Wednesday, December 21, 2011

A Gift of Three Poems (& far below a brief reminder of the Independent Reading & Research work)

In term two we have studied many works of art that make use of the story of Daedalus and Icarus. We've also talked about the ways other works of art make use of other old stories--not just by retelling them but by imaginatively re-envisioning them to serve new purposes. Some of you will be exploring retellings and reimaginings in your independent reading and research projects.

Below are three very different poems from the second half of the twentieth century, each of which make an imaginative re-use of the Christian Nativity narrative.

 
December 21st                                                              Jean Valentine

How will I think of you
“God-with-us”
a name: a word

and trees paths stars this earth
how will I think of them

and the dead I love       and all absent friends
here-with-me

and table: hand: white coffee mug:
a northern still life:

and you
without a body

quietness

and the infant’s red-brown mouth           a star
at the star of the girl’s nipple…

1974

Note about December 21st : The words in quotations, “God-with-us,” are a literal translation of “Emmanuel” and the next phrase “a name: a word” recalls Jesus Christ. The “girl” offering her nipple to the infant evokes Mary.

***


from Midwinter Day                                           Bernadette Mayer

Like the curtain like the moon’s oval pebbles
Under the exciting microscope
Of the Western world
                                       I speak out loud against it
Other lights in the town might be broken
By accident or widespread vandalism
But they’re too high and look like Christ
On the cross with the hands of an eye’s fluorescent fish
Like a talent unspotlit and queer
                                                          To be me is to be
Queer sleep after death, its modesty deriving
What from the eyes of the immodest living
Is offered at the cost of a ruinous leaving
Well, I have to close them
                                              This paid incandescent light
Is like the vigil of a virgin
Last to tell before my eyes I’ll end.

From dreams I made sentences, then what I’ve seen today,
Then past the past of afternoons of stories like memory
To seeing as a plain introduction to modes of love and reason,
Then to end I guess with love, a method to this winter season
Now I’ve said this love it’s all I can remember
Of Midwinter Day the twenty-second of December

Welcome sun, at last with thy softer light
That takes the bite from winter weather
And weaves the random cloth of life together
And drives away the long black night!

1982


Note: Midwinter Day is an extraordinary book-length poem written on a single day, the Winter Solstice, December 22, 1978 (published in 1982). The passage above is excerpted from the very end of the poem.
***

Christ Climbed Down                                             Lawrence Ferlinghetti

Christ climbed down
from His bare Tree
this year
and ran away to where
there were no rootless Christmas trees
hung with candycanes and breakable stars

Christ climbed down
from His bare Tree
this year
and ran away to where
there were no gilded Christmas trees
and no tinsel Christmas trees
and no tinfoil Christmas trees
and no pink plastic Christmas trees
and no gold Christmas trees
and no black Christmas trees
and no powderblue Christmas trees
hung with electric candles
and encircled by tin electric trains
and clever cornball relatives

Christ climbed down
from His bare Tree
this year
and ran away to where
no intrepid Bible salesmen
covered the territory
in two-tone cadillacs
and where no Sears Roebuck creches
complete with plastic babe in manger
arrived by parcel post
the babe by special delivery
and where no televised Wise Men
praised the Lord Calvert Whiskey

Christ climbed down
from His bare Tree
this year
and ran away to where
no fat handshaking stranger
in a red flannel suit
and a fake white beard
went around passing himself off
as some sort of North Pole saint
crossing the desert to Bethlehem
Pennsylvania
in a Volkswagon sled
drawn by rollicking Adirondack reindeer
with German names
and bearing sacks of Humble Gifts
for everybody's imagined Christ child

Christ climbed down
from His bare Tree
this year
and ran away to where
no Bing Crosby carollers
groaned of a tight Christmas
and where no Radio City angels
iceskated wingless
thru a winter wonderland
into a jinglebell heaven
daily at 8:30
with Midnight Mass matinees

Christ climbed down
from His bare Tree
this year
and softly stole away into
some anonymous Mary's womb again
where in the darkest night
of everybody's anonymous soul
He awaits again
an unimaginable
and impossibly
Immaculate Reconception
the very craziest
of Second Comings


1958
***
Independent Reading and Research: Term 2

1. Some of you still need to fine tune your proposals. Make sure you've clearly stated the title and author of the main text (novel; play(s); collection of stories, poems, essays) you are reading, the title and author of the text you are reading to gain background, context, and/or a critical perspective on the main reading, and the approach you are taking. (The options are outlined in the previous post.)

2. Quotation Responses: You will complete ten quotation responses on the main text and two on the supplemental text. Consult the models on the blog and the feedback on your summer work in order to improve your work.

3. Blog posts: You will also write two blog posts. In one you will discuss the main text and in another the supplemental text. It should be absolutely clear what texts you are referring to. This post should intelligently and insightfully (but not necessarily formally) discuss the texts and the ideas you have about the texts. Be bold. Be specific. Be thoughtful and convincing.

This work will be due January 13.


Wednesday, December 14, 2011

Independent Reading Project

Independent Reading Project


By the end of the day on Monday (12/19) post a comment below telling us (1) what option you have picked (the options are explained below), (2) what you plan to read to get some background on your option (if it's a website post the URL; make sure it's a scholarly source), and (3) what novel, play, or other lengthy work (for example, a collection of stories or poems) of literary merit you plan to read and respond to before the end of term two.

It's become obvious to me that I need to make it more explicit that some preliminary research on your part is necessary. Wikipedia is a useful tool for preliminary research (though you should not rely on Wikipedia research in scholarly writing).

Option 1: Bildungsroman. You might continue your study of the Bildungsroman genre (1) by consulting several sources -- starting with this one -- to learn more about Bildungsromans and (2) by reading a couple bildungsromans in addition to the one's you've already studied.

Option 2: Ur*-Narratives (Sacred Texts, Myths, Fairy Tales). You might continue your study of how writers, poets, and other artists use older, archetypal stories -- Bible stories, Greek myths, German fairy tales, etc. -- to create new stories, films, poems, paintings, etc. (We've already studied how Joyce, several painters, and several poets have made use of the Daedalus-Icarus myth.) You will (1) investigate an ur-narrative (a myth, a fairy tale, etc.) and (2) explore how several writers (and perhaps filmmakers, poets, and visual artists) have made use of the original story. (You might modify the assignment to look at how a couple different myths/tales are used.)
*"Ur" is Germanic in origin. In English it is sometimes used as a prefix meaning "original" or "prototypical".

Here are a few books that are based on myths, sacred texts, or folk tales:
* Here's a link to a list of books based on Greek mythology.
* William Butler Yeats wrote several plays based on Celtic mythology and tales.
* Anne Sexton wrote Transformations, a book of narrative poems based on German fairy tales.
* John Steinbeck's Grapes of Wrath and East of Eden include many Biblical allusions. Grapes of Wrath allusions include The Book of Job, the story of Noah and the flood in Genesis, and the story of the Hebrews and the Promised Land (Numbers, etc.) East of Eden is built around the Cain and Abel story in Genesis.

Option 3: Author Study. You might continue your investigation of one of the authors we have studied so far this year: Calvino, Ellison, Rhys, Bronte, Joyce. Or you might want to study another major author. Your study will include an investigation of (1) the author's life and cultural context and (2) her/his literary output beyond what you have already read.

Option 4: Literary Movement. You might continue your investigation of a literary movement that we have touched upon this year: Romanticism, Gothicism, Victorianism, Modernism. Or you might want to study another literary movement. Your study will include an investigation of (1) the -ism and (2) representative literary works from the movement.

Option 5: Literature of a Culture. You might continue your investigation of the literature produced by a particular culture. The works we have read so far this year have come out of several cultural contexts: Italian, African-American, Anglo-Caribbean, English, Irish. Or you might to want to study the literature of another culture. You will (1) investigate the literature produced by the particular culture and (2) read representative literary works from the culture.

Option 6: Critical Lens. You might study literature using a particular critical lens: gender studies, critical race theory, queer theory, Marxist literary criticism, psychoanalytic (Freudian) literary criticism, archetypal literary criticism, ecocriticism, deconstruction, etc. (Click here for Wikipedia's "literary theory" page for more ideas.) You will (1) investigate the critical theory and (2) read literary works "through the lens" of the critical theory.

Option 7: Something else that you concoct and propose. This something else should have a research component and a literary component.

Thursday, December 8, 2011

Not-for-College Essay Examples

Click here for not-for-college essay examples.

The first two were written by AP EngLit students. The first of those two includes strong narration and reflection. (It was written in response to April Monroe's non-fiction narrative "The Potato Harvest".) The second one is short but delightful, effectively illustrating the not-for-college part of the assignment. It's about skipping school.

The next three come from an e-magazine called Brevity: A Journal of Concise Literary Nonfiction.

The final example is quite a bit longer. It's a personal narrative essay by David Gessner called "The Dreamer Did Not Exist". It's pretty darned great. 


Thursday, December 1, 2011

For Mr. Cook's Class

I've decided to make the assignment a little easier for you. Look for your name below. Follow the directions and have your notes ready in class tomorrow morning.

Mai O, Patrice K, Lucas O read "Landscape with the Fall of Icarus" by William Carlos Williams & "To a Friend Whose Work Has Come to Triumph" by Anne Sexton. Complete say-play-suggest (also called say-play-imply)*** notes for "Landscape" and TPCAST+Theme** notes for "To a Friend". You'll find directions for each type of notes below.

Clare P & Olivia D read "Musee des Beaux Arts" by WH Auden. Complete say-play-suggest (also called say-play-imply)*** and TPCAST+Theme** notes. You'll find directions for each type of note-taking below.

Jason C & Eleanor K read "Icarus" by Edward Field. Complete SOAPStone+Theme* and Say-Play-Suggest (also called say-play-imply)*** notes. Directions for the notes are below.

Maryka G & Shae L read "Waiting for Icarus" by Muriel Rukeyeser. Complete SOAPStone + Theme* and TPCAST + Theme** notes. You'll find directions below.

Sarah Z & Tucker H read "O Daedalus, Fly Away Home" by Robert Hayden. Complete SOAPStone+Theme* and TPCAST+Theme** notes. Directions are below.

* What are SOAPSTone + Theme notes?

SOAPSTone + Theme stands for "speaker, occasion, audience, purpose, subject, tone, and theme"
What does the poem state or imply about the speaker of the poem?
What does the poem state or imply about the occasion--the dramatic situation or circumstances--of the poem?
What does the poem state or imply about the audience for the poem?
What does the poem state or imply about the speaker of the poem?
What does the poem state or imply about the subject matter or topic of the poem?
What seems to be the tone of the poem? How do you know?
What themes are developed in the poem? How?

** What are TPCAST + Theme notes?

TPCAST + Theme stands for "Title, Paraphrase, Connotation, Attitude, Shift, Title again, and Theme"
Before reading the poem write down your first impressions of the title? What does the title suggest about the poem?
After reading the poem but before doing other analysis paraphrase the poem in your own words?
Now look at the images and suggestive word choices; what are the connotations of those images and word choices?
Now consider the attitude (tone!) of the poem. Ironic, wry, enthusiastic, celebratory, grave, weary, nostalgic, etc.
Look for a shift in the poem. It might be a dramatic turning point; it might be a shift in tone; it might be a shift in style or form.
Now look at the title again. What do you think about it now that you have studied the poem?
What themes are developed in the poem? How?

***What are say-play-suggest (also called say-play-imply) notes?

What does the poem literally say?

How does the poem play with language? (Consider figurative language, suggestive imagery, repeated sounds, line breaks, rhythmic patterns, other kinds of patterns (like extended metaphors, juxtapositions, etc.), placement of words on the page, slippery tone, shifts in narrative, style, form, etc.)

What does all the saying & playing in the poem suggest or imply?

I'm looking forward to our poem discussion tomorrow.

all the best,
Mr. James Cook