agenda | 30 june 2009

Agenda

• Attendance Quiz
• Small Group Discussions of "The Conscience of the Court" & "The Man who was Almost a Man"
• Review time for final exam
  

Discussion Questions for "The Conscience of the Court":

• What do you think of Laura Lee's loyalty and dedication to Celestine? Is it deserved? Why or why not? Should Laura Lee taken the chance to leave one of the three times she could? If so, which time and why? If not, why?
• When the court offers Laura Lee a lawyer, she declines. Re-reading the two paragraphs at the bottom of page 683 and continuing on the top of page 684 (start with "There was a pause..."), what do you think Hurston means by these paragraphs? How did she "cover a lot of ground"? Why does the judge flush and think about law school?
• Does Laura Lee telling her own story in her own voice help the story? Or does her rambling slow down the action in the courtroom? Why do you think Hurston chose to include her testimony?
• How do you feel about the verdict in Laura Lee's trial? Is it hopeful? Or does it paint an unrealistic picture of how the legal system treated black defendants?
• What does this story show us about relationships and conflict across races less than 60 years ago?
• What conflicts does Laura Lee face in this story? Which one do you think is the most difficult for her to face?

Discussion Questions for "The Man Who Was Almost a Man"

• What does manhood seem to mean to Dave? How does he define being a man?
• What are the effect of dialogue, limited point of view, dialect, and setting? What about the switches between dialect throughout (especially in the contrast between an external narrator and Dave's perspective)?
  
• Re-read the final section of the story, starting at the break on page 1617. What do you notice in Wright's diction and syntax here? Based on the final few paragraphs, what do you expect in his future?
  
• What conflicts does Dave face in the story? How does he handle the conflicts?
• How does the tradition of gun ownership factor into the story? What about Dave's situation seems to support his desire for a gun? Why do you think Dave wants a gun so much?

Homework due 7/1

• Begin (or continue) studying for final exam
• Blog in response to these questions: what was your favorite story of the semester? why? least favorite? why?

review sheet for final exam

As you're beginning to prepare for the final exam on Thursday, you can find the review sheet we discussed in class here. You'll have time to work independently or in small groups on the review in class on Tuesday, and then we'll review as a whole class on Wednesday.

agenda | 29 june 2009

Agenda

• Attendance Quiz
• Group presentation on "A Worn Path"
• Discussion of "The Jilting of Granny Weatherall"
• Discuss structure for final exam
  

Discussion Questions for "A Worn Path"

• Do a close reading on pg 1549 starting with “All right. The doctor said…”, and after reading, what is your opinion on Phoenix's grandson? Is he dead or alive?
• What effect do Phoenix’s conversations with herself have on the story?
• Do you think she is in a right state of mind? Or is this all in her head?
• What do you think of the interactions between the different characters and Phoenix? Do you think any one of them is significant?
• How do you feel about all the character being flat? How do you think the story would change if the characters were round?
• What types of conflict are in the story, and which one do you think drives the story?
• Are you sympathetic towards Phoenix, or any other characters?
• What's the effect of having an outside narrator?
• Since Phoenix is the only known person of African American decent, do you think race has a part in this story?
• What's the larger message of the story?
  

Discussion Questions for "The Jilting of Granny Weatherall"

• Consider Porter's use of Granny Weatherall as a narrator. What is the effect of the first person narration? Is she a reliable narrator? What do you think we're missing by focusing on her view?
• The verb "to jilt" is defined as "to drop (as a lover) capriciously or unfeelingly." Often, it's used to indicated when someone is left on his/her wedding day. What does "the jilting" of the title refer to within the story? How many jiltings are there?
• Beyond the narration of the present scene on Granny's deathbed, there are a number of flashbacks. What types of things are included in the flashbacks? What do these flashbacks add to the story? What is their use?
• There is a significant religious aspect to the story with the moments of prayer and the inclusion of the priest, Father Connolly. How does Granny Weatherall's Catholic faith impact the story? Why is the priest there?
  

Homework due 6/30

• Read the story you didn't read on Monday, June 15: "The Conscience of the Court" or "The Man Who Was Almost a Man"
• Blog in response to one of the discussion questions
  

literature course in july session

This is a quick plug for a class that one of my close friends is teaching in the July session of summer school. If you need a literature course during that session, I definitely recommend taking her Major American Writers course. Here's a description of it:

Change. The idea of change functioned prominently in the recent presidential election, but Americans have been voting, working, fighting, praying, and writing for change since early colonial settlement. This Major American Writers course will explore how American literature has reacted to and revised a nation, addressing issues of nationality, race, class, gender, sexuality, and religion. We will begin at the end of the 18th century and work forward to the beginning of the 20th century, analyzing the methods and messages inherent in a time period fraught with literary and social change.

The course is English 20503.040, and the instructor is Amanda Irvin (a.irvin@tcu.edu). Please let me know if you have questions, or you can contact her directly.

agenda | 26 june 2009

Agenda

• Attendance Quiz
• Group Presentation on "A Spinster's Tale"
• Discussion of "Desiree's Baby"
  

Discussion Questions for "A Spinster's Tale"

• The story is a flashback to the past for the narrator. Explain why the author may have chosen to present the story in this manner. What is the significance of the title?
• What conflicts appear in the story? Which conflict do you think drives the story? What other conflicts do you see?
• What impact do you think this setting has on the plot of the story? It is set in the south in the early 1900s. Considering the time period, what themes emerge from the story? Would the story be different if it was in a different setting?
• Which character is most sympathetic to you? Explain why.
• Do you think Elizabeth has changed from the beginning to the end? If so, what causes her to develop and mature?
• How do you think her mother's death affect Elizabeth? What else does Elizabeth suffer from and how does it affect her youth and even her future adult life?
• There is a sense that sexual abuse may be to blame for Elizabeth’s slow upbringing. Did you sense this? Could it be true?
• Considering the character development of Elizabeth, do you think there is any significance to the existence of Mr. Speed’s character? What do you notice about his characteristics? What do you think if at all, was Taylor’s purpose in naming his character Mr. Speed? What overall role does he play in the story?
• Do you see a connection between the weather and Mr. Speed in the story? What other symbolism do you see in the story?
• Towards the end of the story, Elizabeth’s fear of Mr. Speed coming to her house becomes a reality. Thinking back in the story, does Taylor use any foreshadowing regarding Mr. Speed’s arrival?
• What do you think is the main theme of this story?

Homework due 6/29

• Read "A Worn Path" and "The Jilting of Granny Weatherall"
• Blog in response to one of the discussion questions
  

agenda | 25 june 2009

Agenda

• Attendance Quiz over "The Lady with the Dog"
• Finish group presentation on "The Girls in their Summer Dresses"
  
• Group presentation on "The Lady with the Dog"
  

Discussion Questions for "The Lady with the Dog"

• What do you think of Dmitry when he is first introduced? Do you see any conflicts arising from his character?
• How does Anna's emotions and view point on the affair change from the beginning of the story to the end? Why do you think this is?
• Although Chekhov uses a third person narration, how does he seem more involved with Dmitry’s character?
• How would you describe Anna’s Character in the story? How would you describe Dmitry’s?
• How has Dmitry changed from the beginning of the story to the end?
• What are the character’s past disappointments? And what are their future hopes?
• Do you think the fact that Dmitry’s return to Moscow was at the start of winter has any significance? Why?
• Why is Dmitry so infuriated when the official says, “the sturgeon was just a leetle off?” (2nd to last paragraph pg. 291)
• The fence surrounding Anna’s house is mentioned a couple of times in the third section of the short story, do you think it holds any symbolism or has any additional meanings?
• There is a lot of conflict in the story as a whole. Would you say that the man vs man conflict is more prevalent or the man vs self conflict?
  
• The ending of this story almost leaves you wanting to know more about what happens in their relationship. If you had to add to the story and come up with an extended version, what would you add?
  
• In the author’s bio, there is information about him being a “people watcher”. Do you think that The Lady with the Dog stems from some of the people he had observed?
  

Homework due 6/26

• Read "A Spinster's Tale" (but not "Blackberry Winter")
• Review "Desiree's Baby" for discussion in class
• Blog in response to one of the discussion questions
  

song about "The Girls in their Summer Dresses"

The group presenting on "The Girls in their Summer Dresses" discovered the fact that there's a song based on the short story from Michael's perspective. You can find a video of the performance here and the lyrics to the song here.

agenda | 24 june 2009

Agenda

• Attendance Quiz
• Group Presentation on "Chrysanthemums"
• Group Presentation on "The Girls in their Summer Dresses"
  

Discussion Questions for "Chrysanthemums"

• Why does the pot fixer man throw away the flower after he leaves, and is his character trustworthy?
• Is Elisa flirting with the strange man, and if so why?
• In certain parts of the world chrysanthemums are a symbol of death and mourning, but usually in our country they are cheerful and positive, relate this to the story.
• Why does Elisa bring up the fights again at the end of the story?
  
• The description of the setting at the beginning foreshadows the stranger’s visit, what else do you notice about it?
• Henry is a quiet character, but still significant. What is he representative of?
• Why is Elisa so enthralled with the flowers, what are they symbolic/representative of?
• How and why does the man use Elisa’s vulnerability to his advantage?
  
• What was the impact of finding the seeds on the road to Elisa?
  
• What is the universal message in The Chrysanthemums?
• At the beginning of the short story Elisa was a portrayed as strong, what can you draw from the end of the story when she was “crying weakly”?
• What are the major conflicts in the story?
  

Discussion Questions for "The Girls in their Summer Dresses"

• How does the author use the setting to help develop the story? (time and place) Would the story be different if the author changed the time period? How so? Give an example of how a change of location would change the story.
• What are your impressions of Frances and how do you feel about her role in the relationship?
• Do you think the conflict causing Michael and Frances' relationship problems is more man v. man, man v. self, or man v. society? Do you see a conflict of man v. nature within the story and if yes, where?
• What other characters help to develop the story, e.g. the Stevenson's, the dancer, the Japanese waiter? How do they help to develop the main characters? How do they help to develop the plot?
• How and where does the author use irony in the story? What types of irony does he use?
• As the characters develop, who do you feel the author sympathizes with most, Michael or Frances? Explain your answer.
• Why do you think Shaw picked the title "The Girls in their Summer Dresses?" Why not another title and what does this say about the women who wear summer dresses, or even the dresses themselves?
• Think of another possible title and how this would affect the story.

Homework due 6/25

• Read "Anna on the Neck" and "The Lady with the Dog"
• Blog in response to one of the discussion questions
  

agenda | 23 june 2009

There will be no class on Tuesday, June 23. The group scheduled to present on "Chrysanthemums" will instead present first on Wednesday. Then, the group scheduled to present on Wednesday will present on "The Girls in their Summer Dresses" second.

Because of the canceled class, no readings are due on Tuesday. For Wednesday, you'll need to read "Chrysanthemums" and "The Girls in their Summer Dresses."

HW due 6/24

• Read "Chrysanthemums" and "The Girls in their Summer Dresses"
• Blog in response to one of the discussion questions

agenda | 22 june 2009

Agenda

• Attendance Quiz
• Presentation from group on "The Birthmark"
• Discussion of "Desiree's Baby"

Discussion Questions for "The Birthmark"

• Hawthorne's short story exhibits both internal and external conflict. Focusing on the conflict Man vs. Nature, expand on Aylmer’s quest to rid Georgiana of her imperfection. What are your feelings on man tampering with Mother Nature?
• In the text Georgiana becomes exceedingly more and more tortured by her birthmark: "Danger? There is but one danger—that this horrible stigma shall be left upon my cheek!” cried Georgiana. ‘Remove it, remove it, whatever the cost, or we shall both go mad” (657). What first appeared a “charm” in her eyes has become a curse. Explain Georgiana’s conflict, and why you think her attitude has changed from the beginning of the story.
• In the opening paragraph Hawthorne describes the character of Aylmer as “a man of science.” Reread this paragraph and explain how Aylmer’s unrivaled passion for science sets the tone for the story (think in terms of Aylmer’s internal conflict with his science vs. his wife).
• Georgiana’s birthmark seems to have a metaphorical function. What do you see as the significance of the “crimson hand”?
• Aminadab is a name that represents an early figure in the Book of Genesis. Why do you think Hawthorne gave this character this name? How is Aminadab portrayed in the story? Why do you think he laughs at the end?
• Some scholars have found a connection between Aylmer’s character, and Mary Shelley’s character of Victor in Frankenstein. If you are familiar with Shelley’s novel, what similarities, if any, do you notice?
  
• The characters of Aylmer and Georgiana are not very complex, despite Hawthorne’s drawn out descriptions of them. Do you think Hawthorne meant to use them as vehicles to communicate his message? What do you think his message was and how can this be applied to the contemporary world we live in?
• Do a close reading of the first two paragraphs on page 651: “The mind is in a sad state..”
  Thinking back on what happened to Georgiana at the end of the story, do you find any irony in the removal of her birthmark? If so, what type of irony and why?
• Within the story are many indicative signs. Are there any clues or hints throughout the story that allow you to foreshadow the ending? If so, what are they?
  

Discussion Questions for "Desiree's Baby"

• Just give a general reaction to the story "Desiree's Baby." Were you surprised by the twists in the story? What did you think of it?
• "Desiree's Baby" is one of Chopin's only stories set before the Civil War, though it was first published in the 1890s. What is the impact of the cultural context of this setting?
• Consider the development of Armand's character throughout. At what points, if any, is he sympathetic? As what points, if any, do you dislike him? At the end, how do you feel about Armand?
• What type of irony appears in the final paragraph? What is the effect of that irony?
  
• Think about this story in comparison to the other piece of Chopin's writing we have read in this course, "The Story of an Hour." What similarities do you see in the themes or topics covered? in the stylistic decisions? in the use of literary elements? What differences?

Homework due 6/24

• Read "Chrysanthemums" and "The Girls in their Summer Dresses"
• Blog in response to one of the discussion questions
  

agenda | 19 june 2009

Agenda

• Attendance Quiz
• Discussion of "Everything that Rises Must Converge" and "The Nature and Aim of Fiction"
  
• Group work time
  

Discussion Questions

• What do you make of the title of this story? What is the “everything that rises”? And what things “must converge”?
• Like Joy/Hulga from “Good Country People,” Julian is college educated but living with his mother. What similarities do you detect between the Joy/Hulga and Julian? Between their mothers? What about differences?
  
• Which characters out of the story are most sympathetic to you? What about the character(s) makes him/her sympathetic?
• Based on O’Connor’s remarks on the profession of writing in “The Nature and Aim of Fiction,” consider Julian’s college education and intention of becoming a writer. Where in O’Connor’s theories does Julian seem to fit?
  
• You have now read two of O’Connor’s short stories. How do you react to the theories about writing (and especially about short fiction) in relation to her fiction? What do you think is the “vision” (last paragraph of the excerpt) she believes is necessary? Do you think she has it? Do you think Julian has it?
  

Homework due 6/19

• Read "Desiree's Baby" (available here) and "The Birthmark"
  
• Blog in response to one of the discussion questions

agenda | 18 june 2009

Agenda

• Attendance Quiz
• Discussion of "Good Country People"
• Group work time
  

Discussion Questions

• In "Good Country People", there are plenty of instances of conflict. Which conflict do you think drives the story the most? Which conflict makes the story the most interesting?
• The names in the story seem to hold some meaning. What do you make of some of the names in the story? Hopewell? Freeman? Joy's name change to Hulga? Manley Pointer?
  
• The phrase "good country people" from the title is repeated a number of times throughout the story. What is the effect of this repetition? How does this phrase become ironic in the story?
• The author (Flannery O'Connor) is known for her religious views, belief in Roman Catholic doctrine, and devout faith. How do you think her personal views on religion impact the story? What do you think O'Connor's purpose might have been in including the many mentions of faith, the Bible, Christianity, etc.?
  

Homework due 6/19

• Read "Everything that Rises Must Converge" (p. 1226) and O'Connor's views on "The Nature and Aim of Fiction" (p. 1658)
  
• Blog in response to one of the discussion questions
• Complete any action items assigned by your group
  

agenda | 17 june 2009

Note: I've changed on the homework for tomorrow that you should blog about your group's choice of story rather than answering discussion questions for "The Several Blessings of Wang Ta-nien." Still, you need to be prepared to discuss the story in class.

Also, remember that we are meeting in the New Media Writing Studio (Rickel 38) tomorrow morning.

Agenda

• Attendance Quiz
• Discussion of "The Several Blessings of Wang Ta-nien"
• Group Work Day
  

Discussion Questions

• What are the "several blessings" of the title?
• What conflicts appear in the story? Which of the conflicts seems to be most central to the story?
• What do you think is the significance of Ta-nien's schedule and the description of it? What about Wen-chin's mocking of it?
  
• The plot of the story seems somewhat straight forward and easily mapped, but there are several moments when the story gets deeper.
  

First, how do you read the flashbacks to the you of Ta-nien, the Sage, and Wen-chin? What seems important about these sections and the details included?


Second, re-read the final three paragraphs of the story on pp. 1174-75 (from "For a long moment..." to the end). What appears important in this passage? What deeper meaning is implied by this section?

What other sections do you think demonstrate more depth than initially meets the eye?


• As with our readings for Tuesday, the setting is important in the story and to its author. What do you think is the significance of the setting in this story?
  
• What do you think is the larger message or meaning of this story? Are there more universal implications that extend beyond the limitations of the story?
  

Homework due 6/18

• Read "Good Country People"
• Blog in response to one of the discussion questions
• Complete any activities required for your group
  

agenda | 16 june 2009

Agenda

• Attendance Quiz
• Discuss "The Conversion of the Jews" and "Angel Levine"
• Group Meeting and Planning Session; Agenda available here
  

Discussion Questions

• Both of these stories deal with faith, doubt, and questioning. How do you feel about the way the adults handled Ozzie's questions in "Conversion"? Was he out of line to ask so many questions? What do you think about Manischevitz and his questions in "Angel"?
  
• Roth has been widely criticized for the negative image he paints of his Jewish characters. Do you think the Jewish characters in "Conversion" are presented negatively? If so, what might be Roth's purpose in this portrayal?
• Malamud's "Angel" has often been connected with the Biblical story of Job. If you're unfamiliar with the story, the Jewish Encyclopedia offers a summary of the book of Job, and Bible Gateway offers the full text. From what you know if the story, what are the connections between the situations of Job and Manischevitz? What do you think Malamud's purpose is in making the link between the two stories?
  
• "Angel" and "Conversion" were originally published shortly after the end of World War II (only 5 years and 14 years, respectively). How do the stories relate to the historical situation? What effect do you think the recent Holocaust has on each story? on its characters? on its themes? How do other cultural situations impact each story (race, class, location, age, etc.)?
  
• Are any characters in the stories sympathetic to you? If so, which characters in the stories are most sympathetic?
• What message do you think each author is trying to convey in his story? How does he convey it? How can we apply his message/theme beyond the situation of the characters in the story?

Homework due 6/17

• Read "The Several Blessings of Wan Ta-nien"
  
• CHANGE: Blog about the story your group has selected for your presentation. Why did you select it? What about it appeals to you?
  

agenda | 15 june 2009

Reminder: You are only required to read one of the two stories for class tomorrow.

Agenda

• Attendance Quiz
  
• Discuss "The Conscience of the Court" and "The Man Who Was Almost a Man" in small groups
  
• Discuss Assignment 2
  
• Meet in groups to set up group roles and discuss story preferences. Agenda for that meeting is available here.
  
• Draw for and select presentation date/story
  

Discussion Questions for "The Conscience of the Court":

• What do you think of Laura Lee's loyalty and dedication to Celestine? Is it deserved? Why or why not? Should Laura Lee taken the chance to leave one of the three times she could? If so, which time and why? If not, why?
• When the court offers Laura Lee a lawyer, she declines. Re-reading the two paragraphs at the bottom of page 683 and continuing on the top of page 684 (start with "There was a pause..."), what do you think Hurston means by these paragraphs? How did she "cover a lot of ground"? Why does the judge flush and think about law school?
• Does Laura Lee telling her own story in her own voice help the story? Or does her rambling slow down the action in the courtroom? Why do you think Hurston chose to include her testimony?
• How do you feel about the verdict in Laura Lee's trial? Is it hopeful? Or does it paint an unrealistic picture of how the legal system treated black defendants?
• What does this story show us about relationships and conflict across races less than 60 years ago?
• What conflicts does Laura Lee face in this story? Which one do you think is the most difficult for her to face?

Discussion Questions for "The Man Who Was Almost a Man"

• What does manhood seem to mean to Dave? How does he define being a man?
• What are the effect of dialogue, limited point of view, dialect, and setting? What about the switches between dialect throughout (especially in the contrast between an external narrator and Dave's perspective)?
  
• Re-read the final section of the story, starting at the break on page 1617. What do you notice in Wright's diction and syntax here? Based on the final few paragraphs, what do you expect in his future?
  
• What conflicts does Dave face in the story? How does he handle the conflicts?
• How does the tradition of gun ownership factor into the story? What about Dave's situation seems to support his desire for a gun? Why do you think Dave wants a gun so much?
  

Homework due 6/16

• Read "The Conversion of the Jews" and "Angel Levine"
• Blog in response to one of the discussion questions
  
• Consider which story your group will choose for your presentation and complete any other action items described by your group
  

groups for assignment 2

Here are the groups for your second major assignment. You'll be meeting in these groups for the first time in class on Monday, so if there are any concerns about the groups, I need to hear from you via email sometime before 8am on Monday. Hope you're having a great weekend!

Group A

• Drew A
• Teresa C
• Tuesdi C
• Shea P
  

Group B

• Michael B
• Tali B
• Christina H
• Adam R
  

Group C

• Shelley B
• Jackie C
• Drea G
• Jessica W
  

Group D

• John B
• Jamie L
• Addie M
• Kristie S
  

Group E

• Rachel J
• Randi L
• Kenzie M
• Walker S
  

Group F

• Sarah K
• Quincy M
• Noah S
• Andrew W
  

agenda | 12 june 2009

Agenda

• Attendance Quiz
• Group Preference Forms
• Discuss "Paul's Case"
• Instructions on writing an Author's Note
  

Discussion Questions (remember that you don't have to answer all of them)

• After you have finished reading, consider the opening two paragraphs of the story (on p. 235) in the same close reading manner we have used in class this week. What words does Cather use to describe Paul, the setting, the situation, etc? What is significant about that word choice?
• After his hearing at the school, Paul's feelings greatly differ from those of his teachers. Contrast Paul's attitude with that of his teachers after the interview is over. How do they feel? How does he feel?
• What do you think it is about Paul's job at Carnegie Hall that completely changes his attitude about life?
• Consider the description of Paul's bedroom (on p. 239) through a close reading. What here is significant about the room? about Paul?
• Why do you think Paul decides to steal the money and flee town? What is the final cause in this situation?
• What is different for Paul in New York City? Why do you think he likes it so much there?
• After what he learned from the newspaper, Paul made a decision about what to do. Why do you think he chose this? Instead of being arrested, what was going to happen to Paul if he were taken back to Pittsburgh? Why did he consider this "worse than jail"?
• Vassar College professor and author Paul Russell has written:
  

  "Paul's Case" [is] a story often taught in American...schools as the tale of a sensitive, artistic young man who flees the constrictions of provincial life in order to experience in New York city all his pent-up aesthetic longings for art, beauty, and the artificial world of the theatre. But closer inspection reveals Paul to be steeped in the coded signs of the homosexual, from his red carnation to his apparent fling with a wild boy from San Francisco. … Cather herself would define as one of the principal qualities of her fiction "the inexplicable presence of the thing not named."

  Where are some of the other signs in the story, besides the ones Russell has written above, that Paul's "case" is that of having a minority sexual orientation, or at least exhibiting gender non-conformity? Think about the words Cather uses to describe Paul's actions, thoughts and personality.

Homework due 6/15

• Submit your Film Adaptation Proposal Essay to me as an attachment via email (april.patrick@tcu.edu)
• Read "The Man Who Was Almost a Man" and "The Conscience of the Court"
• Blog the Author's Note for your Film Adaptation Proposal Essay. Instructions for Author's Notes are HERE.
  

agenda | 11 june 2009

As a reminder from the email I sent out, you can choose one of the two stories to read, either "Intervention" or "Royal Beatings". You might skim over each story to help you decide, but only focus on reading one story for tomorrow. There will be separate attendance quizzes for each story. If you want to read both stories and complete both quizzes, you can earn points to make up for missed quizzes or answers.

Agenda

• Attendance Quizzes
• Discussion of foreshadowing and flashbacks
• Group discussions of "Intervention" and "Royal Beatings" focused on foreshadowing/flashbacks, conflict, close reading
  
• Discuss the grading rubric for your film adaptation proposal
  

Discussion Questions

• So far in our discussion of families, we've focused on the conflict between different generations, between parents and children. These two stories focus on the relationships within the generations (siblings, married parents, etc.). How does this additional focus complicate the stories? How does it impact the plot and the conflict?
• Why did you choose the story you chose? What about it appealed to you as a reader?
• In "Royal Beatings," is Rose a victim? If so, of what is she a victim? And is she the only victim? How might other characters in the story be considered victims?
• In "Intervention," the word enabler is used several times and is a word we hear used in different but powerful ways in our culture. What are the meanings of enabler in the story? Or who/what are enablers? Is it a negative or positive thing in the story?
  

Homework due 6/12

• Read "Paul's Case" only (don't worry about "My Father's Chinese Wives")
• Blog in response to one/more of the discussion questions
  

agenda | 10 june 2009

Agenda

• Attendance Quiz
• Discuss "The Veldt" and recent articles
• Discuss "Rules of the Game" in its film version

Discussion Questions for Bradbury's "The Veldt"

• There are two recent (in the past few years) articles that address Bradbury's "The Veldt" in interesting ways. First, in 2006, the Beaverton School District (in Portland, OR) decided to keep "The Veldt" on school reading lists despite parent complaints. Read that article here. Then, in 2007, Fox News reported the potential for mind reading games that sound similar to those that appear in "The Veldt." Read that article here.
• Though "The Veldt" was originally published in 1951, we can see controversy and applications today. Why do you think that is? What about the story makes it controversial?
  
• Like "The Minority Report," this story was written in the mid-twentieth century and speculates about technology in the future. How are the stories similar/different in the way they approach future technology?
  
• Consider the conflicts in "The Veldt." What kinds of conflict are included? How do the conflicts connect with one another?
  
• What do you think is the larger message being presented by this story? How does Bradbury get that message across?

Discussion Questions for "Rules of the Game"

• Background: This story is from Tan's 1989 book The Joy Luck Club, which is known for its discussion of both Chinese Americans and mother-daughter relationships. It's set in San Francisco in the 1980s and is mostly told through flashback. The book includes sixteen separate tales, all narrated by either a Chinese-born mother or her American-born daughter. ‘‘Rules of the Game,’’ narrated by one of the daughters, Waverly Jong, details Waverly’s rise and fall as an American chess champion when she is a child.
• Mark places in the story where Waverly or her mother shows 'invisible strength.' How does this demonstrate 'invisible strength'? Based on your reading, what is 'invisible strength'?
• As the title indicates, the story places importance on certain rules. In addition to the rules of chess, what other rules are at play in the story?
  
• How do conflicts of both culture and generation appear in the story? Which characters do you find more sympathetic in the story's conflicts?
  

Homework due 6/11

• Read "Intervention" and "Royal Beatings"
• Blog your response to one or more of the discussion questions
  

agenda | 9 june 2009

Agenda

• Attendance Quiz (over all three stories, so if you answer all three correctly, you can end up with bonus points to cover a missed question on another attendance quiz)
• Group Discussions over conflict and film adaptations of "Gorilla, My Love," "Everyday Use," and "Girl"
• Whole Class Discussion of generational conflict in stories
  

Discussion Questions

• As examples of generational conflict, how do these three stories present the different generations? the struggles within a family? Do the points and messages of each story seem like ones that could apply to many families? Or do they seem too specific to apply to other experiences?
  
• In each story, who do you side with? the older generation? the younger generation? a specific character? Why do you take the side of that person or group?
  

Homework due 6/10

• Read “The Veldt” and “Rules of the Game”
• Blog your plans for covering title, character, setting, plot/conflict, irony, symbolism in film adaptation proposal
  

sample film adaptation proposal essay

If you're interested in seeing an example paper produced for a similar assignment in a previous semester, please click here for a PDF version of a student's proposed adaptation of Jill McCorkle's "Intervention." Remember, though, that her version is just one way of interpreting the assignment. Please let me know if you have questions or ideas for completing the assignment in a different way.

agenda | 8 june 2009

Agenda

• Attendance Quiz
• Finish watching The Minority Report
• Discuss story and film

Blog Prompt

• Share your choice of short story for the Film Adaptation Proposal essay from weeks 1, 2, and 3
• Briefly explain your rationale for selecting that story

Discussion Questions

• What similarities and differences do you notice between the story and the film versions of "The Minority Report"?
• What is the effect of those differences for readers/viewers?

Homework due 6/9

• Read "Gorilla, My Love," "Everyday Use," and "Girl"
• Blog in response to one of the discussion questions

agenda | 5 june 2009

Agenda:

• Attendance Quiz (will only cover pp. 119-42)
• Snacks
• Watch first 90 minutes of Minority Report
• Ask any questions about the Film Adaptation Proposal Paper
  

Discussion Questions:

• As you read, think how a film version of this short story would work.
  
• If you've seen the movie The Minority Report, then think about how the scenes you're reading appear in that version. Which is more interesting or engaging? What changes would you make if you were directing the film?
  
• If you haven't seen it, try to imagine how the story would look as a film. How would it need to be embellished to make a feature-length film?
• Thinking about the six elements from the Film Adaptation assignment (title, character, setting, plot/conflict, irony, symbolism), how do you think you might represent some of those things in a film version?
  

Homework due 6/8:

• Finish reading "Minority Report" (pp. 143-51)
• Blog about your choice of story for the Film Adaptation Proposal Paper from the stories on the calendar for weeks 1, 2, and 3
  

agenda | 4 june 2009

Agenda

• Attendance Quiz
• Share revisions of "A Rose for Emily"
• Discuss symbolism and irony
• Discuss "The Story of an Hour" and "The Yellow Wallpaper"
  

Discussion Questions for "The Story of an Hour"

• What do you think is the larger meaning or message of this story?
• What are some of the symbols you notice in "The Story of an Hour"? What do these things represent?
• In both of the stories for today, the female characters end up isolated in a room. How do these two rooms and situations differ? What does the room represent for each woman?
• How does the grief of Mrs. Mallard compare with that of Shaila Bhave in "The Management of Grief"? How does the point of view impact our observation and understanding of the grieving process? How do the settings of the two stories impact their handling of the information?
  

Discussion Questions for "The Yellow Wallpaper"

• Background: Here's what Charlotte Perkins Gilman said about the story. From "Why I Wrote 'The Yellow Wallpaper,'" originally printed in the October 1913 issue of The Forerunner:
  
  Many and many a reader has asked that. When the story first came out, in the New England Magazine about 1891, a Boston physician made protest in The Transcript. Such a story ought not to be written, he said; it was enough to drive anyone mad to read it.

  Another physician, in Kansas I think, wrote to say that it was the best description of incipient insanity he had ever seen, and--begging my pardon--had I been there?

  Now the story of the story is this: For many years I suffered from a severe and continuous nervous breakdown tending to melancholia--and beyond. During about the third year of this trouble I went, in devout faith and some faint stir of hope, to a noted specialist in nervous diseases, the best known in the country. This wise man put me to bed and applied the rest cure, to which a still-good physique responded so promptly that he concluded there was nothing much the matter with me, and sent me home with solemn advice to "live as domestic a life as far as possible," to "have but two hours' intellectual life a day," and "never to touch pen, brush, or pencil again" as long as I lived. This was in 1887.

  I went home and obeyed those directions for some three months, and came so near the borderline of utter mental ruin that I could see over.

  Then, using the remnants of intelligence that remained, and helped by a wise friend, I cast the noted specialist's advice to the winds and went to work again--work, the normal life of every human being; work, in which is joy and growth and service, without which one is a pauper and a parasite--ultimately recovering some measure of power.

  Being naturally moved to rejoicing by this narrow escape, I wrote The Yellow Wallpaper, with its embellishments and additions, to carry out the ideal (I never had hallucinations or objections to my mural decorations) and sent a copy to the physician who so nearly drove me mad. He never acknowledged it.

  The little book is valued by alienists and as a good specimen of one kind of literature. It has, to my knowledge, saved one woman from a similar fate--so terrifying her family that they let her out into normal activity and she recovered.

  But the best result is this. Many years later I was told that the great specialist had admitted to friends of his that he had altered his treatment of neurasthenia since reading The Yellow Wallpaper.

  It was not intended to drive people crazy, but to save people from being driven crazy, and it worked.

• What do you think of Gillman's motives for writing the story? Do you agree that fiction has the power that Gillman suggests?
• What are some of the symbols you notice in "The Yellow Wallpaper"? What do these things represent?
• What is the larger meaning of this story? How do the symbols in the story contribute to this larger meaning?
  

Homework

• Read pp. 119-42 of "The Minority Report." Download the PDF here.
  
• Blog in response to discussion questions
  
  

agenda | 3 june 2009

Agenda

• Attendance Quiz
• Definition and discussion of literary terms (setting, plot, conflict)
• Whole Class Discussion of setting, plot, and conflict in "Hills Like White Elephants" and "A Rose for Emily"
• Group activity on setting of "A Rose for Emily"
  

Discussion Questions for "Hills Like White Elephants"

• Looking back on the story, list the evidence that tells what kind of operation Jig is confronting. How risky is it physically and emotionally?
• Are you surprised that this story was written by a man? Why or why not? How might it be different if written by a woman?
• Hemingway once suggested that his purpose in such a story is to tell the reader as little as possible directly yet to reveal characters' motives and their conflict. How does this principle operate in this story? Where would you like to have more information (besides "he said" and "she said")?
• What is the importance of the setting to the plot of the story?
  

Discussion Questions for "A Rose for Emily"

• Background: "A Rose for Emily"--along with some of Faulkner's other short stories and novels--is set in Jefferson, the fictional Mississippi town that is the county seat of Yoknapatawpha County (pronounced "Yok'na pa TAW pha"). See map to the right for the fictional locations that appear in Faulkner's works. "A Rose for Emily" appears in small text just below The Unvanquished.
  
• How does the physical setting (time and place) impact the story "A Rose for Emily"?
  
• While time and location are important, consider also the way cultural environment is linked to setting. Think about how the story might be different if set in a different time, place/region, and culture.

Homework due 6/4

• Read "The Story of an Hour" and "The Yellow Wallpaper" (focus on places you think you're seeing irony or symbolism)
  
• Blog a response to one of the provided discussion questions

location for tues/thurs office hours

Instead of holding office hours in my office until the window replacement begins, I will hold my Tuesday/Thursday office hours (9:00-9:40) in our classroom (WSH 148) starting today. If you need to meet with me about anything, just come to the classroom early.

agenda | 2 june 2009

Agenda:

• Attendance Quiz
• Defining Literary Terms: Character and Point of View
• Discuss character and point of view in "The Management of Grief" and "The Lottery" in groups and as a whole class
  

Discussion Questions:

• Who are the main characters in each story? Which ones are round (more complex)? And which are flat (more simple)?
  
• What character traits are clear in the different figures in each story? How does each function within the story?
  
• What strategies does each author use for characterization in each story? Does she mostly tell us about the characters? Or do we learn about them through the events in the story?
• In what ways can we identify with the characters in each story? How does the point of view impact the way we relate to the characters?
  
• What is the point of view for each story? How would each story change if it were told from a different point of view?
• How does our reading of these stories in 2009 differ from when the stories were first published? ("The Lottery" in 1948 and "The Management of Grief" in 1988)
  

Homework due 6/3:

• Read "A Rose for Emily" and "Hills Like White Elephants" (focus on setting and plot/conflict)
  
• Blog about one or more of the discussion questions