Wednesday, February 18, 2009

Questions for Quick Workshop



1. What are the essays about (i.e. Bowling, relationships)?

2. No, really. What are they actually about?

3. What's most compelling in these pieces and why?

3b. What's confusing to you? What do you need to hear more about in order to understand?

4. Is there a writerly persona shining through? What can we say we know about each writer from this piece alone? Don't just think about content. Yes, we know that Ben went bowling this weekend, but is there something in his language that tells us about him, too?

5. If these pieces needed to be extended, how would you suggest that the writers went about that? What kinds of memories could they include? Are there rich descriptions of people and places? To what extent do you want to know more about, for instance, Palmer Bowl or Daniel?

6. Do the writers ask themselves questions?

7. Does the writer assume that we know what's being talked about? How can we help them counteract that?

8. To what extent are scenes blending with commentary? Should there be more commentary about the scenes, or more scenes on which to comment?

9. Does the writer show us how he/she feels or merely tell us?

10. Who/what do you think of when you read these essays? Are you competitive like Ben? What are your thoughts about relationships? Do they coincide with Lindsey's? If you had to write an essay based on the topics introduced here, how would it begin?

Monday, February 9, 2009

Questions for FSB posts

1. Is there a clear, argumentative thesis? Please identify it.

1b. Are the name of the author and the name of the work immediately, correctly identified?

2. What support does the writer offer for the apparent thesis? Are there applicable direct quotations from the text? Are they introduced properly (we can talk about this--See below)?* Are these the best examples to strengthen the thesis? Can you think of other parts of _FSB_ that might be more applicable? After direct quotation, has the writer analyzed the text or are quotations left to stand alone? Does the analysis connect to the thesis?

3. What parts of this post seem like summary? Are there places where this summary doesn't help the argument? Are there places where a bit more summary is necessary? Remember, we should assume that a reader of this post is familiar with the book but looking to the post to be reminded, instructed, persuaded.

4. What are possible counter-arguments to the thesis? Have they been addressed? Identify some counterarguments and help your group members refute them.

5. Identify mistakes in grammar, punctuation, spelling. Be polite, but not too polite!

6. Is the writer's opinion used as proof? Remember, opinions are terrific, but there's a difference between an opinion and proof. Though you're arguing a case, and that is, of course, a form of opinion, there's a way to do that with direct statements of fact. Be confident in your arguments and support everything.

7. Are there places that don't follow the thesis, that seem to get off track? Why do you think the writer included those? Are there ways that they can be integrated into the thesis, or should they be taken out?

Please read each post once before writing anything. Then, while re-reading, answer as many of these questions as you can and post your answers in a comment to the writer. You'll have about 30 minutes for each person in your group. Make sure to check in with each member of the group. You might be able to speak your concerns more easily than you can write them.

I'll be circulating in class to check on your progress. I want to meet with each of you to talk about the thesis you've developed.

Good luck.

Monday's Thought (the irony of which I recognize)

"You don't, after all (despite withering cultural pressure), have to use a computer, but you can't escape language: language is everything and everywhere; it's what lets us have anything to do with one another; it's what separates us from the animals." -David Foster Wallace

Friday, February 6, 2009

Thought for Friday

"Learning how to think really means learning how to exercise some control over how and what you think. It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience. Because if you cannot exercise this kind of choice in adult life, you will be totally hosed." -- David Foster Wallace

Wednesday, February 4, 2009

What are the best. . .

. . .songs about family?

Leave your comments.

Your Next Sentence. . .

Wednesday's Class

We want to accomplish two things in class today. First, let's extend our discussion of Bret Lott's book. Second, let's work on some creative writing.

Let's see if we can address the following questions. What myths exist in Lott's family? We can turn to "Uncle" and other essays to talk about this. What stories do they tell about each other and are these stories definitely true?

Second, is there a difference between what you see to be Bret Lott's character and what his character within the family is? For instance, is he silly within his family and serious without?

I want us to apply these questions to our own lives.

1) What are some of the big myths in our families?

I borrow here from Rita Dove:

"Explore a story that has been handed down in your family about one of your ancestors, and the effect of the story upon you. The cherished myth in your family may be that all the women are excellent cooks--but how does that account for your inedible meals? Or the myth is that your grandmother was a saint--though your mother still has scars on her back from the beatings. You may have always known that your favorite uncle was a POW and a war hero, but only recently did your mother mention that in the year you were born, he was also charged with killing his wife--a charge that was later dismissed, though your mother more or less knew he was guilty. Or maybe you've always been your parents' cherished only child, but the phone rings one day and you discover you have a sibling your parents gave up for adoption before they got married. Or when you were small your aunt was always 'lying down with a sick headache' in the evenings, which you came to understand was the family code for 'drunk out of her skull.'

"The myth may be somethign small or it may involve something monumental. Every family tells stories about itself, and the stories change over time, until sometimes they hardly resemble the reality that inspired them. What is your family's most significant myth? How did you discover it wasn't the ironclad truth? Explore why your family needed the myth, and how the myth helped to shape your own self-image."



2) Many times we fulfill roles within our families. In my family, I am the uncanny one, the oversensitive one, the one who eats way, way too much, the irreverent one. In some instances, these things are true, but in others they are not. They're merely roles I play (or can't help playing) because of the context of my family. What roles do you play within your family? To what extent is the family-you different from the outside-you?



Are you a trouble-maker within but not without? Are you the family clown but more serious with your friends? Are you a rockstar within your family and a wallflower when they're not around? Do they think you're reserved when you're really outlandish? Are you the little brother or sister in the family but more of a nurturer with your friends and others?

Choose one of these to write about (or respond to both of them if you want). Try to think about showing us scenes that illustrate the comments you're making. For example, bring us to a family party where you're acting a certain way or where a story is being told. Comment on it. Then, show us a scene where you're outside the family structure. What does the comparison show you about yourself, about the myths, about family itself--its comforts and discomforts, its truth and its masks.

Remember, we have 1200 words of creative writing do later in February. Consult the earlier assignment if you want to get started on that in class. Let's take a good hour to lay the groundwork.

Good luck.

Monday, February 2, 2009

RC and BL




Beginning FSB:TMIMF

I'd like to begin our discussion of Bret Lott with some group work.

Please go through your assigned essay to identify characteristics of all the most important people. What details do we find out? What can we infer about these people from those details?

The overarching questions should always be: What are the qualities in the writing that help the author show us the nature of his subjects? and How can we use similar tactics in our own writing to bring our families to life in words?

Consider this a group presentation witth 25-30 minutes of preparation. I will grade you. Take notes. Bring us to the text. Everyone in the group should have something substantive to say. Expand away from the particular questions above if other issues arise.