Final exams (Fall 2009)

11 December 2009

English 2250

Dec. 16th at 9:00AM in our classroom

English 3510

Dec. 14th at 9:00AM in our classroom

English 2010.026

Dec. 14th at 11:00AM in our classroom

English 2010.037

Dec. 14th at 1:00PM in our classroom

Final exams have been posted under the appropriate heading in the column to the right.

Writing gives me such enormous pleasure, and I’m a much happier (and therefore nicer) person when I’m doing it. There’s a place in my head that I go to when I write and it’s so rich and unexpected – and scary sometimes – but never ever dull. I first went there when I was seven and I wrote a poem which startled me a bit because it felt like someone else had written it. The adrenaline rush that gave me was incredible and I wanted more. These days, maybe because I can now access that place quite easily, writing feels like something I simply could not live without. It is a joyous thing. I feel very lucky to be paid to do it, but even if I’d never been published, I think I’d still be writing. I love being read, but the person I’m really always writing for is me.

Form and desire

19 November 2009

[Form is] an arousing and fulfillment of desire. A work has form insofar as one part of it leads a reader to anticipate another part, to be gratified by the sequence.

–Kenneth Burke

song chart memes
see more Funny Graphs

Here are your assignments for Friday, 06 Nov 09.

2250

Using the material you wrote and emailed me in class the last time we met, complete exercise one on page 206. Use this, like all the exercises in class, as a way to move your story along, improve it, explore different aspects of it. You will be revising to increase your understanding of other points of view. Email me the finished exercise.

3510

Continue to keep up with the reading. We will discuss at least the previous post “rhetoric and fiction” in class. You should have finished the first 156 pages of Hope Leslie by the time we meet.

2010 (both sections)

Friday is your last chance to conduct research for your annotated bibliography, which is still due on Monday. Email me on Friday with “annotated bibliography question,” your name, and the class and section number in the subject line if you have questions. I’ll try to reply before the assignment is due.

Rhetoric and fiction

05 November 2009

English 3510

Our introduction to Hope Leslie suggests that Sedgwick sees her texts as teaching morals: “Nineteenth-century critics endowed literature with both an aesthetic and moral purpose, which accorded with her perspective. Their laudatory recognition of her moral intent gave her particular gratification” (xiii). What moral is she trying to impart? How does she go about teaching readers in her text? What rhetorical strategies does she use? Lentricchia and Burke describe such strategies here, but what do you think? Defend you ideas with specifics from the text.

The sickness continues

04 November 2009

2010 (both sections)

Proceed with the peer review we have planned. Be sure to email the completed forms to me as well as the peer whose work you review. The link “logos, ethos, and pathos” under 2010 can help you in evaluating assessments of rhetoric in the annotated bibliographies and your sources.

I’ve got a sick family

02 November 2009

and so I won’t be at school today.

 

2250

Workshop without me. You don’t need to email the completed forms to me this time.

 

3510

Keep up with the assigned reading. We’ll talk about the first big chunk of Hope Leslie on Wednesday, I think.

 

2010 sections

Our plan has always been to use today for library research. Remember that a draft is due to your peers on Wednesday.

I’ve mentioned Robert Boswell’s excellent The Half-Known World: On Writing Fiction here before. One of his essays includes this paragraph:

This could be material at the heart of a literary story. It makes the events the result of motivated action rather than contrived coincidence. It makes the relationships among the characters multifaceted. It substitutes familial connections for celebrity. It moves the center of the story away from the surface event and into the inner life of the main character. Rather than blithely ridicule the woman, the story would attempt to investigate the real and gnarly interplay among familial loyalty, good intentions, malevolence, racial fear, and sexual politics. Not that it would attempt this by means of a calculated journey through each issue; rather, it would engage these subjects through the investigation of this character’s complex responses. (100)

While the conventions of some genres are usually very obvious (crime fiction, for example, is crime fiction because it includes, you know, crime), the conventions of the genre of literary fiction are often less obvious. Boswell’s paragraph usefully describes those conventions, which can be helpful for writers trying to create examples of that genre.

Thesis Statements

  • To make thesis statements more obvious, consider the following:
    • Thesis statements are always statements. While they often answer questions, they are not questions themselves.
    • A thesis is a one-sentence summary answer to the question that leads to the writing of the essay.
    • Thesis statements conclude the paragraph in which they appear.
    • The conventions of academic writing (“closed form” in Allyn & Bacon) indicate that thesis statements appear in a paragraph early in the essay.
    • Thesis statements may appear more than once in an essay.

Including alternative/opposing views

A template

  • Write something like:
    • In sharp contrast with [restate/paraphrase your essay's thesis or most recent reason], [introduce a source that actually disagrees with thesis using an attributive tag] states [quote or summarize language that disagrees.] [Paraphrase language that disagrees for several sentences to indicate a thorough understanding of the alternative/opposing view.]
  • Then, in the next paragraph either refute:
    • However, [restate disagreeing attributive tag] is incorrect in this statement because [present reason or sources.]
  • or concede:
    • While [restate disagreeing attributive tag] is correct in his or her assertion, [state, quote or summarize greater advantage or outweighing factor that supports your thesis or reason.]

An example

Naturally, not everyone agrees with this idea. In sharp contrast with the preceding argument that free markets corrode moral character, Rick Santorum, a former U.S. Senator and member of the U.S. House of Representatives who is currently a senior fellow at the Ethics and Public Policy Center states, “In fact, markets require moral character if they are to be truly free, and truly free markets, in turn, promote moral character. But free markets are no guarantor of moral character. As today’s cultural environment shows, the free market tends to heighten certain moral risks.” Santorum suggests reciprocity between free markets and good character. He doesn’t seem to go so far as to claim that the freer the market, the better the character; he won’t make that guarantee, and in fact allows that markets create opportunities for ethical risks.

While Santorum is right to stress the value for markets of moral character, he dangerously understates the threat to moral character that free markets provide when they permit the “certain moral risks” he mentions. These risks, coupled with ingrained materialism and a negligent lack of regulation, create a situation that apparently tempts participants in the market beyond their ability to resist, as stock market behavior in the last six years indicates. Reducing or controlling the possible risks within a market is possible without impeding markets dramatically. In fact, some measure of control over risk can help insure the long-term stability and health of a market. In the same way drivers are asked to obey laws to protect their health and the health of others, it is reasonable to expect financial markets and institutions to obey regulations. Certainly articulating and meeting these expectations is one way, perhaps the best, that moral character can be exemplified.

Transitioning to Opposing Views and Replying to Them:

Two Further Examples

Thesis:

Paintball is a fun, athletic, mentally challenging recreational activity that builds team work and releases tension.

Introduction of an opposing view:

People who object to paintball criticize its danger and violence. . . .

Reply to opposing view (refutation):

But the fact is that Guttman’s article says that only 102 cases of eye injuries from paintballs were reported from 1985 to 2000 and that 85 percent of those injured were not wearing the required safety goggles. . . .

Introduction of an opposing view:

The most powerful argument against paintball is that it is inherently violent and thus unhealthy. Critics claim paintball is simply an accepted form of promoting violence against other people. . . .

Reply to this opposing view (concession):

What I am trying to say is that, yes, paintball is violent to a degree.  After all, its whole point is to “kill” each other with guns. But I object to paintball’s being considered a promotion of violence. Rather, I feel that it is a healthy release of tension.  From my own personal experience, when playing the game, the players aren’t focused on hurting the other players; they are focusing on winning the game. At the end of the day, players are not full of violent urges, but just the opposite. They want to celebrate . . .

Thesis:

Although the NRA convincingly argues that gun control will take away our basic individual rights and make us less safe in our homes, I have concluded that I am in favor of more federal regulation to control access the firearms because I believe that the Second Amendment clearly does not guarantee individuals the right to have guns, and evidence proves that more guns do translate into more deaths and injuries.

Introduction of opposing view:

The NRA is opposed to almost all federal regulation of gun ownership because they believe that “each piece of federal regulation will lead to more until finally, gun ownership will be very restricted” (qtd. in Adams). Anti-gun-control advocates claim . . .

Reply to the opposing view (concession):

The NRA is probably very correct in supposing that one piece of gun regulation legislation might lead to another until gun ownership is very restricted. . . . Although the gun control laws we now have obviously did not prevent Columbine, that does not mean that gun laws do not work at all. It just proves that the laws that we do have now are not sufficient. . . . Therefore, more regulations of firearms leads to more safety.