Showing posts with label hebdomadals. Show all posts
Showing posts with label hebdomadals. Show all posts

Monday, May 21, 2007

Gradedown! Post 8

My grades are due in to MOR tomorrow afternoon, so this might well be the last Gradedown! before the end. Check back later this week for some thoughts about how you might keep your literary muscles in shape for the summer!

Right now, all I have left to grade are

  • 18 hebdomadals.

I've been finding that these last hebdomadals are, with some exceptions, the most consistently strong textual interpretation and analysis I've seen this semester. It seems that the brutal practice of writing weekly hebdomadals helped many of you find the right language with which to articulate your literary investigations. I know that as a student it can feel as though all learning is too incremental to be immediately appreciable; however, if you were only to look back at your first hebdomadal and your last you might immediately appreciate the ways you've become better writers. In fact, you might want to go do that now.

Consider Louis Menand's remarks about higher education in last week's New Yorker. He concludes that in recent years colleges and universities have sought to make students feel prepared for whatever unpredictable life awaits them, whereas in fact students would do far better to be aware of just how unprepared they are, and how impossible it would be to be prepared. In an odd way, an English degree can do what a business degree can't: it can show you what happened when Beckett, and T. S. Eliot, and Auden, and Woolf -- all at the heights of their careers -- came into direct and expressive contact with the real, and found themselves lost and hapless.

Is it learning, then, to be able more effectively to articulate the techniques and the nuances by which these writers understand their blindness and their confusion? I think so, if only because it gives you (1) the language with which to describe to yourself your own situation when you look around you in three months or three years and feel that utter panic of uncertainty, and it gives you (2) the absolute certainty that people have been here before, and that comparatively few of those people drowned themselves.

Thursday, May 17, 2007

An interhebdolude

The endlessly delightful Heather from section 305 generously agreed to share this gem of a hebdomadal responding to the prompt about epiphanies in To the Lighthouse. (She sent it a few weeks ago, of course, though I just read it yesterday.) One of the pleasures of reading so many hebdomadals in a row has been the chance to run into so many gob-stopping readings: I really want to thank all of you for the work you put in to really thinking through some of the philosophical and stylistic underpinnings of the work we've read this semester -- there are too many excellent essays to feature them all here without drowning people in glorious analysis. Consider Heather's work here as a tribute to the good work so many of you have done these past few weeks.

Epiphanies allow for insight not only into the minds and lives of specific people in the story but more general truths as well. Epiphanies also allow for the stream of consciousness form to have meaning. Without epiphanies, stream of consciousness would just be a jumble of thoughts and ideas, personal and about the external world. Narrative events are different from epiphanies because they have no internal power or outlook. Narrative events are purely external. They create the frame, the setting, the place in the outside world where epiphanies occur. Narrative events drive the narrative and create the skeleton of any story. Epiphanies fill in the gaps, the meat of the story in characters’ thoughts, emotions, feelings, etc…Epiphanies depend on events, are created in and through events. Without events, epiphanies could not be. Lily’s epiphany about marriage comes years after the actual event when Mr. and Mrs. Ramsay have eight children. “So that is marriage, Lily thought, a man and a woman looking at a girl throwing a ball…And suddenly the meaning which, for no reason at all, as perhaps they are stepping out of the Tube or ringing a doorbell, descends on people, making them symbolical, making them representative, came upon them, and made them in the dusk standing, looking, the symbols of marriage, husband and wife” (72). Not only is the event related to this moment from years ago, the actual marriage, but also an event in the present, Prue and Jasper throwing a ball. Epiphanies bring together, in this instance, past (Mr. and Mrs. Ramsay’s marriage), the present (Prue and Jasper’s game), and the future (Lily’s possible marriage to William Bankes).

Though events set the stage for epiphanies, many times the epiphanies come at different times in relation to certain events. When we learn of the deaths of Mrs. Ramsay, Prue, and Andrew, there are no epiphanies relating to the events themselves and the events that surround it until later in the story. The significance of events is to tell the audience what has happened in the characters’ lives we’re reading about. I think it’s important Lily is the only one who gets epiphanies because she is outside the spheres of influence, outside the sphere of connections, more accurately. She is not married like Mr. and Mrs. Ramsay or about to be like Minta and Paul. Her parents aren’t in the story and she’s not one herself. She is not like anyone else in the story. She has no great work completed or fame achieved in the external world. She has few friends, few acquaintances. She seems to always be on the outside, separated from the bias that could affect what she sees and how she sees it. Because she is not connected, she is able to see more, experience more, because she is not closed off or tied down. Her last epiphany, possibly the greatest, is seen at the end and deals with watching Mr. Ramsay, Cam, and James finally reaching the lighthouse. “‘He has landed,’ she said aloud. ‘It is finished’… It was done; it was finished…I have had my vision” (208-209). If Lily had been in the boat with Mr. Ramsay, James, and Cam she would not have had the ability to see what she saw. If she had been part of the Ramsay family or gotten married, she would not have seen what she saw. It is her disconnectedness that allows her to step back and see the bigger picture. Not only does she see the bigger picture but she can see where all the smaller scenes fit into that bigger picture. Making herself separate makes her aware.

In Middlemarch, many different people have epiphanies, symbolizing how disconnected the people in Middlemarch are from their own lives. Dorothea receives hers when she realizes it is neither a sin nor a crime for her to marry for love. She realizes she loves Will and the notion comes as an epiphany because she had not known it before, had not realized it was ok to love and to marry for love and not just for duty or honor. Lydgate experiences his epiphany when he realizes he has lost all control of his life and it’s falling down around him. He tried so hard to please others, mostly his wife, to fit it, and do what was good for society that he forgot to live for himself. When that happened, his life got worse and worse, and farther out of his control. His epiphany grounds him again and by then it’s too late to do anything to save himself which he also realizes. The epiphanies seen in “The Dead” are very personal to Gabriel, about him and seen (realized) by him. There is a much more narrow scope of vision in “The Dead” and though the epiphanies cover a wide array of characters, there is still a single voice they focus on and a specific person, not the world or more general life questions that is affected and/or changed. In To the Lighthouse, the audience also knows what the epiphanies are, to whom they occur and are about, and what they pertain to. There are questions posed throughout the story that the epiphanies give answers to. In Heart of Darkness, the epiphany that comes is very abstract and general, never quite pinned down. Though we, as the audience, can assume that any epiphany will deal with what the heart of darkness actually is we never know. We may get some ideas but nothing is ever made concrete or obvious. In To the Lighthouse, we see the buildup and resolution, or conclusion to almost every epiphany. They reveal secrets of life to the characters themselves and to the world which would otherwise remain forever hidden from view.

Tuesday, April 24, 2007

Hebdomadal topics (week 12, if you can believe it)

Hi! As I mentioned in discussion on Friday, the small group prompts (reproduced below) are all available as hebdomadal topics for this week. I encourage you to pick up where our classroom conversations left off -- abruptly, in the case of section 306 -- and to return to ideas and questions that came up in your small group conversations.

You are also welcome to use these prompts to develop a comparative reading of Woolf, T. S. Eliot, and/or W. H. Auden. How, for example, can we see in the structure of the dinner scene of To the Lighthouse (1927) a response to the dissolution of form in The Waste Land (1922)?

  1. How is the dinner scene structured? (Part I, ch. XVII, pp. 82-111.) Of course the scene is broken up by a chronology of courses and of emotional experiences, but what is the logic behind the narrator’s movement from character to character? Why is this the longest scene in the text? What is the significance of its structure? Why would a novel about the chaotic streams of everyday experience have any sort of structure? How does this structure connect to the structuring systems in Middlemarch? …in “The Dead”?

  2. What does the Lighthouse represent? (Consider esp. part I, ch. XI, pp. 62-5; part II, ch. IV, pp. 129-30; and part III, ch. XIII, pp. 208-9.) Why is the Lighthouse always capitalized? What role does symbolism play in a novel about everyday experience? If, as has often been suggested, the Lighthouse is beyond symbolic or metaphoric meaning – if it is a symbol of symbols, or a symbol of the death of symbols – what is it doing at the center of the novel? How does Woolf use symbols or metaphors differently than George Eliot does?

  3. What is the significance of painting? (Consider esp. part I, ch. IX, pp. 46-54 and part III, ch. I, pp. 145-150.) How does Woolf suggest paintings works differently than novels or poetry? Why is Lily Briscoe a painter and not a musician? How does the power or function of paint differ from the power or function of voice (e.g. in Heart of Darkness)? A tangent: it has been said that Mrs. Ramsay had to die for Lily to be able to finish her painting; why?

  4. What role do epiphanies play? What role do narrative events play? (Consider esp. Lily’s epiphanies, e.g. pp. 72, 161, 209. Consider also the parenthetical deaths: pp. 128, 132, 133.) How are epiphanies related to events? What is the significance of events? What is the significance of epiphanies? Why does only Lily get epiphanies? How do the epiphanies of To the Lighthouse differ from the epiphanies of Middlemarch, Heart of Darkness, and “The Dead”?

  5. Why are there so many quotations from other texts? (Consider esp. Tennyson’s “Charge of the Light Brigade,” part I, ch. III-IV, pp. 16-17; the Grimm brothers’ “The Fisherman and His Wife,” part I, ch. VI & X, pp. 39, 55-61; Charles Elton’s “Luriana, Lurilee,” part I, ch. XVII & XIX, pp. 110-11, 119; William Browne’s “The Sirens’ Song,” part I, ch. XIX, p. 119, Shakespeare’s sonnet 98, part I, ch. XIX, pp. 121-2; and William Cowper’s “The Castaway,” part III, ch. IV & XII, pp. 166, 206.) How are the uses of quotations here significantly different from the uses of quotations in Middlemarch?

Tuesday, March 27, 2007

Hebdomadal topics (week 10)

Topic 1: Victorian courtships
The stylistic differences in the courtships of Middlemarch and The Importance of Being Earnest illustrate the rhetorical as well as the ideological differences between high Victorian and late Victorian literature. By comparing a scene of courtship from Middlemarch to a scene of courtship from Earnest, concisely articulate how these two authors approach a shared socio-cultural phenomenon differently. Then suggest how their different stylistic approaches suggest different ideological approaches: how do these authors different styles show us how they see their worlds differently?
Topic 2: Prism's Progress
Late in Earnest we discover that Miss Prism is the author of a "three-volume novel of more than usually revolting sentimentality" (1737). The play is otherwise laced with comments about literature and literary criticism (e.g. p. 1703: "The truth is rarely pure and simple. Modern life would be very tedious if it were either, and modern literature would be a complete impossibility!") -- there's plenty of sarcasm here, of course, but what is Wilde saying about literature? Why is he saying it?
Topic 3: Irish Modernisms
Wilde and Yeats paint pictures of different worlds -- consider merely the tonal difference between Earnest and "The Second Coming." To what features of nineteenth-century culture and literature are they responding? How do their visions of the coming century differ? What is the significance of this difference?

Friday, March 16, 2007

Hebdomadal topic (week 9)

Tristen (306) reminded me this afternoon that I haven't really leaned on how optional these topics are. The hebdomadal topics I post online are questions that intrigue me, and they're (I hope) useful starting places for analysis.

However, if there is a text or an approach to a text you would really like to tackle, then please go off on your own! All I ask is that if you choose to write on a hebdomadal topic of your own devising, let me know what that topic is at the beginning of your hebdomadal. (You might find it easiest to phrase that topic in the form of a question.)

In that spirit, here are two topics for this week: one is extremely open-ended, and the other focuses on a problem that has been getting to me.

Topic 1
In both discussions today, you developed exceptionally good questions about Middlemarch. I mean that, by the way: in four years of teaching, I have never seen students move so quickly to develop thoroughly brilliant discussion questions.

We didn't address these questions at all thoroughly. In section 306, we just skipped two or three amazing questions. In this hebdomadal, you can do one of three things:

  1. Answer a question that was posed but never addressed. In 306, these questions were:
    • Is anything in Middlemarch left to "choice"? (Shelby, can you let me know the page number of Lydgate's comment? There's a good bit about "liking to do" on p. 402, but I don't think that was the passage you were working with.) Shelby writes that we should consider "page 401, where Lydgate says, 'My dear Rosamond, it is not a question of choice.' It is in regards to Rosamond's comment that living in a 'poor way' will lower his status, so this raises a theme like how social pressure limits personal choice, or something to that effect." Excellent stuff! Thanks, Shelby!
    • How and to what extent can a character move beyond his past deeds?
    • By the way, if I missed any great questions that came up in either class that didn't get their share of attention, send me an email or post a comment below!
  2. Answer a question that we didn't deal with quite thoroughly enough in our conversation
  3. Answer a question that you and your partner worked through but that you never got to share with the group
Topic 2: Reading reading in Middlemarch
Early in our 305 meeting today, John suggested that Mary Garth is a social outlier in Middlemarch because she's exceptionally good at reading character. We also notice that Mary is just plain good at reading: her voracious appetite for reading is mentioned on pages 72, 89, 160, 196 and elsewhere.

Working either with the example of Mary or with any other character, explain why characters in Middlemarch read. What good does George Eliot -- or her narrator -- think books do? Of the many kinds of books that are read by Middlemarchers -- mythological texts, religious texts, encyclopedias, legal and financial documents, etc. -- what specific role do novels play?

Here are some other scenes that might interest you:

  • 47: Dorothea sees Casaubon's library, and at that moment reads him
  • 48: Dorothea sees Casaubon's mother's parlor, and sees the books in it as decorations
  • 299 and 306: Casaubon's library is described as a sort of a tomb, only moments before he dies
  • 66: Fred reads ("only") a novel
  • 72: Peter Featherstone's limited library is described
  • 196: Trumbull reads Mary's borrowed copy of Anne of Geierstein in his auctioneer's voice
  • 353: Sir Walter Scott is mentioned again, and at some length
  • 375: Trumbull talks at some length about the value of a book of riddles

Sunday, March 11, 2007

Hebdomadal topic (week 8)

This hebdomadal is due before the midterm on Thursday.

This week's topic is, I feel, the height of practicality.
  1. Find a classmate with whom to write this heb (if you want a classmate's email address, let me know, or post a comment letting people know that you're looking for a partner)
  2. Pick a passage from one of the two practice exams posted below (and handed out on Friday)
  3. Write out the full ID
  4. Exchange your answer with your classmate
  5. Read over your classmate's ID and point out exactly how he or she could have written an even stronger answer; pay particular attention to
    1. Whether the answer to the context
      1. identifies characters who aren't named by the text (I'm not so interested in anonymous narrators or characters whose names are right there in the passage), and
      2. would lead a casual reader directly to the right page (of Middlemarch) or the right line (of a poem)
    2. Whether the answer to the thematic significance
      1. identifies a specific thematic question posed by the text of which this passage is a part (by specific I mean something like this: "How does gossip shape the social relevance of truth?")
      2. suggests the specific answer to that question posed by this specific passage (e.g. "In this passage, Bulstrode suggests that gossip promotes emotional convenience above factual accuracy -- the fact that his behavior has changed in the past ten years would be less significant to Middlemarchers than a conveniently ugly detail from two decades earlier")
      3. connects that specific answer to a textual detail from the passage -- a word, a phrase, or a formal feature ("Bulstrode himself echoes this lazy, rationalizing judgmentalism by quietly renaming his cruel behavior as a kind of 'questionable conformity to lax customs' rather than as a simple, and nominally 'forgiven,' 'sin'")
  6. Email the whole caboodle back to your classmate and to me
Since I'm drowning in grading, I can't promise that I'll get an answer back to this hebdomadal before the midterm (although I will try to -- right now I'm ahead in my grading, though that might not last). However, by having worked through your answer with a classmate you will have already gotten some good feedback.

Tuesday, February 27, 2007

Hebdomadal topics (week 6) (Updated 2/27)

If one of the hebdomadal topics from last week caught your eye, feel free to tackle it! You might particularly consider last week's prompt about allusions in light of the question Kelly (305) raised in lecture today: why does GE anachronistically refer (two or three times) to an "Italian with white mice" -- that is, to Count Fosco from Wilkie Collins's The Woman in White? What does it mean that GE is referring, almost in the same chapter, to the great authors of western literature (Dante, Shakespeare) and to a contemporary writer of detective stories?

Topic 1: Speech and structure in Middlemarch
In lecture today, Prof. Ortiz-Robles worked out how promises structure social and moral development in Middlemarch. In your hebdomadal, work through how a different kind of speech reveals the structural and ethical underpinnings of the text. Some possibilities:
  • Gossip (e.g. about Lydgate: ch. XLV, pp. 273-284)
  • Threat (e.g. Raffles, pp. 328ff)
  • Newspaper editorializing (e.g. about Brooke, p. 239)
  • Flirtation (pretty much any time Rosamond speaks, e.g. pp. 270f)
  • Reading aloud (e.g. Trumbull butchering Anne of Geierstein, pp. 196-7)
  • Drunken abuse (e.g. pp. 246ff)
(Frankly, I'm most excited about gossip: it has the advantage not merely of concrete social effect, but it also has some of the titillation of drunken abuse.)
Topic 2: Painting and zookeeping in Middlemarch
I remain fascinated by how incongruously GE deploys symbolic effects in Middlemarch alongside brutal realism. There are probably a thousand sustained images in the novel, but here are two that trouble me:
  • Animals are nearly everywhere. (One particularly striking example: on p. 283, Lydgate is called "an emotional elephant.")
  • Pictures
    • 137ff: DB and EC painted in Rome
    • 151: Horrock looks "as if he had been a portrait by a great master"
    • 205-6: EC as Thomas Aquainas
    • 246: Dagley's cottage "would have made a sort of picture"
    • 253: Mary and Letty "made a pretty picture in the western light"
In your hebdomadal, use the analysis of one of these symbols to revisit our broad question from two weeks ago: what is the role of symbolic language in a realistic novel? Is Middlemarch itself a kind of picture -- and, if so, what does that mean? Why would that be significant? Are the Middlemarchers of the book all animals of a sort? Why is that important?

(Jenna [306] prompted the second part of this question with her hebdomadal last week. Thanks, Jenna!)

Friday, February 16, 2007

Hebdomadal (week 5)

There is some logic to writing an extra one or two pages of literary analysis the same week you have a high-stakes essay due: you can think of these prompts as intellectual appetizers to the meatier course of your first essays. You can continue to test the limits of your analytical prowess in a low-stakes hebdomadal, taking risks in your argument here to practice ways of taking risks in the longer argument of your essay. A tantalizing, crisp response paper should serve to whet your appetite for more substantial work.

Topic 1: Structuring Middlemarch
In discussion this week we dissected Book III of Middlemarch to see how its chapters suggest a larger argument; however, we didn't get around to looking at how the Books of Middlemarch themselves serve as the building blocks of the larger novel. (Stephen suggested this avenue of analysis in 305.)

In this essay, look at how the structure of the first four Books in Middlemarch suggest connections and affinities in the larger novel.

Alternatively, repeat the structural dissection we did in class for Books I, II and IV of the novel. What symmetries and affinities do you see within and between Books? What is the significance of these connections?

Topic 2: Quotation and allusion
We also looked a little bit at the sorts of narrative entanglement practiced by George Eliot and Percy Shelley as they interrupt their texts with quotation. We did not treat with allusion very much, although it would have been more proper to have characterized the relationship between "Mont Blanc" and "Tintern Abbey" as one of allusion.

Pick one text (a poem or a paragraph of Middlemarch) and work out how allusion functions. Is it, too, interruptive? Does it unravel textual webs? Or does it add another level of entanglement to the text? What is its structural significance?

If you want a specific set of allusions to work through, you might consider the Ariadne theme in Middlemarch. So far, I have noted four appearances of the Ariadne / Theseus / labyrinth myth:

  • p. 16: the Key to All Mythologies as "labyrinthine"
  • p. 121: Dorothea compared to Ariadne (or Cleopatra)
  • p. 141: Dorothea as virgin sacrifice (of the sort made to the minotaur)
  • p. 188: Rosamond as Ariadne

I'm sure I'm missing dozens more. How does this specific allusion connect to the structural concerns of the text? In what way(s) is it significant?

Thursday, February 15, 2007

A strong hebdomadal

This first round of hebdomadals yielded several outstanding essays: you are, as a group, strong readers with a taste for risky argumentation. This makes me very happy.

One of these strong examples comes from Silqet (305), whose answer to the "Kubla Khan" prompt from last week struck me as subtle and persuasive:

The argument presented is that the preface to the poem “Kubla Kahn”, those nine to ten lines, is itself better than the poem in its entirety. I would argue that this is in fact true on a number of different grounds. This argument may not seem viable to Coleridge himself if he read this but due to the fact that the rest of us are not suffering from the same type of opium induced sleep and dreams it is likely one may hold this opinion. The poem, while well-crafted in its rhyme-flowing style, comes from the dreams of a man who simply had a vision and began to write on it yet left the reader completely and utterly devoid of any solution or resolution with his piece. The small preface is able to in its few lines complete a thought and idea and come full circle as opposed to the poem itself where the reader is presented in the beginning with a vision of this magical place where, “gardens bright with sinuous rills where blossomed many an incense-bearing tree”(ln 8-9), only to be left hanging at the end with an incomplete story as to the “ancestral voices prophesying war” (ln 30) and how any of that made a point or created a piece worth publishing as a poem rather than just an brief vision from a man with an opium induced dream. The preface creates an entire image for the reader. It gives this vision of these small droplets or “circlets”, each “mis-shape”[ing] each other from a disturbance such as a person or rock.. However, one comes to realize that all is not lost in this disturbance but that it will all soon come back together to form this “smoothness” which will again unite each small droplet to become this full vision of a mirror which you are able to see and produce visions within. The message is that even through a disturbance or interruption that there is no need to lose hope in things. The “stream will soon renew” just as “The visions will return!”. This small preface offers more to a sober reader who is looking to truly take something from a piece rather than just a taste of a vision of heaven on acid at the hand of a un-finishing, drug induced poet writing with the fury of a mad man at his vision never to fully comprehend the idea or cause of the poem. The poem, even as it flows with this eloquent rhyme style, leads the reader down these “meandering”, “measureless to man” “caverns” with no real vision or formal thought (ln 25,27). The end of the poem leaves the reader with two lines that just reinforce that the poet is and was not in his right mind and thus created this unsatisfying piece of work we now call “Kubla Khan”.

The strongest move Silqet makes in this argument is to articulate how the preface to "Kubla Khan" makes a claim for what counts as good poetry, and then to apply this claim to the poem itself. This argument is, in miniature, what an answer to the third prompt for the formal essay assignment might do: develop a close reading of the gloss and then apply the result of that reading to the text itself.

Tuesday, February 13, 2007

Creating your own hebdomadals

For the first couple weeks, I encouraged you to answer the hebdomadal topics that I've posted on the blog. As we move deeper into the semester, you should feel welcome to follow the urgings of your individual egos -- be you Edward Casaubon, Tertius Lydgate, or Rosamond Vincy -- and answer questions of your own devising.

My only request: if you use your hebdomadal to answer a question of your own devising, begin your hebdomadal by letting me know what that question is.

Friday, February 2, 2007

Hebdomadal topics (week 2): To the borders of bullshit

Tame textual interpretations often result when literary critics are unsure what distinguishes a risky but persuasive reading from utter bullshit. Critical temerity consists in straddling the border between the two, and this is the skill I would like you to develop early in the semester.

Topic 1: The prosodic and the prosaic

Last Thursday, Prof. Ortiz-Robles pointed out that nearly every line of "Rime of the Ancient Mariner" has an official interpretation endorsed by critics; this can be expanded to the rest of the poems we are reading this semester, for which authoritative interpretations have been more or less locked down. This can be dreadfully boring, as there is nothing quite so deflating as being told to memorize that a poem means such-and-such a thing. Fight against this literary interpretive history with this hebdomadal:
  1. Pick a small chunk of a text that has an obvious or at least received interpretation (e.g. ll. 58-66 of "Ode: Intimations," ll. 31-36 or 37-44 of "Kubla Khan," ll. 9-14 of "Elgin Marbles" -- you can pick any small chunk of whatever you like, but for my sanity please avoid the last stanza of "Grecian Urn")
  2. Briefly explain the obvious or received meaning of this passage -- this meaning can come from lecture, from prior experience with the poem, or just with your guess at what thousands of students and critics have said about the passage
  3. Explain, at length, why this reading is incorrect.
Note: Your reading doesn't have to be correct! You need only be persuasive.
Topic 2: Practicing persuasion
Develop a close, analytical reading that defends one of the following interpretations:
  1. In Middlemarch, George Eliot urges nineteenth-century women to castrate British men (literally or figuratively)
  2. The nightingale of Keats's ode is a symbol of British industrialization
  3. "Frost at Midnight" is an anti-Wordsworthian screed
  4. Kubla Khan is Coleridge's vision that his son will usurp him, perhaps in a Oedipal sort of way
  5. The preface to "Kubla Khan" is a better poem than the poem itself
  6. Mrs. Cadwallader is, in fact, the narrator of Middlemarch
(You are welcome to shift these interpretations or to develop a new one; just let me know what you're up to.)

Your defense must (1) build out of a close reading of the text, and (2) address basic counterarguments. Although you are arguing a silly interpretation, your audience is persnickety and needs to be thoroughly persuaded by careful analysis of textual evidence.

Tuesday, January 30, 2007

Two quick notes about hebdomadals, and one quick note about office hours

Hi! I forgot to say one important thing about hebdomadals to my first section, and I forgot a different important thing for my second section:
  1. You must turn in a hebdomadal before discussion on Friday February 9th. This first hebdomadal replaces the one-page paper assignment Prof. Ortiz-Robles has been mentioning in class. For this first hebdomadal, I ask that you please stick fairly close to the topics I post online, if only so you get a sense of how I'm asking you ta tackle texts.
  2. If you write more than the required 5 hebdomadals, you will be able to accrue extra credit. I will keep counting hebdomadals until you reach 15 points -- that's 5 points over the amount set aside for hebdomadals.
Remember that my office hours are today after lecture (12:30 to 2:30 pm) at the Steep & Brew on State Street. Come visit me! I'd love to get a chance to meet you.

Friday, January 26, 2007

Hebdomadal topic (week 2)

All hebdomadal topics are suggestions; feel free to write on a variation of this topic or on a topic entirely of your own devising. All hebdomadals, written on whatever topic, must be at least 300 words and must include
  1. An original argument backed up by
  2. A persuasive close reading subjected to
  3. Risky and interesting analysis.
Risky readings and claims are rewarded.

Hebdomadal topic (week 2)
On 1/25, Prof. Ortiz-Robles demonstrated an exceptionally close reading by spending an hour looking at the first 110 lines of "Tintern." Imitate that lecture by reading a small chunk of "Ode: Intimations of Immortality" or Middlemarch as closely as you can. (You should choose a chunk that Prof. Ortiz-Robles hasn't discussed in lecture and which we haven't discussed in section.) Work with at most 8 lines of the "Ode" or four sentences of Middlemarch. You should consider -- but not necessarily write about -- the following points:
  1. What is the surface meaning of this passage? (This question is more relevant if you're reading the "Ode.")
  2. What words carry multiple meanings and how are those multiple meanings important?
  3. What rhetorical tricks does the author use in the passage? (E.g. symbols, simile, metaphor, allusion, oxymoron, and other lingual tricks that have to do with word choice.)
  4. What formal tricks does the author use in this passage? (E.g. assonance, alliteration, rhyme, rhythm, repeated words, and other lingual tricks that have to do with word order.)
  5. What is the structure of the passage and how is that structure significant?
Alternate topic:
Ask a question of one of the texts we have read. These should be questions that can't be easily answered. Two quick examples:
  1. Why does Wordsworth footnote -- albeit vaguely -- the Edward Young allusion in line 106 of "Tintern"? He doesn't footnote his many other allusions (e.g. the allusion to Milton at 128f).
  2. Why does George Eliot begin Middlemarch with that scene about the Brooke sisters' late mother's jewelry? The jewelry plays no role in the plot of the novel, but yet it is given rather a good deal of narrative importance at the beginning of the book. You might reframe this question as one about symbol: given that GE is probably trying to introduce the sisters' personalities, why does she use a dispute over jewelry (and not over money, philosophy, religion, politics, science, or the other major themes of the text) to accomplish this?
Your goal in this hebdomadal is not only to suggest possible answers to the question you ask (if it can be answered) but to use your focused, narrow question as a way of way of getting at the larger questions of the text.

Wednesday, January 24, 2007

From the archives

In the past few semesters I have accumulated around 200 posts on my class blogs. Although these were introductory literature courses and my comments subsequently geared towards a somewhat less experienced level of student, these posts nonetheless offer concrete examples and baseline advice about what I'm looking for. If you have a few minutes to kill and you're looking to kill them productively, you might click through one or two of these posts:



Prof. Ortiz-Robles taught both the English 167 classes listed above; the examples from those particular archives might therefore be the most immediately relevant.

(An earlier version of this post appeared here.)