Monday, November 4, 2019

Due Tuesday, November 5th - Review of Poetry Essays: "A Barred Owl" and "The History Teacher"

Overview and Directions:  For many of you, this may have been your first foray into poetry explication.  First, re-read the two poems, below.  Next, reread your essay on Turnitin.com and look at my comments.  Then, copy and paste bold title, below, into a Google search.  Scroll through and begin reading the student examples, and think about how you would grade these pieces.  Always be thinking abut how your work measures up in terms of content and style. We will work on this as a class. In this blog space, comment on which essay you find to be the most effective and why.  Also, what do all the essays have in common?  How did your essay match-up?

"A Barred Owl" and "The History Teacher" - Prompt, Rubric and Student Examples can be found 
in a google search for Collins-Wilbur Poetry Response.pdf




"A Barred Owl"

by Richard Wilbur

The warping night air having brought the boom
Of an owl’s voice into her darkened room,
We tell the wakened child that all she heard
Was an odd question from a forest bird,
Asking of us, if rightly listened to,
“Who cooks for you?” and then “Who cooks for you?”

Words, which can make our terrors bravely clear,
Can also thus domesticate a fear,
And send a small child back to sleep at night
Not listening for the sound of stealthy flight
Or dreaming of some small thing in a claw
Borne up to some dark branch and eaten raw.



"The History Teacher" 
by Billy Collins

Trying to protect his students’ innocence
he told them the Ice Age was really just
the Chilly Age, a period of a million years
when everyone had to wear sweaters.

And the Stone Age became the Gravel Age, 5
named after the long driveways of the time.

The Spanish Inquisition was nothing more
than an outbreak of questions such as
“How far is it from here to Madrid?”
“What do you call the matador’s hat?” 10

The War of Roses took place in a garden,
and the Enola Gay dropped on tiny atom
on Japan.

The children would leave his classroom
for the playground to torment the weak 15
and the smart,
messing up their hair and breaking their glasses,

while he gathered up his notes and walked home
past flower beds and white picket fences,
wondering if they would believe that soldiers 20
in the Boer War told long, rambling stories
designed to make the enemy nod off.


Tuesday, October 29, 2019

Due Thursday, November 7th - "Mrs. Dalloway" by Virginia Woolf, Pages 102-End

Directions: 1) Read Mrs. Dalloway by Virginia Woolf, pages 102-end. 2) Compose a blog response, using the comprehensive questions below as a guide in your exploration. I look forward to your responses.


"...the unmistakable tokens of death showed themselves. The body relaxed, and instantly grew stiff. The struggle was over. The insignificant little creature now knew death. As I looked at the dead moth, this minute wayside triumph of so great a force over so mean an antagonist filled me with wonder. Just as life had been strange a few minutes before, so death was now as strange. The moth having righted himself now lay most decently and uncomplainingly composed. O yes, he seemed to say, death is stronger than I am."  
from "Death of a Moth" by Virginia Woolf

Study Questions

1. Threats of disorder and death recur throughout the novel, culminating in Septimus's suicide and repeating later in Sir William Bradshaw's report of that suicide at Clarissa's party. When do thoughts or images of disorder and death appear in the novel, and in connection with which characters? What are those characters' attitudes concerning death?

2. Why does Woolf end the novel with Clarissa as seen through Peter's eyes? Why does he experience feelings of "terror," "ecstasy," and "extraordinary excitement" in her presence? What is the significance of those feelings, and do we as readers share them?

3. Clarissa reads lines from Shakespeare's Cymbeline (IV, ii) from an open book in a shop window: "Fear no more the heat o' the sun / Nor the furious winter's rages. / Thou thy worldly task hast done, / Home art gone and ta'en thy wages: / Golden lads and girls all must, / As chimney-sweepers, come to dust." These lines are alluded to many times. What importance do they have for Clarissa, Septimus, and the novel's principal themes? What fears do Clarissa and other characters experience?

4. Now that we have completed our first reading of the novel, what connections are seeing between The Hours and Mrs. Dalloway? How do big themes from the present shine through? How does the analysis of Virginia Woolf bring out ideas from her novel?


"And that is why I believe those hollow crisps on the bathroom floor are moths. I think I know moths, and fragments of moths, and chips and tatters of utterly empty moths, in any state. How many of you, I asked the people in my class, which of you want to give your lives and be writers? I was trembling from coffee, or cigarettes, or the closeness of faces all around me. (Is this what we live for? I thought; is this the only final beauty: the color of skin in any light, and living, human eyes?) All hands rose to the question. (You, Nick? Will you? Margaret? Randy? Why do I want them to mean it?) And then I tried to tell them what the choice must mean: you can’t be anything else. You must go at your life with a broadax . . . They had no idea what I was saying. (I have two hands, don’t I? And all this energy, for as long as I can remember. I’ll do it in the evenings, after skiing, or on the way home from the bank, or after the children are asleep . . .) They thought I was raving again. It’s just as well."

from "Death of a Moth" by Annie Dillard"


Wednesday, October 23, 2019

Spoken Word Poetry

Overview:  Here are links to the spoken word poems we viewed in class, in case you want to share or see them again.  Enjoy.





Tuesday, October 22, 2019

Due Tuesday, October 29th - "Mrs. Dalloway" by Virginia Woolf, Pages 56-102

Directions:  1) Read Mrs. Dalloway by Virginia Woolf, pages 56-102.  2) Compose a blog response, using the comprehensive questions below as a guide in your exploration.  I look forward to your responses.


"I wanted to be a writer, that's all. I wanted to write about it all. Everything that happens in a moment. The way the flowers looked when you carried them in your arms. This towel, how it smells, how it feels, this thread. All our feelings, yours and mine. The history of it, who we once were. Everything in the world. Everything all mixed up, like it's all mixed up now. And I failed. I failed. No matter what you start with it ends up being so much less. Sheer pride and stupidity."

Study Questions

1. Woolf saw Septimus Warren Smith as an essential counterpoint to Clarissa Dalloway. What specific comparisons and contrasts are drawn between the two? What primary images are associated, respectively, with Clarissa and with Septimus? What is the significance of Septimus making his first appearance as Clarissa, from her florist's window, watches the mysterious motor car in Bond Street?  How does the comparison continue in this section?  What connections can we make to The Hours?

2. Speaking of The Hours, as we explore the text through the lens of the film, what connections are seeing between The Hours and Mrs. Dalloway.  How do big themes from the present shine through?  How does the analysis of Virginia Woolf bring out ideas from her novel?

3. What was Clarissa's relationship with Sally Seton? What is the significance of Sally's reentry into Clarissa's life after so much time? What role does Sally play in Clarissa's past and in her present?

4. What is Woolf s purpose in creating a range of female characters of various ages and social classes-from Clarissa herself and Lady Millicent Burton to Sally Seton, Doris Kilman, Lucrezia Smith, and Maisie Johnson? Does she present a comparable range of male characters?

5. Clarissa's movements through London, along with the comings and goings of other characters, are given in some geographic detail. Do the patterns of movement and the characters' intersecting routes establish a pattern? If so, how do those physical patterns reflect important internal patterns of thought, memory, feelings, and attitudes? What is the view of London that we come away with?


6. Woolf shifts scenes between past and present, primarily through Clarissa's, Septimus's, and others' memories. Does this device successfully establish the importance of the past as a shaping influence on and an informing component of the present? Which characters promote this idea? Does Woolf seem to believe this holds true for individuals as it does for society as a whole?

7. Clarissa and others have a heightened sense of the "splendid achievement" and continuity of English history, culture, and tradition. How do Clarissa and others respond to that history and culture? What specific elements of English history and culture are viewed as primary?
How does Clarissa's attitude, specifically, compare with Septimus's attitude on these points?


"Her cake is a failure, but she is loved anyway. She is loved, she thinks, in more or less the way the gifts will be appreciated: because they've been given with good intentions, because they exist, because they are part of a world in which one wants what one gets...She will not lose hope. She will not mourn her lost possibilities, her unexplored talents (what if she has no talents, after all?). She will remain devoted to her son..."

Tuesday, October 15, 2019

Due Monday, October 21st - "Mrs. Dalloway" by Virginia Woolf, pages 3-56

Directions:  1) Read Mrs. Dalloway by Virginia Woolf, pages 3-56.
2) Compose a blog response, using the comprehensive questions below as a guide in your exploration.  I look forward to your responses.

"Mrs. Dalloway said she would buy the flowers herself."


Study Questions

1. In Mrs. Dalloway Virginia Woolf combines interior with omniscient descriptions of character and scene. How does the author handle the transition between the interior and the exterior? Which characters' points of view are primary to the novel; which minor characters are given their own points of view? Why, and how does Woolf handle the transitions from one point of view to another? How do the shifting points of view, together with that of the author, combine to create a portrait of Clarissa and her milieu? Does this kind of novelistic portraiture resonate with other artistic movement's of Woolf s time?

2. Clarissa's movements through London, along with the comings and goings of other characters, are given in some geographic detail. Do the patterns of movement and the characters' intersecting routes establish a pattern? If so, how do those physical patterns reflect important internal patterns of thought, memory, feelings, and attitudes? What is the view of London that we come away with?

3. As the day and the novel proceed, the hours and half hours are sounded by a variety of clocks (for instance, Big Ben strikes noon at the novel's exact midpoint). What is the effect of the time being constantly announced on the novel's structure and on our sense of the pace of the characters' lives? What hours in association with which events are explicitly sounded? Why? Is there significance in Big Ben being the chief announcer of time?

4. Clarissa reads lines from Shakespeare's Cymbeline (IV, ii) from an open book in a shop window: "Fear no more the heat o' the sun / Nor the furious winter's rages. / Thou thy worldly task hast done, / Home art gone and ta'en thy wages: / Golden lads and girls all must, / As chimney-sweepers, come to dust." These lines are alluded to many times. What importance do they have for Clarissa, Septimus, and the novel's principal themes? What fears do Clarissa and other characters experience?

"Mrs. Dalloway said she would buy the flowers herself."


Wednesday, October 9, 2019

Due Tuesday, October 15th - "Death of a Moth"

Overview and Directions:  In preparation for our unit on Virginia Woolf, please read the following essays titled, "Death of a Moth," one by Virginia Woolf, the other by Annie Dillard.  Please comment on these works in a comprehensive blog response.  I warn you.  These pieces require work from its audience. Be brave in your analysis.  Take risks. I look forward to your responses.







Monday, October 7, 2019

Due Wednesday, October 9th - Twentieth Century Poetry

Overview and Directions:  I selected a series of poems from the 20th century for you to explore.  Use what you learned from our lessons on sonnets as you read the following poems.  You will notice that themes connect to our discussions of history, race and preparing our discussion of the women's movement with Virginia Woolf,  How does poetic structure (based on sonnet form)  help inform you as you read?  Listen for sound.  Be mindful of your reactions to the poems, then return and see how the poets crafted their work in order to garner these emotions.  In this blog space, share your experiences.  You may write a little about several (or all) poems, or if one really grabbed you, focus on one poem.  I look forward to your responses.

Sharon Olds

"George Gray"
by Edgar Lee Masters 

I have studied many times
The marble which was chiseled for me—
A boat with a furled sail at rest in a harbor.
In truth it pictures not my destination
But my life.
For love was offered me and I shrank from its disillusionment;
Sorrow knocked at my door, but I was afraid;
Ambition called to me, but I dreaded the chances.
Yet all the while I hungered for meaning in my life.
And now I know that we must lift the sail
And catch the winds of destiny
Wherever they drive the boat.
To put meaning in one’s life may end in madness,
But life without meaning is the torture
Of restlessness and vague desire—
It is a boat longing for the sea and yet afraid.


“The B Network”
by Haki Madhubuti 

brothers bop & pop and be-bop in cities locked up
and chained insane by crack and other acts
of desperation computerized in pentagon cellars producing
boppin brothers boastin of being better, best & beautiful.

if the boppin brothers are beautiful where are the sisters
who seek brotherman with a drugless head unbossed or beaten
by the bodacious West?

in a time of big wind being blown by boastful brothers,
will other brothers beat back backwardness to better & best
without braggart bosses beatin butts,
takin names and diggin graves?

beatin badness into bad may be urban but is it beautiful & serious?
or is it betrayal in an era of prepared easy death hangin on
corners trappin young brothers before they know the
difference between big death and big life?

brothers bop & pop and be-bop in cities locked up
and chained insane by crack and other acts
of desperation computerized in pentagon cellars producing
boppin brothers boastin of being better, best, beautiful
and definitely not Black.

the critical best is that
brothers better be the best if they are to avoid backwardness
brothers better be the best if they are to conquer beautiful bigness
Comprehend that bad is only bad if it’s big, Black and better
than boastful braggarts belittling our best and brightest
with bosses seeking inches when miles are better.

brothers need to bop to being Black & bright above board
the black train of beautiful wisdom that is bending this bind
toward a new & knowledgeable beginning that is
bountiful & bountiful & beautiful

While be-boppin to be
better than the test,
brotherman.

better yet write the exam.


"The History Teacher"
by Billy Collins

Trying to protect his students' innocence
he told them the Ice Age was really just
the Chilly Age, a period of a million years
when everyone had to wear sweaters.

And the Stone Age became the Gravel Age,
named after the long driveways of the time.

The Spanish Inquisition was nothing more
than an outbreak of questions such as
"How far is it from here to Madrid?"
"What do you call the matador's hat?"

The War of the Roses took place in a garden,
and the Enola Gay dropped one tiny atom
on Japan.

The children would leave his classroom
for the playground to torment the weak
and the smart,
mussing up their hair and breaking their glasses,

while he gathered up his notes and walked home
past flower beds and white picket fences,
wondering if they would believe that soldiers
in the Boer War told long, rambling stories
designed to make the enemy nod off.


"First Hour"
by Sharon Olds


That hour, I was most myself. I had shrugged
my mother slowly off, I lay there
taking my first breaths, as if
the air of the room was blowing me
like a bubble. All I had to do
was go out along the line of my gaze and back,
feeling gravity, silk, the
pressure of the air a caress, smelling on
myself her creamy blood. The air
was softly touching my skin and mouth,
entering me and drawing forth the little
sighs I did not know as mine.
I was not afraid. I lay in the quiet
and looked, and did the wordless thought,
my mind was getting its oxygen
direct, the rich mix by mouth.
I hated no one. I gazed and gazed,
and everything was interesting, I was
free, not yet in love, I did not
belong to anyone, I had drunk
no milk yet—no one had
my heart. I was not very human. I did not
know there was anyone else. I lay
like a god, for an hour, then they came for me
and took me to my mother.

"The Quest"
by Sharon Olds


The day my girl is lost for an hour,
the day I think she is gone forever and then I find her,
I sit with her a while and then I
go to the corner store for orange juice for her
lips, tongue, palate, throat,
stomach, blood, every gold cell of her body.
I joke around with the guy behind the counter, I
walk out into the winter air and
weep. I know he would never hurt her,
would never take her body in his hands to
crack it or crush it, would keep her safe and
bring her home to me. Yet there are
those who would. I pass the huge
cockeyed buildings, massive as prisons,
charged, loaded, cocked with people,
some who would love to take my girl, to un-
do her, fine strand by fine
strand. These are buildings full of rope,
ironing boards, sash, wire,
iron cords wove in black-and-blue spirals like
umbilici, apartments supplied with
razor blades and lye. This is my
quest, to know where it is, the evil in the
human heart. As I walk home I
look in face after face for it, I
see the dark beauty, the rage, the
grown-up children of the city she walks as a
child, a raw target. I cannot
see a soul who would do it. I clutch the
jar of juice like a cold heart,
remembering the time my parents tied me to a chair and
would not feed me and I looked up
into their beautiful faces, my stomach a
bright mace, my wrists like birds the
shrike has hung up by the throat from barbed wire, I
gazed as deep as I could into their eyes
and all I saw was goodness, I could not get past it.
I rush home with the blood of oranges
pressed to my breast, I cannot get it to her fast enough.


"It’s a Woman’s World"
by Eavan Boland


Our way of life
has hardly changed
since a wheel first
whetted a knife.

Maybe flame
burns more greedily
and wheels are steadier,
but we're the same:

we milestone
our lives
with oversights,
living by the lights
of the loaf left

by the cash register,
the washing powder
paid for and wrapped,
the wash left wet:

like most historic peoples
we are defined
by what we forget

and what we never will be:
star-gazers,
fire-eaters.
It's our alibi
for all time:

as far as history goes
we were never
on the scene of the crime.

When the king's head
gored its basket,
grim harvest,
we were gristing bread

or getting the recipe
for a good soup.
It's still the same:

our windows
moth our children
to the flame
of hearth not history.

And still no page
scores the low music
of our outrage.

Appearances reassure:
that woman there,
craned to
the starry mystery,

is merely getting a breath
of evening air.
While this one here,
her mouth a burning plume -

she's no fire-eater,
just my frosty neighbour
coming home.


“The Red Wheelbarrow”
by William Carlos Williams

so much depends
upon

a red wheel
barrow

glazed with rain
water

beside the white
chickens.


"anyhow"
by eric pellerin


is that my stillborn son in aisle 3
feet falling free
from the cart pushed by
daddy

he wants something he cant grab
just out of reach
can hardly see it now
what was it
anyhow
rounding the corner
gone


"The Two-headed Calf"
by Laura Gilpin

Tomorrow when the farm boys find this
freak of nature, they will wrap his body
in newspaper and carry him to the museum.

But tonight he is alive and in the north
field with his mother. It is a perfect
summer evening: the moon rising over
the orchard, the wind in the grass. And
as he stares into the sky, there are
twice as many stars as usual.

Billy Collins