Tuesday, November 29, 2016

UNTIL GWEN--Dennis Lehane

Agenda:

 https://www.youtube.com/watch?v=40MuUx60ykE

Click on this link and read (saving paper):

 

adlibris.com/se/images/UntilGwen.pdf

What does this picture say about the story?
http://www.conceptart.org/forums/showthread.php?t=76576

An interview with Dennis Lehane

theatlantic.com/magazine/archive/2004/05/hookers-guns-and-money/3125/


Until Gwen Response
What about "Until Gwen" sticks out the most to you? You could focus on a scene, an image, a character, the style, the point of view, a theme--anything really. Write a perfect paragraph of 5-7 sentences in response.


Also:


"Until Gwen"
Use the title "Until Gwen" in a sentence about the main character of this story: "Until Gwen, he ______. During Gwen, he ______. After Gwen, he ______." Do the same with the main character's father: "Until Gwen, his father ______. During Gwen, his father ______. After Gwen, his father ______." Describe the lasting impact Gwen had on these two men. Are there similarities?

At the story's end, the main character has all the means to completely re-invent himself. Financially he is secure. On paper he has no past. He is able to completely start somewhere new where no one knows him. If you could write an epilogue to this story, one year later, where would he be?

https://prezi.com/r1sge_1scfof/until-gwen/


https://prezi.com/crdywghclmvp/until-gwen/

http://emilysimplicity.blogspot.com/2011/12/until-gwen-by-dennis-lehane.html
Post your comments!

Continue reading A Prayer for the Dying.


Current Contests: Scholastic

Sokol--a poem and/or story
Gannon--1-3 poems

Tuesday, November 22, 2016

Writing in the Second Person

What is the Second Person

An example
from
www.writing.com/main/view_item/item_id/1200131-That-Second-Person


Let us talk about writing, just me and you. Pull up a chair and make yourself comfortable. Pour a cup of joe, or whatever your favorite poison is. Settle in and we'll get down to the nitty gritty. I can go on for hours about this writing business, but I won't take up too much of your time today. Writing is one my favorite subjects. I'm thinking it might be yours too. Why do I think it might be yours? Well, you're here aren't you? That's a pretty good indication. I could be wrong though, and I'm more than willing to admit that. But let's talk a bit if you don't mind.

See this paragraph above? That's one way to use the second person properly, when directly addressing someone. I'm addressing you, the reader and possible writer, directly. The paragraph is written with a specific audience in mind, not a general one. I blame my first college professor for my pet peeve about the misuse of the second person. He pounded it into my freshmen skull many years ago that "you" had no place in any essay except for extraordinary circumstances. When I had him again for nearly every other English class, that lesson was simply emphasized in other writings. Other professors touched on it in literature, but he really sent it home.

I mostly blame advertisement for the misuse of the second person in new writing. I don't know how many times I have driven my family to distraction because I've absentmindedly disagreed with an advertisement. Listen to those things sometime - advertisements. Most of them are trying to target a specific market, but the way the commercials are written is so broad. The net thrown tries to catch as many people as possible. The public at large is included in the message. "You" is inclusive. The message is worded so everyone hearing it is led to believe they need that product or service by the simple use of that one little word. It's no wonder beginning writers use it in their writing; they're exposed to it constantly.

Another reason some beginning writers use the second person incorrectly is because they are "telling the tale." Most people learn to talk before they learn to write, and more people are better at telling stories than writing them. When beginning writers start to write the stories in their heads, often things become lost in the translation. Oral telling is different than the written word, and some writers don't make the distinction between what's said and what's written. When storytellers have an audience in front of them, they can say "It's so black that you can't see your hand in front of your face..." or "...the wind's so cold it'll cut right through ya." Storytellers talk directly to their audience. Even if the audience doesn't "feel" the cold, the use of the second person can bring them deeper into the story.

It can be done; Half Asleep in Frog Pajamas by Tim Robbins is a fictional novel written in second person, and there are several short stories which use the second person well, but they are rare. Also, the "choose your own adventure" genre of fiction has often been written in second person. Now that the Internet is so well established, interactive stories and many role playing forums are perfect homes for fictional stories that incorporate the second person.

In non-fiction writing, the use of the second person is commonplace. As in this opening sentence from Take Control of Your Sales by Sonya Carmichael Jones, "Regardless of your writing genre, marketing is the primary means by which your book sales are generated." This article addresses a specific audience, the book writer who wants to sell books. By inserting "you" into the article, the author attempts to draw the writer in and make the article personal. Such casual writing is routine nowadays. However, the above sentence could just have easily been written, "Regardless of genre, marketing is the primary means by which book sales are generated." Both are correct, it's simply a matter of preference.

If used properly, use of the second person can draw the reader into a piece like no other word. Such as this statement: "If you're one of the millions of people in the United States who has ever..." It is written directly to a specific audience. It attempts to hook that audience immediately. Hopefully, anyone who falls into the category of the article will read the rest of article with interest. Those who do not fall under the umbrella of whatever the article covers will most likely not read it. However, since they are not the intended audience, the use of the second person has fulfilled a purpose as well.

Using the second person is the easy way, but it can alienate half the readers in the blink of an eye. Consider an article written about some extreme sport where the author has written "... and you feel the rush of wind screaming through your hair. This is why you dig freefall, the rush..." Well, there went all of his sensitive bald readers and anyone who's never felt freefall, or those who don't "dig" it.

Using the second person can be a very powerful tool in an author's toolkit. But if it's used incorrectly it can gum up the works good and proper. Generally, try not to use the second person in an essay or a fictional story that is not aimed at a specific audience. There are always exceptions of course. What would this wonderful language be without exceptions? In my opinion, there are ways to get around using the second person - notice how I have not used it since the first paragraph except in quotations? A writer simply has to be creative. It's more fun that way. Is there a better way to enhance writing skills than finding more creative ways to say things? I can't think of one.

Well, I enjoyed this time with you. I hope you did too. Thanks for coming by and listening to me voice my opinion. It was a blast. I've got to get on to other things, but I hope you'll stop by again soon.

Take care.
from
www.writing.com/main/view_item/item_id/1200131-That-Second-Person

Friday, November 18, 2016

Essay/Test Thomas and Beulah/Master Class TUESDAY!

DUE TUESDAY, NOV 22:
Select one of the following topics.  Write a 500 word essay citing from text using MLA citation style.

  • The use of color is prominent in Thomas and Beulah. Choose one color -- yellow, blue, white, black, or silver, most obviously -- and trace its progression in a series of poems. How does the significance and use of the color shift and evolve? Or, alternately, how does it help to ground our understanding of Thomas, or Beulah, or their shared relationship?
  • Work and chores [labor] figure prominently throughout the poems in both sections; explore the role of labor in one or more poems from each section and how that defines Thomas and Beulah's lives, both apart from each other but also together.
  • Explore the themes of aging, illness, and/or death in one or more of any of the following poems: "The Stroke," "The Satisfaction Coal Company," "Thomas at the Wheel," "Recovery," "Nightmare," "Wingfoot Lake," "Company," "The Oriental Ballerina."
  • Look at the first poem in each of the two sections -- "The Event" in "I. Mandolin" and "Taking in Wash" in "II. Canary in Bloom" -- and explore the ways in which they inform our understanding of some or all the poems that follow.
  • Look at the last poem in each section -- "Thomas at the Wheel" in "I. Mandolin" and "The Oriental Ballerina" in "II. Taking in Wash" -- and consider the ways in which that poem operates as a crucial capstone for the poems that precede it in that section. [capstone= the final stroke, crowning achievement, culmination, acme, high point]
  • Explore the importance of music in Thomas's life in one or more of the poems in the first section of the book, "I. Mandolin."
  • In what ways do Thomas and Beulah's notions of their gendered identities limit them? [Or perhaps, free them?]
  • Consider Dove's treatment of racism in the collection as a whole. How does racism impact upon Thomas and Beulah's lives, and how does this shift over time?
  • Look at two poems that are in different sections but that come into direct contact with one another ["Courtship" and "Courtship, Diligence" is one example]. How do the two poems build upon and/or contradict each other? When read together, side by side, how do they change our understanding of each figure [Thomas and Beulah]?
  • Despire their more obvious differences, what connections do we see in the ways that Thomas and Beulah view their roles as parents, and why are these difference significant, in your opinion?
  • Consider the poems in the second section that look at Beulah's life in the 6 years between Thomas's death and her own. How would you characterize Beulah in this period? 

Wednesday, November 16, 2016

Responding to Poetry

Responding to poetry
1. A Framework for Responding to Poetry
Introduction:

  • Briefly introduce the title of the poem and name of the poet.
  • Try to classify the type of poem it is e.g. sonnet, ballad, haiku, acrostic, shape, lyric, ode, limerick, elegy, dramatic monologue etc. 
  • Briefly explain the subject of the poem.
Point One: Explore the Themes of the Poem

  • Try to group the ideas in the poem is there a story that the poem tells?
  • What do you think the poem is about?
Point Two: Imagery used to express themes

  • What are the pictures in the poem?
  • Are metaphors/similes used to explain ideas?
  • Are the five senses used to evoke certain reactions in the reader?
Point Three: Form and Structure

  • How is the poem organised e.g. lines, verses, layout and shape.
  • Why has the poet decided to structure the ideas in this way e.g. the sequence of ideas, length of lines, patterns etc.
Point Four: Rhyme and Rhythm

  • How does the poem rhyme? E.g. abab or aabb etc.
  • What is the rhythm of the poem when read aloud?
  • Why has the poet chosen this rhyme and rhythm to express these ideas?
Point Five: Language Patterns

  • Think about the sound of the poem and choice of words
  • The poet uses specific words because they have a certain association in the reader's mind.
  • Look out for alliteration, onomatopoeia, assonance, personification, symbolism. How has the poet grouped words to achieve a desired effect?
Conclusion: Poet's message

  • What is the poet trying to communicate to the reader?
  • How effective are the devices/language that he uses?
  • What is your response to the poem?


                    
                                   2 . 
Writing About Poetry

What is the poem about? Summarise what the poem is about in two or three sentences.
Write about the verse form of the poem. If the poem is rhymed verse, what is the rhyme scheme? Why do you think the poet chose this verse form?
Choose three or four interesting descriptive words or phrases in the poem. Say what they mean and why you found them interesting.
Choose a comparison (for example, simile, metaphor or personification) from the poem. Explain why you liked it.
Write about the tone and mood of the poem. Is it funny, sad, happy, angry, bitter, peaceful, serious? Use quotes to prove your point.
What did the poem make you think of, or feel? Try and give reasons for your opinion and quote from the poem to show what you mean.
Did you like the poem? Give reasons for your answer.
                              
 
                        
                             3. How to analyse a poem
.
1. Brief summary of poem - What is the story?
2. Diction - language/words/vocabulary poet uses
3. Theme -  the ideas the poetry expresses/what seems to be important to the poet.
4. Imagery - language used to convey sense impressions
        (create the experience in our imagination)
5. Figurative language - has the poet used any  similes, metaphors or personification and why?
6. Rhyme -   Is there a rhyme scheme and does it help with structure?
7. Tone   -    What tone of voice is used?

IMAGERY -

This term covers all the various types of image in a piece of writing. An image is a mental picture created by the words that a writer chooses for effect. Images create “a picture in the mind.” Images are usually either metaphors or similes. In Ogun the carpenter’s knuckles are described as “silver knobs of nails”. This suggests the work-worn hands of the carpenter and the polished highlights of his skin.

TONE -

This tells us the attitude of the poet to the subject. Tone may change. Not necessarily the same all the way through the poem.
e.g.     What is the tone?
 I have had playmates, I have had companions
 In my childhood days, in my joyful school days.
 All, all are gone, the old familiar faces.
       (Charles Lamb)
 A thousand years you said
 As our hearts melted.
 I look at the hand you held
 And the ache is hard to bear.
From T. Wells

Monday, November 14, 2016

Essay about Thomas and Beulah

AGENDA:

Continue to complete your poetry cycles.

If you have completed your cycle, begin work on your academic essay about Thomas and Beulah.

Select a topic from the previous post of topics.  Your essay should be 500 words.

Check out these websites for advice:

https://owl.english.purdue.edu/owl/resource/615/01/

http://www.hamilton.edu/academics/centers/writing/writing-resources/poetry

http://writingcenter.unc.edu/handouts/poetry-explications/

Great interview with insights:

http://artfuldodge.sites.wooster.edu/content/rita-dove

Wednesday, November 9, 2016

Poetry Cycles DUE FRIDAY

Agenda:

Please continue to work on poems for your poetry cycles.  They are due Friday.

Try to vary the structure of your poems.

Try different stanza lengths--couplets, tercets, quatrains. Perhaps a sonnet (14 lines consisting of 3 quatrains and a couplet)?  A poem in two voices?  A poem in parts?

Check out the following link for ideas:
https://www.poets.org/poetsorg/collection/poetic-forms

Show off your poetry skills.


Monday, November 7, 2016

Thomas and Beulah poetry cycle/Leitmotif

Work on poetry cycles.


leit·mo·tif
[ˈlītmōˌtēf]

NOUN

  1. a recurrent theme throughout a musical or literary composition, associated with a particular person, idea, or situation.

Thursday, November 3, 2016

Beulah's poems

AGENDA:

Continue showing video of Beulah poems.

WRITING: Work on poetry cycles.
Gannon University poetry contest (see link).

Gannon University Poetry contest link

http://www.gannon.edu/Academic-Offerings/Humanities-Education-and-Social-Sciences/Undergraduate/English/Poetry-Contest/


ESSAY--next week
Select a topic from the discussion topics in the previous post.  In your be sure to include text citations in MLA format citing the name of the poem and the line or lines:

for poetry  
e.g.  ("Jiving"  ll. 3-6)

Also when citing lines of poetry, place / between lines and use ellipses if you quote half a line or start in the middle of a line:

"tight curls gleaming/and river-bright/had retreated, somehow/into another's life..." ("Jiving"  ll. 3-6)


COFFEEHOUSE--next Tuesday night at 7 pm.




Tuesday, November 1, 2016

Thomas and Beulah

Thomas and Beulah Discussion Topics

AGENDA:

Morning Reflection

Read poems aloud and discuss
https://www.youtube.com/watch?v=7duHFUjieME 

http://artfuldodge.sites.wooster.edu/content/rita-dove 

https://muse.jhu.edu/journals/cal/summary/v031/31.3.righelato.html 

http://blackbirdlibrary.pbworks.com/w/file/fetch/64614731/Rita%20Dove%20On%20the%20Bus%20Gale%20Virtual%20Reference%20Library.pdf

http://www.cliffsnotes.com/literature/a/american-poets-of-the-20th-century/the-poets/rita-dove-1952

http://www.cliffsnotes.com/literature/a/american-poets-of-the-20th-century/how-to-analyze-poetry 
  • The use of color is prominent in Thomas and Beulah. Choose one color -- yellow, blue, white, black, or silver, most obviously -- and trace its progression in a series of poems. How does the significance and use of the color shift and evolve? Or, alternately, how does it help to ground our understanding of Thomas, or Beulah, or their shared relationship?
  • Work and chores [labor] figure prominently throughout the poems in both sections; explore the role of labor in one or more poems from each section and how that defines Thomas and Beulah's lives, both apart from each other but also together.
  • Explore the themes of aging, illness, and/or death in one or more of any of the following poems: "The Stroke," "The Satisfaction Coal Company," "Thomas at the Wheel," "Recovery," "Nightmare," "Wingfoot Lake," "Company," "The Oriental Ballerina."
  • Look at the first poem in each of the two sections -- "The Event" in "I. Mandolin" and "Taking in Wash" in "II. Canary in Bloom" -- and explore the ways in which they inform our understanding of some or all the poems that follow.
  • Look at the last poem in each section -- "Thomas at the Wheel" in "I. Mandolin" and "The Oriental Ballerina" in "II. Taking in Wash" -- and consider the ways in which that poem operates as a crucial capstone for the poems that precede it in that section. [capstone= the final stroke, crowning achievement, culmination, acme, high point]
  • Explore the importance of music in Thomas's life in one or more of the poems in the first section of the book, "I. Mandolin."
  • In what ways do Thomas and Beulah's notions of their gendered identities limit them? [Or perhaps, free them?]
  • Consider Dove's treatment of racism in the collection as a whole. How does racism impact upon Thomas and Beulah's lives, and how does this shift over time?
  • Look at two poems that are in different sections but that come into direct contact with one another ["Courtship" and "Courtship, Diligence" is one example]. How do the two poems build upon and/or contradict each other? When read together, side by side, how do they change our understanding of each figure [Thomas and Beulah]?
  • Despire their more obvious differences, what connections do we see in the ways that Thomas and Beulah view their roles as parents, and why are these difference significant, in your opinion?
  • Consider the poems in the second section that look at Beulah's life in the 6 years between Thomas's death and her own. How would you characterize Beulah in this period?