Slaves 
        4. Field Slaves 
        5. Education  
        6. Family Life  
        7. Whipping
        2. Visit the Spartacus Educational site Slavery in the United States at http://spartacus-educational.com/USAslavery.htm Scroll down until you see the topic “Slave Life.” Click on your topic.
        3. Read the entire page for your topic. On a piece of paper, summarize what you have read in about 250 words.

        Part II:
        I will put you in a group so all seven aspects of slavery are represented. Take about 2 minutes to tell the others what you have learned, using the summary to help you remember key ideas. The point is to acquire as much general information about slavery as possible in a short period of time. As you listen, write down the ideas that made the strongest impression on you.


        C. Background for Kindred IIThe Legacy of Slavery and Its Discontents

        We will discuss Butler's background as part of her motivation to write the novel: https://en.wikipedia.org/wiki/Kindred_(novel)#Background


        D. The legacy of slavery

        Consider the images that we looked at beginning of class. Now Go to Google Groups/ Drive and put together a short slide presentation with images from present-day circumstances that "match" or show how that situation or condition exists at present. Show the presentation to other people in the class

        From Aaron McGruder's The Boondocks: Because I Know You Don't Read the Newspaper (2000): 38.
        Image from Rad Geek People's Daily












        Online Work for Week Six
        Note: items marked with an asterisk will count as your hour of online attendance for Week Six.

        Tuesday, October 31 by 9:00AM:
        1. Quiz: "The Fight" on Blackboard
        2.  *Journal 7 (Kindred--"The Fight" II-sections 11-16)

        _____________________________________________________________________

        Tuesday, October 17, 2017

        Week Five

        As to Journal 4:  Nicely done, Paul H. (2:15) and Proche H. (5:45)!

        ...to discover that the flag to which you have pledged allegiance, along with everybody else, has not pledged allegiance to you.--James Baldwin, from his argument at the Cambridge University debate “Is the American Dream at the expense of the American Negro?” 
        Haven't seen a mill lately? Maybe this will help you understand the metaphor:
        Samples of a people that had undergone a terrible grinding and regrinding in the mill [...] shivered at every corner, passed in and out at every doorway, looked from every window, fluttered in every vestige of a garment that the wind shook. The mill which had worked them down, was the mill that grinds young people old; the children had ancient faces and grave voices. --Charles Dickens, A Tale of Two Cities. 

        Tuesday Meeting

        1. Read Essay 1 instructions.

        2. Create a new document in your ENG102 Google Drive folder and share it so anyone with the link can comment. 

        3. Follow my instructions on the screen to ensure all parts of the essay are formatted correctly.

        4. Go to LaGuardia Library > Databases > Gale Virtual Reference Library (select the Intermediate level) to find a good biography on your author. Click on "Citation Tools" to grab the MLA style version of the reference for your Works Cited page.

        5. Write the first draft of Essay 1.

        6. Once you think you are ready to turn the draft in, use my Grading Checklist to self evaluate Essay 1. Print it out and put your initials next to every item that has been completed.

        Online Work for Week Five

        Note: items marked with an asterisk will count as your hour of online attendance for Week Five.
        1. Read: Extracts from Between the World and Me (2015) by Ta-Nehisi Coates
        2. Read: Kindred--"The Fight": 1-10
        3. *Write: Journal 5 (Coates)
        4. Write: Journal 6 (Kindred--"The Fight": 1-10)
        The midterm evaluation of Journals 1-6 will be Wednesday, October 25 by 9:00 AM

        When you decide to turn in Essay 1,
        • print a copy of the essay and its Works Cited page
        • attach the Grading Checklist with your self-evaluation
        • attach any slips proving you have visited the Writing Center to get help with the essay. 




        Tuesday, October 10, 2017

        Week Four

        Tuesday Meeting

        1. My responses to your questions/comments about thesis statements and body paragraphs HERE.

        2. Third Houses Workshop. List of House Members HERE.

        You will have 15 minutes to prepare your House's presentation of the poem assigned to you last week. 
        As we did last week, I will read the poem out loud, after which both Houses will have 15 minutes to present the poem and answer questions from the class.

        Browning /Butler
        "Because I could not stop for Death"
        Morrison/Shakespeare
         “Daddy” 
        Dickinson/Plath
        “Bitch” 

        3. Instructions for Essay #1
        4. Discussing how to write Essays.

        Online Work for Week Four

        Note: items marked with an asterisk will count as your hour of online attendance for Week Four.

        By Tuesday, October 17 at 9:00AM
        1. Read Kindred: "The Fall" and complete the Quiz: Kindred: "The Fall" on Blackboard
        2. Write: Journal 3 (Kindred--“The Fall”)
        3. Read “The American Dream and the American Negro” (1965; a debate starring James Baldwin). Here is a link to a taping of the debate: https://vimeo.com/202532212
        4. *Write: Journal 4 (Baldwin) 

        _______________________________________________



        Tuesday, October 3, 2017

        Week Three

        Tuesday Meeting
        • Responses to Online Writing HERE
        1. Houses Workshop. List of House Members HERE.

        You will have 20 minutes to prepare your House's presentation of the poem assigned to you last week. The presentation schedule is below. I will read the poem out loud, after which you will have 10 minutes to present the poem and answer questions from the class and me. 


         1. Morrison
         3. Browning
         4. Butler

         5. Plath
          6. Shakespeare

        2. Discussing Essay 1


        Online Work for Week Three

        Note: items marked with an asterisk will count as your hour of online attendance for Week Three.

        By Tuesday, October 10 at 9:00AM:
        1.  Write Journal 2 on An extract from The Souls of Black Folk (1930) by W. E. B. Du Bois and “Let America Be America Again” (1935) by Langston Hughes.
        2. Read Kindred: "Prologue"-"The Fire” and complete quiz on Blackboard
        3. * Complete Poetry Analysis Form 2 for the poem assigned to your House. Be prepared to defend your answers to the rest of the House members and the class on Tuesday.
          Dickinson/Plath
          “Bitch”(p. 27) 
          Morrison/Shakespeare
           “Daddy” (p. 25)
          Browning/Butler
          "Because I could not stop for Death" (p. 22 )

          4. *Read "Effective Academic Essays II: The Thesis Statement" (packet, page 30) and "Effective Academic Essays III: Paragraphing: The Body Paragraphs" (packet, pages 32-33). Submit a question or comment about these pages to THIS FORM.

        Tuesday, September 26, 2017

        Week Two

        Tuesday Meeting

        Introduction to Poetry

        I ask them to take a poem  
        and hold it up to the light  
        like a color slide

        or press an ear against its hive.

        I say drop a mouse into a poem  
        and watch him probe his way out,

        or walk inside the poem’s room  
        and feel the walls for a light switch.

        I want them to waterski  
        across the surface of a poem
        waving at the author’s name on the shore.

        But all they want to do
        is tie the poem to a chair with rope  
        and torture a confession out of it.

        They begin beating it with a hose  
        to find out what it really means.

        --Billy Collins
        1. Review of  online work for Week One. Check:
        • My responses to your questions and comments to pages 10-17 of the class packet HERE
        • Class responses to Symbol and Allusion HERE
             2.  Houses Workshop:
        • Seating by Houses. Find your House mates HERE.
        • Poetry Analysis: "Song for a Dark Girl" (packet, page 20). Each House will be charge of 2-3 aspects of the poem . Instructions HERE. Write your responses in an MSWord document and then post them HERE (2:15) and HERE (5:45).
        • Class Discussion

        Online Work for Week Two

        Note: items marked with an asterisk will count as your hour of online attendance for Week Two.

        By Tuesday 10/3 by 9:00AM:

        1. *Complete Poetry Analysis Form for the poem assigned to your House (below). Be prepared to defend your answers to the rest of the House members and the class on Tuesday!


        Shakespeare
        “Sonnet 130” (p. 19)
        Plath 
        “Holy Sonnet X” (p. 21)
        Browning 
         “Her face”  (p. 21)


        Butler
        “What lips my lips...” 
        (p. 23)
        Morrison
        “Funeral Blues”(p. 23) 
        Dickinson 
        “Those Winter Sundays” (p. 26)



        2. *Read "Online Writing = 21st Century Writing," "Requirements and Tips to Writing a Good Journal Entry," and "Criteria for the Evaluation of Journal Entries" (packet, pages 7-9). Submit one question or comment about these two pages to this FORM.

        If you have not already:

        1. Complete Journal 1 on "The Meaning of July Fourth for the Negro" (1852) by Frederick Douglass
        2. Read "Poems for Presentation and Quiz" closely (packet, pages 18-20)
        3. Study the Literary Terms for Poetry in this PRESENTATION (or this PDF)
        4. Take the Quiz on Literary Terms I and Poems on Blackboard


        Ongoing during Poetry Unit: Get and read Octavia E. Butler's Kindred.

        P.S. For Dr. X: Slides on Images
        __________________________


        Sunday, September 10, 2017

        Week One

        Welcome to our hybrid ENG 102! This blog is our assignment space and network hub. If you have questions, my contact information is on the syllabus as well as under the section titled "About" on this blog.

        Tuesday Meeting
        1. Read/Discuss: Syllabus/Packets 
        2. Fill this information FORM.
        3. Join: GoogleDrive/Groups
          • Create your Google account HERE, if needed.
          • Create a Google Drive Folder and add it to Google Group
        4. Follow: How to download Kindred
        Online Work for Week One

        Note: items marked with an asterisk will count as your hour of online attendance for Week One.

        By Tuesday 9/26,  by 9:00AM (10/3 if you joined the class late): 
        1.  *Fill out this Symbol and Allusion FORM 
        2.  *Read "Poetic Language" and "10 Steps I follow when analyzing a poem"  (packet,  pages 10-11). See this theory in action in my analysis of Robert Browning's "Porphyria's Lover" (pages 12-17; poem on page 22).  Submit one question or comment about any of the information on these pages to this FORM. We will discuss your questions and more during Tuesday's class.
        3. Complete Journal 1 on "The Meaning of July Fourth for the Negro" (1852) by Frederick Douglass
        Ongoing until Tuesday 10/3 by 9:00AM
          1. Read "Poems for Presentation and Quiz" closely (packet, pages 18-20)
          2. Study the Literary Terms for Poetry in this PRESENTATION (or this PDF)
          3. Take the Quiz on Literary Terms I and Poems on Blackboard
        Ongoing during Poetry Unit: Get and read Octavia E. Butler's Kindred.
        __________________________