Wednesday, November 7, 2012

Poems for Study

Read and consider the following poem by Jane Kenyon:

Let the light of late afternoon
shine through chinks in the barn, moving   
up the bales as the sun moves down.

Let the cricket take up chafing   
as a woman takes up her needles   
and her yarn. Let evening come.

Let dew collect on the hoe abandoned   
in long grass. Let the stars appear
and the moon disclose her silver horn.

Let the fox go back to its sandy den.   
Let the wind die down. Let the shed   
go black inside. Let evening come.

To the bottle in the ditch, to the scoop   
in the oats, to air in the lung   
let evening come.

Let it come, as it will, and don’t   
be afraid. God does not leave us   
comfortless, so let evening come.

Compare and contrast Paul Lawrence Dunbar's "We Wear the Mask" with Lennon & McCartney's "Eleanor Rigby"

Eleanor Rigby lyricsSongwriters: Mccartney, Paul; Lennon, John;

Ah, look at all the lonely people
Ah, look at all the lonely people

Eleanor Rigby, picks up the rice
In the church where a wedding has been
Lives in a dream

Waits at the window, wearing the face
That she keeps in a jar by the door
Who is it for?

All the lonely people
Where do they all come from?
All the lonely people
Where do they all belong?

Father McKenzie, writing the words
of a sermon that no one will hear
No one comes near

Look at him working, darning his socks
In the night when there's nobody there
What does he care?

All the lonely people
Where do they all come from?
All the lonely people
Where do they all belong?

Ah, look at all the lonely people
Ah, look at all the lonely people

Eleanor Rigby, died in the church
And was buried along with her name
Nobody came

Father McKenzie, wiping the dirt
From his hands as he walks from the grave
No one was saved

All the lonely people
(Ah, look at all the lonely people)
Where do they all come from?
All the lonely people
(Ah, look at all the lonely people)
Where do they all belong?





Wild Geese
You do not have to be good.
You do not have to walk on your knees
For a hundred miles through the desert, repenting.
You only have to let the soft animal of your body
love what it loves.
Tell me about despair, yours, and I will tell you mine.
Meanwhile the world goes on.
Meanwhile the sun and the clear pebbles of the rain
are moving across the landscapes,
over the prairies and the deep trees,
the mountains and the rivers.
Meanwhile the wild geese, high in the clean blue air,
are heading home again.
Whoever you are, no matter how lonely,
the world offers itself to your imagination,
calls to you like the wild geese, harsh and exciting --
over and over announcing your place
in the family of things.

~ Mary Oliver ~


The Journey

One day you finally knew
what you had to do, and began,
though the voices around you
kept shouting
their bad advice --
though the whole house
began to tremble
and you felt the old tug
at your ankles.
"Mend my life!"
each voice cried.
But you didn't stop.
You knew what you had to do,
though the wind pried
with its stiff fingers
at the very foundations,
though their melancholy
was terrible.
It was already late
enough, and a wild night,
and the road full of fallen
branches and stones.
But little by little,
as you left their voices behind,
the stars began to burn
through the sheets of clouds,
and there was a new voice
which you slowly
recognized as your own,
that kept you company
as you strode deeper and deeper
into the world,
determined to do
the only thing you could do --
determined to save
the only life you could save. 
~ Mary Oliver ~



Keeping in mind that a journey is not only literal, but figurative, not for a single day or moment, but a lifetime, consider the following poem by Whitman:

There was a Child went Forth 
by Walt Whitman


THERE was a child went forth every day;
And the first object he look’d upon, that object he became;
And that object became part of him for the day, or a certain part of the day, or for many years, or stretching cycles of years.
  
The early lilacs became part of this child,
And grass, and white and red morning-glories, and white and red clover, and the song of the phoebe-bird,         5
And the Third-month lambs, and the sow’s pink-faint litter, and the mare’s foal, and the cow’s calf,
And the noisy brood of the barn-yard, or by the mire of the pond-side,
And the fish suspending themselves so curiously below there—and the beautiful curious liquid,
And the water-plants with their graceful flat heads—all became part of him.
  
The field-sprouts of Fourth-month and Fifth-month became part of him;  10
Winter-grain sprouts, and those of the light-yellow corn, and the esculent roots of the garden,
And the apple-trees cover’d with blossoms, and the fruit afterward, and wood-berries, and the commonest weeds by the road;
And the old drunkard staggering home from the out-house of the tavern, whence he had lately risen,
And the school-mistress that pass’d on her way to the school,
And the friendly boys that pass’d—and the quarrelsome boys,  15
And the tidy and fresh-cheek’d girls—and the barefoot negro boy and girl,
And all the changes of city and country, wherever he went.
  
His own parents,
He that had father’d him, and she that had conceiv’d him in her womb, and birth’d him,
They gave this child more of themselves than that;  20
They gave him afterward every day—they became part of him.
  
The mother at home, quietly placing the dishes on the supper-table;
The mother with mild words—clean her cap and gown, a wholesome odor falling off her person and clothes as she walks by;
The father, strong, self-sufficient, manly, mean, anger’d, unjust;
The blow, the quick loud word, the tight bargain, the crafty lure,  25
The family usages, the language, the company, the furniture—the yearning and swelling heart,
Affection that will not be gainsay’d—the sense of what is real—the thought if, after all, it should prove unreal,
The doubts of day-time and the doubts of night-time—the curious whether and how,
Whether that which appears so is so, or is it all flashes and specks?
Men and women crowding fast in the streets—if they are not flashes and specks, what are they?  30
The streets themselves, and the façades of houses, and goods in the windows,
Vehicles, teams, the heavy-plank’d wharves—the huge crossing at the ferries,
The village on the highland, seen from afar at sunset—the river between,
Shadows, aureola and mist, the light falling on roofs and gables of white or brown, three miles off,
The schooner near by, sleepily dropping down the tide—the little boat slack-tow’d astern,  35
The hurrying tumbling waves, quick-broken crests, slapping,
The strata of color’d clouds, the long bar of maroon-tint, away solitary by itself—the spread of purity it lies motionless in,
The horizon’s edge, the flying sea-crow, the fragrance of salt marsh and shore mud;
These became part of that child who went forth every day, and who now goes, and will always go forth every day.

Monday, November 5, 2012

POETRY: STUFF YOU NEED TO KNOW

Poetic terms in the book--pages 11-20

Diction:
  • Connotation vs. Denotation
Figurative Language:
  • Literal vs. figurative
  • metaphor
  • simile
  • personification
  • allusion
  • symbol--note difference between public & contextual symbol
  • rhyme
  • alliteration
  • assonance
  • rhythm
  • imagery
Terms from questions on p.17-19:
  • speaker & audience
  • setting
  • theme
  • POV
  • structure & shift
  • response
General Literary Terms still in effect for poetry:
  • tone
  • mood
Poems we will definitely read & discussion, assuming time allows:
"When I Heard the Learn'd Astronomer"
"Richard Cory"
* "The Journey"
* "Wild Geese"
"Not Waving But Drowning"
"Those Winter Sundays"
* Let Evening Come"
"We Wear the Mask" & * Eleanor Rigby"

Frost:
  • "Birches"
  • "After Apple Picking"
  • "Design"
Emily Dickinson
  • "I heard a Fly buzz--when I died"
  • "Apparently with no surprise"
  • "Much Madness is divinest Sense"

Monday, October 22, 2012

Miscellaneous Research Information

Looking up articles in Galileo. In the best possible worlds, one could click on links like this one:
http://go.galegroup.com/ps/retrieve.do?sgHitCountType=None&sort=RELEVANCE&inPS=true&prodId=LitRC&userGroupName=maco12153&tabID=T001&searchId=R4&resultListType=RESULT_LIST&contentSegment=&searchType=BasicSearchForm&currentPosition=8&contentSet=GALE%7CH1420014438&&docId=GALE|H1420014438&docType=GALE&role=LitRC

But since there is no guarantee, it's best to know how to look up an article.

From the MSC home page, go to LIBRARY
Go to Find an Article (Galileo)
Click on "Browse by"
Select and click on "Literature, Language, & Literary Criticism"
Select and click on the sub-category Litearture & Literary Criticism"
Go to "Literature Resource Center"
In the seach box type: The Things They Carried (short story)
below the search box, click on "Name of Work"
scroll down and click OFF: Biographies, Multimedia, and Reviews and Notes
scroll back to the top search box and beside it click on SEARCH
This should take you to THE PAGE with many, many references to criticism on the story.

********************************
Always check to see if the citation is given for an article from Galileo; it could save you time. Just remember to double space and use a hanging indent for the Works Cited page.

Example:

Blyn, Robin. "O'Brien's The Things They Carried." Explicator 61.3 (Spring 

     2003): 189. Rpt. in Contemporary Literary Criticism. Ed. Jeffery W.

     Hunter. Vol 211. Detroit: Gale, 2006. Literature Resource Center. Web.

     16 Oct. 2012.

*********************************
In the event that you have a quotation that runs OVER 4 typed lines, from either the story or the critic, use a signal phrase, followed by a colon, then the block quote.

Example: 

The reader can sympathize with the narrator who, in turn, tells the story of Jimmy Cross, who, like many

adults, comes to realize he must make a personal sacrifice for a greater good:

                  . . . Lieutenant Cross reminded himself that his obligation was not to be loved but to lead. He

                 would dispense with love; it was not now a factor. And if anyone quarreled or complained, he

                 would simply tighten his lips and arrange his shoulders in the correct commant posture. He might

                 give a curt little nod. Or he might not. He might just shrug and say Carry on, then they would

                 saddle up and form into a column and move out toward the villages of Than Khe ( O'Brien

                 1049).

The Literary Reserach Paper - Notes - Day 2: Incorporating Material

So . . .

Now you have stories, research, works cited, rough draft, thesis statement and you're ready to incorporate material into your paper.  The question now is . . .

HOW?


Assume for a moment that your topic for research and study is The Importance of Storytelling in Tim O'Brien's "The Things They Carried"

Your thesis statement: In addition to the narrator himself, several characters demonstrate the need for telling stories . . . [this will be refined later]

After researching the story and storytelling, you find that Tim O'Brien was very much aware of the importance of storytelling, and you find yourself wanting to let the reader know this. In the introduction, you might write:

In an interview with Patrick Hicks, O'Brien makes the comment that,  "The Things They Carried is a book largely about storytelling and issues about truth."  In the story of the same title, one  is aware of the importance of storytelling to the men of Alpha Company, particularly Kiowa.

Important in this example:
  • there needs to be a signal phrase that introduces the quote; in the sample, it is " . . . O'Brien makes the comment that, . . . .  A signal phrase sets up or introduces the quote, maintaining fluency in the paper
  • there needs to be  follow up statement(s) that explains the relevancy of the quote or information used: In the story of the same title, one  is aware of the importance of storytelling to the men of Alpha Company, particularly Kiowa.
  • Note that since the referenced person's name [Patrick Hicks] is given, there is no need for a parenthetical citation. However, note the next example, which has the same information, but is written differently, and so, logically, the citation is different
Storytelling becomes important to the men of Alpha Company, particularly to Kiowa, as well as the narrator. In an interview, Tim O'Brien, author of "The Things They Carried," indicated that storytelling is one of the major aspects of his novel of the same name as well as this story (Hicks).

What happened here:
There is NO direct quote; the information has been paraphrased, but because it is informationt the writer did not have to begin with, and because it is obviously been researched, there MUST be a citiation.
Note that since this is researched material from a website, one need only add correct MLA citation, as indicated by the Purdue OWL: MLA Formatting In-Text Citations


NOTE: Referenced Material:
Title: A Conversation with Tim O'Brien
Author(s): Tim O'Brien and Patrick Hicks
Publication Details: Indiana Review 27.2 (Winter 2005): p85-95.
Source: Short Story Criticism.
.
Ed. Jelena O. Krstovic. Vol. 123. Detroit: Gale. From Literature Resource Center.
Document Type: Critical essay, Interview
Full Text: COPYRIGHT 2009 Gale, Cengage Learning


The Literary Research Paper - Notes Day 2: MLA format, Easy Bib, Documentation

In the best of all possible worlds, you have . . .

  • chosen the story and the topic you plan to work with
  • read through the criticism and determined the three (or more) essays you plan to you in your paper
  • taken notes, underlined, highlighted or otherwise started note taking
  • drafted a preliminary thesis statement--one that may be refined as you work on your paper
  • you have a very rough draft that you will develop and polish, incorporating relevant research AND proper MLA documentation
NOW . . .

If you have not already done so, use need to create your bibliography, either using Easy Bib  or  the Purdue OWL: MLA Formatting and Style Guide.  Neither of the websites will work automatically, but if you read carefully, follow the directions and/or prompts, you should have a correct bibliography. The only difference between a Works Cited page and a Bibliography is that the "Works Cited" refers only to those works actually used in a research paper; a Bibliography may include works cited in a paper as well as other works read in the research.  You will be composing a Works Cited page.  To see a sample Works Cited page, refer to: Sample Works Cited Page.  Your last name and appropriate page number will still be in the upper right corner. The words "Works Cited" will be centered on the first line of the paper and a hanging indent will be used in listed references, which will be in alphabetical order.

Whew . . . remember: the devil is in the details, but the resources above will help you. Also: I will help you, if you get stuck or have trouble.


Wednesday, October 17, 2012

The Literary Research Paper

The Literary Research Paper is only slightly different from a traditional research paper; the basic process is the same:
  • Select Topic
  • Determine your OWN thoughts--write your first draft: know WHAT you know before you begin; in doing so, you will know what to cite in your paper
  • Seek expert information - in this case, your work has been done for you; you will be using specifically selected critical essays on one of the two stories we read, as dictated by your chosen topic
  • Once you have the information, read it critically, more than once; take notes and figure out how the notes relate to the story AND to what you already think
  •      Determine what you can use
     IMPORTANT:  you will not use everything in every essay; you will learn a great deal about what critics think and have to say about the respective short story, but it will be up to YOU to select what you can incorporate into YOUR essay.  In other words, you'll be evaluating, analyzing and synthesizing--all of which are upper-level forms of critical thinking. It IS hard.  No one ever said writing a research paper was easy.
  • Yes, you DO have to use the articles listed for each essay.
  • Yes, you CAN do more research on your own, but that is IN ADDITION TO the selected journal entries.
TOPICS:

A Study of Symbolism in Town and Forest in Hawthorne's "Young Goodman Brown"

Is It You or Me? The Question of Disspelled Illusion in Hawthorne's "Young Goodman Brown"

The Unavoidable Weight in Tim O'Brien's "The Things They Carried"

The Importance of Imagination in Tim O'Brien's "The Things They Carried"

Reference Material -- These essays are all available through MSC library and Galileo

Tritt, Michael.  "'Young Goodman Brown' and the Psychology of Projection"
Ellis, Robert P. " Young Goodman Brown"
Lawson, Benjamin S. "Young Goodman Brown"
Paulits, Walter J. "Ambivalence in 'Young Goodman Brown'"
Predmore, Richard. "'Young Goodman Brown': Night Journey into the Forest"

Piedmont-Marton, Elisabeth. "The Things They Carried"
Kaplan, Steven. "The Things They Carried"
McDonough, Christopher Michael. "Afraid to Admit We Are Not Achilles: Facing Hector's Dilemma in Tim O'Brien's The Things They Carried"
Blyn, Robin. O'Brien's "The Things They Carried"
Robinson, Daniel. "Getting it Right: The Short Fiction of Tim O'Brien"

CRITICALLY IMPORTANT TO NOTE:  When referring to the title of an article OR a short story, use quotation marks; for example, "Young Goodman Brown" and "The Things They Carried" book indicate short stories.  The Things They Carried refers to a BOOK, in which "The Things They Carried" is the first story or first chapter.