"Most great stories of adventure, from The Hobbit to The Seven Pillars of Wisdom come furnished with a map. That's because every story of adventure is in part the story of a landscape, of the interrelationship between human beings (or Hobbits, as the case may be) and topography. Every adventure story is conceivable only with reference to a particular set of geographical features that in each case sets the course, literally, of the tale."-Michael Chabon

Thursday, April 21, 2011

Final Writing Prompt (due next Thursday)

From "Tell It Slant: Writing and Shaping Creative Nonfiction":

"Sometimes when you're in a writing class or studying writing intensively, it's easy to lose, temporary, the passion for what brought you to writing in the first place. It's easy to feel as if you've taken all the magic out of it, and you sit at your desk, bored and resistant, unable to find a single thing worth writing about...it's easy to feel as if you've used up all your material, plumbed your memories, reflecting on everything there is to reflect about..."

You've been doing a lot of reading and writing this semester...

"You've perhaps learned new ways to approach your own memories, your research interests, and your ideas. Now, with all that knowledge settling inside your head, [I] want to tell you one last thing. Forget it. Don't forget it forever. But just forget it for now. Take a moment to be in a quiet space where you do your best work..."

Clear your head and try the following prompt:

"What are your 'last words?' What would you want to write if you knew that your time was up? What would you notice in the world around you? What's important for us to hear?"

Tuesday, April 19, 2011

April 19

“Millions Join Earth Day Observances Across the Nation,” by Josephy Lelyveld p. 484


PBS Earth days video
http://video.pbs.org/video/1463378089/


Journal
Respond to any or all of the following questions:
-What did you find most surprising about the Earth Day video?
-What about the video reflected the reading? What was different?
-How has our perspective on environmentalism and the environmental movement changed since 1970?

Presentations begin next class period!

Saturday, April 16, 2011

Presentation Sign-Up

Please sign up for your presentation slot using the "comment" function:

Thursday 4/22:

1-
2-
3-
4-

Tuesday 4/26:

1-
2-
3-
4-

Final Assignment

Due: Wednesday May 4, at noon.

You have two options for your final project:
1-A chapbook
2-A resume/cover letter which highlights your work in this class your work in your other classes, your employment, and any other community service, awards, and academic information might be of interest to potential employers.

Option 1: Chapbook/Zine


Your chapbook/zine will be a collection of your favorite creative work in this class. Please be thoughtful and creative with the presentation of your work.

Contents:
-3 journal entries
-3 photos
-Imitation poem/essay (for either Blood Dazzler or your rhetorical analysis)
-3 in class writings

Revise the contents of one category and write a brief reflection discussing any changes you've made.

For reference:

http://en.wikipedia.org/wiki/Zine
http://en.wikipedia.org/wiki/Chapbook


Option 2: Resume/Cover Letter

You also have the option of creating a cover letter and resume which highlights your work in this class.

Before you start its important to choose an intended audience for your resume/cover letter. Be specific! Search postings for internships or scholarships in your area of study and cater both your resume and cover letter to that job/scholarship.

Steps:

1. Locate an appropriate job posting.

2. Analyze your experience and skills in light of the job posting, and decide on the most appropriate organizational scheme for your resume. (See sample resumes and information on resume layout at http://owl.english.purdue.edu/owl/resource/719/1/)

3. Write the text and design the layout of your resume (this typically will not exceed one page)--include at least one experience you've had in this class.

4. Compose a persuasive, thoughtful cover letter (about one page) that targets the job posting and that highlights both a few relevant elements from your resume, including at least one relevant experience you've had in this class. (For help with cover letters: http://owl.english.purdue.edu/owl/resource/549/01/)
5. Submit the resume and cover letter in final form to me, along with a copy of the job posting (or description) to which you are responding.

If you choose this assignment you may want to visit the writing center (http://wmhc.isucomm.iastate.edu/), the career center (http://www.hs.iastate.edu/career-services/), or both. Like any employer, I'm expecting your cover letter/resume to be well thought out, articulate, and grammatically flawless.

Wednesday, April 13, 2011

April 14

Hood in the Woods: Rap Music as Environmental Music

“Studying rap music ecocritically can offer a counterpoint to foundational views of environmental literature and raise important questions about cultivating a sense of place that both resonate with and challenge such canonical place-based figures as Henry David Thoreau and Aldo Leopold, who usually dominate environmental syllabi, literature conference panels, and scholarly publications..” –Debra J. Rosethal, “Hood in the Woods”


http://www.youtube.com/watch?v=O4o8TeqKhgY

“With as keen an observer’s eye as that of Barry Lopez on the snowscape in Arctic Dreams, Edward Abbey on heat and sand in Desert Solitaire, Henry David Thoreau on Walden pond, Sarah Orne Jewett on the lush Maine landscape, or other great naturalist writers, Grandmaster Flash observes the indigenous species of his ecosystem: ‘‘Crazy lady, living in a bag/Eating outta garbage pails,’’ and he enumerates the ‘‘Smugglers, scramblers, burglars, gamblers/Pickpockets, peddlers, even panhandlers’’ and the ‘‘Thugs, pimps, and pushers and the big money makers.’’ –Debra J. Rosenthal, “Hood in the Woods”

http://www.youtube.com/watch?v=eeTnog5RRQo

“Black Star shows just as much artistry as Grandmaster Flash in its rootedness to a sense of place. ‘Respiration’ portrays New York City as alive…Rappers Mos Def and Talib Kweli feel dispossessed as real estate investors want to raze the ghetto to establish more lucrative condominiums: ‘‘Outta the city, they want us gone/Tearin down the ’jects creating plush homes.’’–Debra J. Rosenthal, “Hood in the Woods”

Journal:
Why did you choose the song you brought in? How could it be considered environmental?

In Groups:
-Share songs, keep a list of everyone’s songs, noting under each what could be considered “environmental” about that song.
-Have at least one song/environmental explanation prepared to share with the entire class.

Homework:
-“Millions Join Earth Day Observances Across the Nation,” by Josephy
Lelyveld p. 484

Monday, April 11, 2011

April 12

Consider the Lobster and other essays by David Foster Wallace



“To be a mass tourist, for me, is to become a pure late-date American: alien, ignorant, greedy for something you cannot ever have, disappointed in a way you can never admit. It is to spoil, by way of sheer ontology, the very unspoiledness you are there to experience. It is to impose yourself on places that in all noneconomic ways would be better, realer, without you. It is, in lines and gridlock and transaction after transaction, to confront a dimension of yourself that is as inescapable as it is painful: As a tourist, you become economically significant but existentially loathsome, an insect on a dead thing.”-David Foster Wallace, "Consider the Lobster"

"Given this article’s venue and my own lack of culinary sophistication, I’m curious about whether the reader can identify with any of these reactions and acknowledgments and discomforts. I am also concerned not to come off as shrill or preachy when what I really am is confused. Given the (possible) moral status and (very possible) physical suffering of the animals involved, what ethical convictions do gourmets evolve that allow them not just to eat but to savor and enjoy flesh-based viands (since of course refined enjoyment, rather than just ingestion, is the whole point of gastronomy)? And for those gourmets who’ll have no truck with convictions or rationales and who regard stuff like the previous paragraph as just so much pointless navel-gazing, what makes it feel okay, inside, to dismiss the whole issue out of hand? That is, is their refusal to think about any of this the product of actual thought, or is it just that they don’t want to think about it? Do they ever think about their reluctance to think about it? After all, isn’t being extra aware and attentive and thoughtful about one’s food and its overall context part of what distinguishes a real gourmet? Or is all the gourmet’s extra attention and sensibility just supposed to be aesthetic, gustatory?"-David Foster Wallace, "Consider the Lobster"

Opening Journal:

1-Do you eat lobster? If not, would you? If you would, how would you respond to DFW’s final set of questions? (Given the (possible) moral status and (very possible) physical suffering of the animals involved, what ethical convictions do gourmets evolve that allow them…to savor and enjoy flesh-based viands..?....Is [the] refusal to think about any of this the product of actual thought, or is it just that [you] don’t want to think about it? Do [you] ever think about [your] reluctance to think about it?”)

2-How would you respond to DFW’s claim about tourism? Do you agree? Do you disagree? Have you ever felt “economically significant but existentially loathsome” while traveling? Why or why not?

"The View from Mrs. Thompson's House" by David Foster Wallace: http://people.virginia.edu/~jrw3k/mediamatters/readings/cult_crit/Wallace_The.View.From.Mrs.Thompsons.House.pdf

In groups:

-How are both pieces environmental?
-How is Maine characterized? How is Indiana depicted? What details about both places stand out to you most?
-Which piece resonated with you the most? Why?
-If you were to design an environmental literature course which would you assign? "Consider the Lobster," "The View from Mrs. Thompson's House," or both? Why?

Homework:
"Hoods and the Woods: Rap Music as Environmental Literature" by Debra J. Rosenthal
(Please bring a favorite environmental/local/place-based song to play for the class)

Wednesday, April 6, 2011

April 7

Ninemile Wolves by Rick Bass and The Gulf Between Us by Terry Tempest Williams

“I can say what I want to say. I gave up my science badge a long time ago. I’ve interviewed maybe a hundred people…The story is rich. I can begin anywhere” –Rick Bass


“The oil is not gone. This story is not over. We smelled it in the air. We felt it in the water. People along the Gulf Coast are getting sick and sicker. Marshes are burned. Oysters are scarce and shrimp are tainted. Jobs are gone and stress is high. What is now hidden will surface over time. ”
–Terry Tempest Williams


Opening Journal:
Respond to one of the following questions-
1-Aldo Leopold said, “Conservation is a state of harmony between men and land”—How has that harmony been violated in the incidents that incite both the writing of both Williams and Bass? How would you suggest re-establishing that harmony?
2-In Wendell Berry’s essay we read about “marginalization”—how have both the gulf and the wolves been marginalized? How do both writer’s reclaim a marginalized environment?

TED lecture:
http://www.youtube.com/watch?v=0ZhL7P7w3as


In Groups:
1-Do you see Bass, Williams, and Klein as related? Why or why not?
2-How do all three pieces address the idea of ecology? (the interrelationship between any system and its environment)
3-Pick a favorite passage from one of the essays or a favorite quote from the speech
4-Compose a discussion question to share with the class

Homework:
-"Consider the Lobster" by David Foster Wallace
(http://www.gourmet.com/magazine/2000s/2004/08/consider_the_lobster?printable=true) (please print off and bring to class)
(Journal)

Monday, April 4, 2011

April 5

The Sand County Almanac by Aldo Leopold



“In our attempt to make conservation easy, we have made it trivial.”
–Aldo Leopold

Opening Question: Do you see Leopold's work as relevant to your Casey Land project? How do you imagine applying Leopold's land ethic to your work on the Casey Land?

In groups: Pull out
-a favorite quote
-a question
-and a connection to your Casey Land Project
from one of the texts.


Homework:
"from The Nine Mile Wolves" by Rick Bass, pp. 760-769
"The Gulf Between Us" by Terry Tempest Williams
(http://www.orionmagazine.org/index.php/articles/article/5931/) (please print off and bring to class)
(Journal)

Wednesday, March 30, 2011

“The Making of a Marginal Farm," by Wendell Berry and "Back to Buxton" by Eula Biss


“And so our reclamation project has been, for me, less a matter of idealism or morality than a kind of self-preservation. A destructive history, once it is understood as such, is a nearly insupportable burden. Understanding it is a disease of understanding, depleting the sense of efficacy and paralyzing effort, unless it finds healing work. . . . In order to affirm the values most native and necessary to me—indeed, to affirm my own life as a thing decent in possibility—I needed to know in my own experience that this place did not have to be abused in the past, and that it can be kindly and conservingly used now.”-Wendell Berry, from “The Making of a Marginal Farm"

“I came, at one time, from a place by a river, where we lived under the flight path of an airport and I could see the bolts on the bottoms of the passenger jets as they passed overhead. It was a place of unmown fields and sand pits and back waters where I rode my bike with boys whose houses were flooded by the rising river every spring. Now, the road through that place has widened by several lanes, and is lined with K-Marts and Walmarts and a mall called Latham Farms, which sits on land where there were once, in my childhood, actual farms.” -Eula Biss

Opening Journal:
Respond to one of the following questions
1. Describe a landscape from your past that seems in some way "marginal."
2.What do you think Berry is saying about local landscapes? What do you think Biss is saying about community? How are their arguments similar? How are they different?
4. Have you ever felt marginalized?
3. Which piece resonated with you more? Why? What about the argument/writing style appealed to you?

TED Lecture:
http://www.youtube.com/watch?v=gQ-cZRmHfs4

In Groups:

1-Craft a working definition of "marginalized environment" to share with the class. Then answer the questions:
-What are they good for?
-How are they treated?
-Who or what "marginalizes" them, if anybody/thing?

2-What connections do you see between Majora Carter, Wendall Berry, and Eula Biss? How have each of their causes been marginalized?

3-How would you define “environmentalism” or “environmental literature”? Has your definition of “environmental literature" changed during this class?

Homework:
from A Sand County Almanac, by Aldo Leopold, pp. 265-281
(journal)

Tentative Schedule Unit 3

April 5: Tuesday
from A Sand County Almanac, by Aldo Leopold, pp. 265-281
(journal)

April 7: Thursday
"from The Nine Mile Wolves" by Rick Bass, pp. 760-769
"The Gulf Between Us" by Terry Tempest Williams
(http://www.orionmagazine.org/index.php/articles/article/5931/) (please print off and bring to class)
(Journal)
____________________________________________
April 12: Tuesday
"Consider the Lobster" by David Foster Wallace
(http://www.gourmet.com/magazine/2000s/2004/08/consider_the_lobster?printable=true) (please print off and bring to class)
(Journal)

April 14: Thursday
"Hoods and the Woods: Rap Music as
Environmental Literature" by Debra J. Rosenthal
(will be passed out in class)
(Please bring a favorite environmental/local/place-based song to play for the class)
(Class may end early to allow for some Casey Land group work time, bring materials)
___________________________________________
April 19: Tuesday
“Millions Join Earth Day Observances Across the Nation,” by Josephy
Lelyveld p. 484
(Class may end early to allow for some Casey Land group work time, bring materials)

April 21: Thursday
Begin Casey Land Presentations
__________________________________________
April 26: Tuesday
Finish Casey Land Project Presentations

April 28:
Final Writing Prompt Due
________________________________________

Final Portfolio Projects Due Wednesday of Final Exam week!


Casey Land Proposal Project



A couple autumns ago, a 1946 ISU engineering graduate donated 76 acres to the ISU Creative Writing Department. The land, valued at $201,000, was donated to the university by Everett Casey of Detroit, Michigan. He asked that the land be preserved in its natural state. Casey took a writing class at Iowa State that he credits as being fundamental to what he later did as a Detroit-area attorney and owner of a manufacturing company.

For your next assignment, we’re inviting you to visit the Everett Casey Nature Reserve. You will work in groups to research either the history of the land or the ecology of the land or possible uses for the land. By the end of this unit you will present us with either an analysis of the land or a plan for its use. Your Casey Land “Almanac” will consist of a map that you’ve created, a visual, and either a four page paper or a website. The final week of class we will be presenting these almanac projects in the large lecture classroom.

In order to give you more direction, several ISUComm instructors and I have broken up the assignment into six different focus groups. I provided several questions for each category in order to get you started but do not limit yourself to these prompts.

1-CSA (Community Supported Agriculture)-If we were to set up a CSA on the Casey Land site what steps would we take? What considerations would we have to take into account? How could we fund a CSA project? How could it benefit the creative writing program and the community?

2-Habitat Management-What species do you see on the land and how can we most effectively create a fruitful habitat for those species? Do you notice any invasive plant or animal species? What is the best way to moderate the plant and/or animal life on the property?

3-Prairie Restoration-If we were to restore part of the land to native prairie, what steps would we take? How would we fund the restoration of the prairie? What groups would we contact? What are some of the benefits of a prairie restoration project?

4-History-For this category I want you to examine some of the natural and human history of the land. What has happened on the land so far? Your final project would be a website rather than a proposal paper.

5-Creek Management-What plant or animal species do you see in the creek? How can we provide an effective habitat for them? What impact have humans had on the creek? How can we manage erosion and other effects of having water on the land?

6-Outdoor Classroom-How could the land be used as an outdoor learning space? What aspects of the land would you want to include in some sort of outdoor classroom? How would you go about creating a learning space on the land?

Links of Interest:

http://www.news.iastate.edu/news/2009/sep/MFApreserve
http://www.foundation.iastate.edu/site/News2?page=NewsArticle&id=8443
http://blogs.universitybusiness.com/2009/10/university-nature-preserves-inspire-students.html


On Saturday, April 2, 9:00-2:00

-Meet in parking lot 41 (near the intersection of Osborn and Wallace Roads, north of the power plant). You can park there on weekends.
-http://www.fpm.iastate.edu/maps (Check Parking Lots on the left Layers menu to see lot numbers.)
-Come prepared to get dirty, seedy, and possibly wet. It may be muddy at this time of year so wear appropriate footwear. Be prepared for cool weather. You should consider bringing a rain coat.

Bring:
-pen and paper (notebook)
-$3 to cover transportation
-water
-camera

Consider bringing:
Field guides, lunch, sunblock / insect repellant, rain coat

Back to Buxton-Eula Biss

(Please print, read, and write a response in your journal)

Back to Buxton-Eula Biss

Poroi, 6, 1, July 2009

(http://ir.uiowa.edu/cgi/viewcontent.cgi?article=1011&context=poroi&sei-redir=1#search=%22eula+biss+back+to+buxton%22)

Each of us has certain clichés, I suspect, to which we are particularly vulnerable, certain songs we are compelled to play over and over again, certain words that undo us with their simple syllables. For years now I have been unable to think clearly if the lyrics of “Sweet Home Alabama” are within my hearing, or “Take Me Home, Country Road,” or even “Long Walk Home.”

Not long after I began college, when it was dawning on me that, having left my family, I would never again feel as essential, as integral as I had once felt among them, a friend of mine said, “You know, you can never go home.” Because I did not yet recognize that phrase as a cliché, the truth of it rang through me.

And that was even before I really, truly left home before I moved from the familiar landscape of rural Massachusetts to New York City, and then to San Diego, and then to Iowa City. Iowa City, where I would eventually find myself sitting alone in a small windowless room in a big university library, crying while I watched, for the second time, the videotape of an Iowa Public Television documentary titled You Can’t Go Back to Buxton.

Buxton, Iowa is now just a stack of bricks and a small flock of grave stones in a farmer’s field, but was once an unincorporated mining camp of five thousand, an integrated town with a majority black population in the mostly white state of Iowa during the Jim Crow era. Buxton was built in 1900, and it was a ghost town by 1920, but it continues on in books and songs and folklore and public television documentaries as a myth and a specter and, as I came to see it, a kind of promise. But before I understood Buxton’s significance in that way, I understood it as I did when I was sitting in the library among boxes of documents waiting to be archived, leaning towards the small television where old folks in faded living rooms spoke of Buxton in that deeply wistful way that is reserved only for The Place You Came From.

~

I came, at one time, from a place by a river, where we lived under the flight path of an airport and I could see the bolts on the bottoms of the passenger jets as they passed overhead. It was a place of unmown fields and sand pits and back waters where I rode my bike with boys whose houses were flooded by the rising river every
spring.

Now, the road through that place has widened by several lanes, and is lined with K-Marts and Walmarts and a mall called Latham Farms, which sits on land where there were once, in my childhood,actual farms. The airport has sheared off the tops of trees for greater visibility, the next-door neighbor who used to give me books about Sodom and Gomorrah has died, both of my parents have moved away, and I will never live there again.

~

On the evening of my first day in Iowa, in a humid darkness full of the purring of cicadas, I finally went down to the river, where I had been waiting to go all day, ever since I first saw the water from the car as I drove into town that afternoon. When I stepped onto the bridge over the Iowa River and stood looking out across the water, I knew I was home. I was wrong about that, as it turns out. And I know now that my certainty was based on a series of troubling misconceptions, but it would be years before I would lose the comfort that certainty gave me. At that moment the air over the river smelled thick and slightly fishy and sweet with grass and leaves, like all the Augusts of my childhood. And as I looked down into the water where some tremendously huge carp were swimming against the current, I thanked God for bringing me home.

~

Buxton was a company town, owned and operated by Consolidated Coal. Located equal distance from three mines on a gently sloping hill, Buxton was more carefully planned than most coal camps, which were often roughly built, poorly drained, temporary barracks next to the coal tipples. The houses Consolidated built for its workers were bigger than in most coal camps, and they were set far enough apart to allow for gardens. The miners in Buxton were not required to buy their goods from the company store, and thus not required to go into debt to the company. Buxton had two roller skating rinks, a swimming pool, and a YMCA sponsored by Consolidated Coal. Buxton was larger than most coal camps and it would thrive for twice as long, but like any other camp it would last only as long as the mines. When the town began to empty after a
fire and the collapse of one mine, it emptied very rapidly, so that by 1919 there were only about four hundred people left in Buxton.

Initially, the population of Buxton was just over half black, and it would eventually drop to just under half black. Some of the black miners in Buxton might have originally been recruited by Consolidated to break a strike in an all white mine at Muchakinock,Iowa. When that mine shut, most of the miners there, many of them black, were relocated to Buxton. It was common, during that period, for companies to pit one racial group against another.

Sugar cane planters in Hawaii hired Portuguese workers to break the strikes of Japanese workers, the owner of a shoe factory in Massachusetts broke a strike of Irish workers by hiring Chinese immigrants, and the Central Pacific Railroad in California considered bringing ten thousand blacks across the country to break a strike of Chinese workers. Some historians have suggested that we have early capitalism to thank for the traditional animosity in this country between racial groups who vied for jobs. But that animosity didn’t take in Buxton. The management of the mine was actively recruiting black workers from the South until at least 1910, but those workers were not breaking strikes in Buxton or working for lower wages than the white workers. And they were not, for the most part, locked out of the most desirable or the most lucrative jobs in the mines. Both black and white miners in Buxton belonged to the United Mine Workers, a union that demanded equal pay for equal work.

The editor of the Iowa State Bystander, an African American newspaper, described Buxton as “the colored man’s mecca of Iowa” and the “Negro Athens of the Northwest.” Buxton had integrated schools and an integrated baseball team, the Buxton Wonders. Both blacks and whites operated independent businesses in town. There was a black dentist, a black tailor, a black midwife, black newspaper publishers, black doctors, black pharmacists, black lawyers, black undertakers, a black postmaster, a black Justice of the Peace, black constables, black teachers and principles, and black members of the school board.

In Buxton, Dorothy Collier’s family had a green plush sofa and a new cookstove. Marjorie Brown’s family had a carpet and a piano in the parlor. “In Buxton,” Bessie Lewis said, “you didn’t have to want for nothing.” It was a prosperous place. But more than that, it was a place that enjoyed unusually good race relations. And this is why former residents would describe it as “a kind of heaven.” This is why they would continue to return for picnics forty years after Consolidated Coal had dismantled the last of the houses there. And this is why three scholars from Iowa State University would set out to study the town in the early 1980s, to determine if it had been as racially harmonious as it was rumored to have been. Their results were not the results one might expect from such a study. After interviewing seventy-five former residents, black and white, after analyzing payroll records and census records and company records,after reading decades of local newspaper accounts, after looking for evidence of discrimination in housing and schooling, they determined that, yes, Buxton had been “a utopia.”

~

I enjoyed, when I first arrived in Iowa City, a kind of giddy, blind happiness. By then I had moved often enough not to have the usual illusions about a clean slate or a fresh start or a new life. I knew that I could not escape myself. And the idea of beginning again, with no furniture and no friends, was exhausting. So my happiness then is hard to explain. I am tempted now to believe that entering the life one is meant to inhabit is a thrilling sensation and that is all.

But I am haunted by the possibility that I was happy when I arrived in Iowa at least in part because of my misconception that I had come to a place where the people were like me.

At the time, I am sure I would have denied that race had anything to with my sense of belonging, but I would not have denied that certain everyday actions, like walking to the grocery store, were more comfortable because I was not in a place where my race was noticed. A friend of mine once described reveling in the anonymity of Harlem after having grown up on Cape Cod, where his family was one of only a few black families. In Harlem, he told me, he was invisible for the first time in his life. And another friend of mine, a black woman, once described to me her experience walking through a Walmart in rural Iowa, where she was stared at until she could not bear the attention any more. Her husband suggested that she take off her glasses so that she could not see the stares, and that, she said, helped.

There are plenty of things, I now know, that I value much more than invisibility. But at the time that I moved to Iowa City I longed for it. I was tired of being seen, and, worse, of seeing myself be seen. I was tired of that odd caricature of myself that danced in front of me like a puppet as I walked through the streets of places where my race was noticed. In those places I saw, as I imagined everyone else did, my whiteness, dancing there, mocking me,daring me to try to understand it. And I tried. But by the time I arrived in Iowa I was frustrated by the effort, and ready to remove
my glasses.

If invisibility was all I expected out of Iowa City I would never have become disillusioned there. In the end I suffered not for lack of anonymity, but for lack of a community to which I belonged in some essential way. Iowa City was a town of writers, a town where the waitresses and the bartenders and the guys who changed the oil in my car were writers, and it was a town of scholars, a liberal town,a town, in other words, full of people like me. But belonging, I would learn there, is much more complicated than that.

~

It was in the late nineteenth century, Lewis Atherton writes, that people in the towns of the Middle West began to lose their sense of belonging to the larger communities in which they lived. And so began what he calls the “twentieth century cult of joining.” In Buxton, a town of only five thousand, a town a fraction of the size of Iowa City, a town in which members of almost every family worked,in some capacity, for the mines, there were dozens of social clubs and secret societies. There was the Odd Fellows lodge, the Masonic Order, the Benevolent and Protective Order of the Elks, the True Reformers, the Ladies’ Industrial Club, the Sweet Magnolia Club, the Fidelity Club, the Mutual Benefit Literary Society, the Etude
Music Club, the Self-Culture Club.

I don’t belong to any clubs, and haven’t since I was a child. I don’t go to church, I don’t play any team sports, and I pay my union dues without attending meetings. Not being a joiner, I am forced to believe, even at this late date, one hundred years after Buxton, in community. And so I am forced to be frustrated by the many forces that thwart communities. One of those being, in college towns, the fact that the majority of the population is transient and un-invested and somewhat displaced. And then, of course, there is the fact that college towns are company towns, towns owned, more or less, by institutions, towns polluted by the same problems that plague those
institutions.

During my last year in Iowa City, the University released a lengthy report written by the Diversity Action Committee. It was,to me, a troubling and contradictory document. It began with a series of recommendations for recruiting more minority students to the school, followed by some disturbing findings, particularly that many minority students were not especially happy at the University. “Once minority students arrive at the University, many report feeling alienated and alone,” the report stated. “Some express frustration that the depictions of the diversity of the University community and Iowa City found on the University’s website and in its printed materials are misleading, and some students are shocked to find the minority community currently 2,678 students of a total student body of 29,642 so small and so dispersed.”

~

The point at which I began to cry during the documentary about Buxton was the interview with Marjorie Brown, who moved from Buxton to the mostly white town of Cedar Rapids when she was twelve. “And then all at once, with no warning, I no longer existed…. The shock of my life was to go to Cedar Rapids and find out that I didn’t exist…. I had to unlearn that Marjorie was an important part of a community.”

This was not a comfortable invisibility--this was obscurity. This was, in her words, the loss of her self. And this is what goes unspoken in many of the stories of integration that are told now as stories of heroism and triumph. This is what I heard in the voice of a man on the radio, who, when asked what it was like for him to move to an all white suburb of Chicago in the sixties, explained that he had children, and that he could put them in better schools there. He wouldn’t say, exactly, what it felt like, but he implied it was a sacrifice.

During the years that my cousin worked as an oral historian, she spent quite a bit of time interviewing people from what she calls “the generation of firsts.” These were black people who were the first in their families to go to college, or to become professors, or to become professionals to integrate white institutions. Her father was part of this generation, the first in his family to leave Jamaica and go to Harvard, and she says she saw, as his daughter, what that cost him. When I ask her what it cost him, exactly, and what it cost others of that generation, she will not say at first. She is, she says, uncomfortable saying. After a long silence she says, finally, “My first thought was that it cost them themselves. But I don’t think that’s fair. I don’t think that’s a fair thing to say.”

~

“I remember the very day that I became colored,” Zora Neale Hurston wrote of the day she left the all black town where she grew up. “I left Eatonville, the town of the oleanders, as Zora. When I disembarked from the river-boat at Jacksonville, she was no more. It seemed that I had suffered a sea change. I was not Zora of Orange County any more, I was now a little colored girl.”

Hurston refused to be cast as “tragically colored.” And so this new identity was, she maintained, simply a change in consciousness, at worst a discomfort. “No,” she wrote, “I do not weep at the world--I am too busy sharpening my oyster knife.”

Perhaps it is only through leaving home that you can learn who you are. Or at least who the world thinks you are. And the gap between the one and the other is the painful part, the part that you may, if you are me, or if you are Zora Neale Hurston, keep arguing against for the rest of your life saying, No, I am not white in that way, or, No, I am not black in that way.

I used to say that I did not realize I was white until I moved to New York City, but that is not true. I knew full well by then that I was white. What I realized in New York was what it feels like to be an outsider in your own home, and that is not what it means to be white in this country.

“Nobody knows me,” I cried to my mother on the phone during that first year in New York. My days were infused with the isolation and the paranoia of an outsider. I remember, for instance, my persistent suspicion that the little boys in Fort Greene Park peed when they saw me coming. At my most clear-headed, I understood that the boys just happened to have a pissing game and that I just happened to walk through the park while they were at it. But still, I was nagged by the possibility that the pissing was a message to me, a message that I was unequipped to interpret as an outsider, but that I guessed meant, “We piss on you and your whiteness.”

~

Along with several boxes of documents about Buxton, there are, in the archives at the University of Iowa Library, a series of oral histories documenting the lives of women from Latino communities in Iowa. Some of these communities date back to the 1880s, to boxcar towns next to railroad yards. And some of the oral histories read, in their incomplete form, because they have not yet been typed by someone who understands Spanish: “My father was born in XXXX in Mexico. His name was Jose XXXX. His mother was XXXXXX.” Some include summary: “After fifteen years in Iowa,Carmen feels that she has achieved the community’s respect.”

Some ache: “I came here without my family, without my climate, without my mountains and without my culture.”

The town of Cook’s Point was a small Mexican American community near the city of Davenport, Iowa. It was next to the town dump, on land formerly occupied by lumber mills and owned by a “liquidation corporation.” By the 1940s the place was considered a blight and an eyesore, and when the land was sold to an industrial developer, the town of Cook’s Point was bulldozed.

One old woman remained rocking on her porch as the bulldozers approached, and another family remained in two rooms of their house even as bulldozers ripped off the other half. After paging though a box of documents about Cook’s Point, I returned it to the archivist, who in her friendly way remarked that many of the interviews with former residents of Cook’s Point revealed a deep nostalgia for the place. This, despite the fact that there was no running water there, no heat in winter, raw sewage in the streets, no drainage or pavement, and entire families living in boxcars and tarpaper shacks. She could understand, the archivist told me, the feelings people had for Buxton, because they had had a good life there, but she could not quite understand why people loved Cook’s Point.

A sense of home is, it seems, worth more than any other omfort. And one of the questions I want to answer now, for myself, is what makes a place feel like home. I know that it is not so simple as living where people speak your language and look like you and have lost what you have lost, but there is a kind of comfort in that, too.

The box of documents about Cook’s Point revealed, among other things, that the people who lived there were probably not as poor as their conditions might have suggested. The average income in Cook’s Point was very close to the national average. Some families there had savings in the bank, and life insurance, and health insurance, and a number of families owned cars. The people of Cook’s Point did not have access, because they were squatting on land they did not own, in a place that was not normally a town, to municipal utilities like running water and electricity, but after Cook’s Point was bulldozed and the people who lived there were forced to integrate into Davenport and Moline and Silvis, many bought homes and led middle class lives. What they lost in the process is recorded in the oral histories that baffle the archivist.

“I had been raised in a white surrounding,” Lola Reeves said of moving to Buxton from a town where her family was one of three black families. “Going to Buxton with all the people of my own race was a great experience for me…. I could exercise my feelings, my potentials, my talent and my social life and I think Buxton brought a whole lot of joy to me, just to be able to live, a colored girl, in a colored area, feeling like I was one of them and I was happy.”

And perhaps this is part of why integration in this country remains as troubled and as incomplete as ever. In 1955, Zora Neale Hurston was among those who opposed the Supreme Court decision to integrate public schools in the South. “The whole matter revolves around the self-respect of my people,” she wrote. “How much satisfaction can I get from a court order for somebody to associate with me who does not wish me near them?” The forcible integration of schools on the grounds of offering a better education to black students was, she felt, an insult to black teachers. “It is a contradiction in terms,” she wrote, “to scream race pride and equality while at the same time spurning Negro teachers and selfassociation.”

What integration seems to mean to many white people is that a very small number of other people will be accepted into white communities and institutions where they will be “tolerated.” I suspect that Hurston, an anthropologist, a collector of culture, understood the implications of this. Assimilation is the unspoken end. But I would like to believe that this country is capable of a version of integration greater, more ambitious, than that. I found myself wondering, as I read the report on diversity at the University of Iowa, who this particular version of diversity was serving, and who it was intended to serve. For who’s sake, I wondered, does the University want to increase the number of minority students from nine percent to ten-point-nine percent. It did not seem to be for the sake of those students, for the sake of their education, or for the sake of their selves. I suspected that it was more for the sake of the institution, so that it could appear properly progressive. Or perhaps it was for the sake of the white students, so that they might be exposed to a limited degree of diversity and thus be made more worldly. This might help explain some of the disappointment of the minority students who arrived at the University only to find that they were in service to the education of others.

One of the mysteries of Buxton is why Consolidated Coal so actively participated in creating and maintaining a substantially black town in Iowa. The scholars who studied Buxton could not answer this question. The most cynical explanation, that Consolidated wanted to divide its workforce to undermine their collective power, is contradicted not only by the fact that all the miners were unionized, but by the experiences of the people who lived in Buxton. Many of them believed that the company actively discouraged discrimination, both public and private, and that a man could lose his job for spitting on another man.

Whatever the explanation, there was coal to mine in Buxton but there were also lives to lead, and somehow both undertakings turned out alright for awhile. It is naïve, I think, to suppose that Buxton was truly a utopia. But I would still like to believe what one man who used to live there said, decades after he left, “I’m not so sure, I’m not so sure you can’t go back to Buxton.”

© Eula Biss, 2008.

Monday, March 21, 2011

Conferences (Optional)

Please sign up using the "comment" function:

9:00
9:10
9:20
9:30
9:40
9:50
10:00

Thursday:

9:30
9:40
9:50
10:00
10:10
10:20

Friday, March 11, 2011

Revised Schedule

(subject to change)
______________________________________________
March 1: Tuesday
From A Thousand-Mile Walk to the Gulf, p. 85, and from My First Summer in the Sierras, p. 98, by John Muir. (Journal on one)

March 3: Thursday
from Silent Spring, by Rachel Carson, p. 366 (Journal)
_______________________________________________
March 8: Tuesday:
“Smokey the Bear Sutra,” by Gary Snyder, p. 473 (Journal)

March 10: Thursday:
Photo Project Due
(Be prepared to present a framed copy of your favorite photo to the class)
from Having Faith, by Sandra Steingraber, p. 929,
_______________________________________________

March 15: Tuesday
Spring Break

March 17: Thursday
Spring Break
_______________________________________________
March 22: Tuesday
No class, Conferences (Optional)

March 24: Thursday
Rough Draft Rhetorical Analysis Due
Manifesto: The Mad Farmer Liberation Front,”p. 505, and “The
Making of a Marginal Farm,” p. 507, by Wendell Berry

______________________________________________
March 29: Tuesday
Final Draft Rhetorical Analysis Due
(Be prepared to share creative component with the class)

March 31: Thursday:
Discuss Casey Land Field Trip
______________________________________________

SATURDAY APRIL 2ND: CASEY LAND FIELD TRIP
(MANDATORY, UNLESS OTHERWISE DISCUSSED, ALTERNATIVE ASSIGNMENT WILL BE REQUIRED IF NOT ATTENDING)

Wednesday, March 9, 2011

March 10

Photo Project Presentations

Opening Journal:
Trade photos with a partner.
You have the option of:
1-Writing a detailed description of that photo (no passive language, no more than 3 adjectives total, rely on strong nouns/verbs)
2-Write a short fictional narrative about the image

Present Photos:
1-What was your favorite photo? Why?
2-What environments did you notice yourself capturing?
3-What could someone else learn about your college environment by looking at your photos


Homework:
Rough Draft Rhetorical Analysis Due (Tuesday 22)
Manifesto: The Mad Farmer Liberation Front,”p. 505, and “The
Making of a Marginal Farm,” p. 507, by Wendell Berry

Tuesday, March 8, 2011

Rhetorical Strategies/Devices
(Elements creators of text use to put forth their arguments)

Diction/Word Choice/ Repetition of certain words: Why, with all the words at his or her disposal, does a writer choose to use or repeat particular words? (Questions to consider: What could they mean or symbolize? What effect do they have on the tone of the piece? On the sound of the piece?)

Imagery: Language that evokes one or all of the five senses: seeing, hearing, tasting, smelling, touching. (Questions to consider: Where is the language the most vivid? Why? The author will usually slow down to describe things he/she considers important for a reason? What do the images contribute to his or her argument?)

Metaphor and Symbolism: Non-literal, imaginative substitutions in which, for instance, a tree becomes a metaphor for family, or springtime symbolizes rebirth. (Questions to consider: Why does the author chose the metaphors or symbols he/she does? How do they fit within his or her argument?)

Structure: Linear or fragmented, chronological or driven by a theme or some other unifying device. (Questions to consider: How does the author’s structure reflect his or her argument? How does it forward his/her message?)

Narration/Voice: Usually first or third person. (Questions to consider: If it’s told in first person how does the author present himself/herself in the piece? The author is not the narrator—the narrator is a construct of the author, even in first person nonfiction—so how is the writer forwarding his/her argument through narration?)

Allusion: A reference to something real or fictional, to someone, some event, or something in the Bible, history, literature, or any phase of culture. (Questions to consider: If the author uses a historical, literary, or biblical allusion what effect do you think it has on the author’s intended audience? Is the allusion a way to gain logical credibility or a way to make an emotional impact?)

Alliteration: repetition of the initial consonant sounds beginning several words in sequence. (Questions to consider: What effect does sound have? How does the writer use sound to emphasize certain images or points?)

Personification: attribution of personality to non-human thing. (Questions to consider: How does this reflect the author’s view of the environment? What emotional effect does it have on the reader?)

Tone: Gut reactions are useful here. Examine your own responses. What is it that makes you respond as you do? Are you the author’s intended audience? If not, who is? The attitude a writer takes towards a subject or character: serious, humorous, sarcastic, ironic, satirical, tongue-in-cheek, solemn, objective.

Aristotelian Appeals
Logos-Appeals to the head using logic, numbers, explanations, and facts. Through Logos, a writer aims at a person's intellect. The idea is that if you are logical, you will understand.
Ethos-Appeals to the conscience, ethics, morals, standards, values, principles.
Pathos-Appeals to the heart, emotions, sympathy, passions, sentimentality.

Monday, March 7, 2011

March 8

Smoky the Bear Sutra by Gary Snyder

“Wrathful but calm. Austere but Comic. Smokey the Bear will Illuminate those who would help him; but for those who would hinder or slander him...
HE WILL PUT THEM OUT.”-Gary Snyder



Opening Journal:
1-What is your initial reaction to Gary
Synder? (Do you like him? Hate him? Think he’s silly?)
2-How is he different from other poets we have read? (Mary Oliver, Patricia Smith) How could the differences in his style convey differences in his intention of audience?

http://www.youtube.com/watch?v=mH-0WLiNLQM

Group 1: Who is the author/speaker?
How does he or she establish ethos (personal credibility)?
Does he/she come across as knowledgeable? Fair?
What is his/her intention in speaking? To attack or defend? To exhort or dissuade from certain action? To praise or blame? To teach, to delight, or to persuade?

Group 2: What is the form in which it is conveyed?
What is the structure of the communication; how is it arranged?
What kind of style and tone is used and for what purpose?

Group 3: How do form and content correspond?
Does the form complement the content?
What effect could the form have, and does this aid or hinder the author's intention?

Homework:

from Having Faith, by Sandra Steingraber p. 929,

Sunday, March 6, 2011

Extra Credit

I have never before offered extra credit. However last class period's discussion prompted some interesting questions about food, pesticides, and conventional agriculture. These things are all huge issues and because I teach English and not food science, I feel unqualified to comment on them and self conscious about offering information or input that some of you may consider political.

When I was in college and I wanted more information about a controversial issue I often turned to a television/radio show called "Intelligence Squared"--a traditional Oxford-style debate, with one side proposing and the other side opposing a sharply-framed motion. As a college student, I found hearing the best arguments from both sides helped me attain more information and oftentimes come to an informed conclusion. Because I think both knowing about an issue and understanding the argumentative rhetoric used to support or defend a statement is important I'm offering the following extra credit option:

If you:

1-Watch the Intelligence Squared debate on organic food (it's a little over an hour and a half long) (http://intelligencesquaredus.org/index.php/past-debates/organic-food-is-marketing-hype)
2-Write a one page (typed) response which details whose argument you found compelling and analyzes why that argument worked on a rhetorical level (Review your rhetorical devices handout and use that to help you in your short analysis of the debater's language: Did he or she use ethos, logos, pathos? How did he or she use rhetoric to appeal to the audience and to you?)
3-Present your paper to the class next Tuesday

and I will give you half a grade boost on your last paper (i.e. if you got a B on your last paper I will move your paper grade to a B+.)

Again, here's the link to the show: http://intelligencesquaredus.org/index.php/past-debates/organic-food-is-marketing-hype

Please let me know if you plan on doing this assignment so I can plan class time for presentations. Good luck--let me know if you have any questions.

All best,

Rachael

Wednesday, March 2, 2011

March 3

Silent Spring by Rachel Carson

Rachel Carson:
http://www.pbs.org/wgbh/americanexperience/films/earthdays/player/

Imagine you are reading this in 1962. John Glenn has recently become the first American to orbit Earth. The U.S is in the middle of the Cuban Missile Crisis. John Paul XXIII has just opened the Second Vatican Council.
1-How do you imagine Americans responding to her work in the midst of this period of scientific, theological, and political expansion?
2-What rhetorical strategies do you notice Carson using to appeal to her audience?
3-Pick out a passage that you found significant to the time period and explain why you see it as contextually relevant.

Homework:
"Smokey the Bear Sutra,” by Gary Snyder, p. 473 (Journal)

Monday, February 28, 2011

March 1

“The world, we are told, was made especially for men—a presumption not at all supported by facts.”-John Muir



Opening Journal:
1-Pick a passage from John Muir’s writing.
2-How does that passage characterize “place” and the American environment?
3-What rhetorical strategies does he employ to create this characterization?

Video excerpts from PBS National Parks: America’s Best Idea:
http://www.pbs.org/nationalparks/people/historical/muir/

In Groups:
1-What distinguishes John Muir’s writing from other writers you’ve experienced so far this semester?
2-How does his style of writing reflect his spirituality?
3-What about his prose might have drawn Americans to the National Parks?

March 3: Thursday
from Silent Spring, by Rachel Carson, p. 366 (Journal)

Wednesday, February 23, 2011

February 24th

"If the national park is, as Lord Bryce suggested, the best idea America has ever had, wilderness preservation is the highest refinement of that idea."-Wallace Stegner


Image: Teddy Roosevelt and John Muir, two early champions of the parks, in Yosemite, 1903.

Image: In 1892, Buffalo Bill Cody (second from right) and company survey the land at Grand Canyon National Park, 1892


Image: Photographer Ansel Adams at work at Denali National Park.


-Teddy Roosevelt video (from PBS America's Best Idea)

In Groups:

-What devices do you notice Roosevelt or Abbey using? (Pick at least 3 with a partner)

-Take fifteen minutes and try and make your own social or environmental argument using some of Roosevelt/or Abbey's strategies.

Homework: From A Thousand-Mile Walk to the Gulf, p. 85, and from My First
Summer in the Sierras, p. 98, by John Muir.
(Journal on one)

Rhetorical Analysis

Assignment 2: Rhetorical Analysis
Rough Draft Due March 22
Final Draft Due March 29th

While the term "rhetorical analysis" is, at first, rather intimidating for many people, it is easily understood (at least at its most basic) when broken down and defined.

Rhetoric: The art of persuasion
Analysis: The breaking down of something into its parts and interpreting how those parts fit together.

A rhetorical analysis examines how a text works—how its words, its structure, its ideas connect—or don't connect—with a given audience. For this assignment I want you to choose one of the readings you’ve encountered this semester and to break it down to its structural components. Rather than merely summarizing what the author is saying a rhetorical analysis analyzes how the author conveys his or her thesis through specific structural decisions.

Instead of a traditional rhetorical analysis you will be writing an imitation of a piece we’ve read in this class then writing a two page analysis of your imitation. You will need to include both your thesis and the thesis of the original work. You will need to write about which of the author’s strategies you employed to imitate their writing style and you will need to exhibit an understanding of how those strategies furthered both your thesis and the thesis of the original text.

Directions:
-Choose a reading that you’ve enjoyed in this course
-Examine that reading closely. What is the author’s thesis? How does he or she make his or her argument stylistically? How does the essay/poem/story’s structure reflect its purpose?
-Write your own creative piece integrating rhetorical strategies you notice the original author using to convey your own ideas about home, place, or the environment.
- Your imitation does not need to relate to the content to the original piece (but you do need to use a similar writing style)
-Write a short (2 page) paper which includes both your thesis (purpose) and the thesis (purpose) of the original text, analyzing how both you and the original author used the same rhetorical strategies to convey your ideas

Evaluation Criteria:

Your imitation should:
-Effectively uses at least three rhetorical strategies (example: diction, imagery, symbolism, voice) from the original text
-Use the same form as the original text
-Echo the original text in tone and structure (I should be able to tell immediately which piece you’re imitating because of the stylistic similarities)
Your analysis paper should:
-Includes both original author’s claim/argument/thesis and your own claim/argument/thesis in the introduction of the paper (As we learned from our last unit, every text from a poster, to a film, to a poem has a thesis)
(Example: In "The Clan of the One Breasted Women" Terry Tempest Williams argues that the way we treat the environment, reflects our treatment of other people. In my essay,______, I argue___________.) -Forecast the content of your analysis paper in your introduction (This will function like a thesis for your paper)
(Example: Through our use of first person plural narration, symbolism, and surreal imagery, Terry Tempest Williams and I convey our separate ideas about environmental injustice using similar rhetoric. )
-Focuses on one rhetorical device per paragraph, analyzing how that device functions both your piece and the original author’s work
-Connects each rhetorical device/rhetorical strategy to both your thesis and the author’s thesis
-Exhibit an understanding of the more nuanced aspects of argument through your ability to connect the form and the content of both your imitation and the original text

Peer Response Questions (Keep for reference, by knowing what your peers will look for when they respond to your paper, you will better understand what I am looking for in your analysis paper):

For the analysis paper:

Introduction:
-Highlight/label the thesis of the writer’s (your classmate’s) poem/essay
-Highlight/label the thesis of the author’s poem/essay
-Highlight/label the forecasting thesis of the paper
-Does the introduction clearly include all THREE of these things?

The body:
-Does the writer (your classmate) organize all their paragraphs around the one specific rhetorical device? (Label the focus of each paragraph)
-Does the writer (your classmate) connect each device back to the thesis (theses) of both texts? If not, how could they form these connections?
-Does the author focus on HOW both poems are written? (Label places where the writer could delve deeper into form/structure of both pieces)
-Does the writer (your classmate) connect form and content? (If not how could they?)
-Circle examples of passive voice (is, was…). What verbs could the writer (your classmate) use instead?
-Circle any places where the writer (your classmate) is summarizing and not analyzing--suggest ways the writer could make the writing analysis rather than summary.

Friday, February 18, 2011

Note:
While puzzling over how to articulate the difference between an "A" and a "B" paper I remembered a handout one of my instructors uses in both her graduate and undergraduate classes. In this handout she outlines many of the small differences between an average paper and an excellent paper. I remember finding it very helpful so I asked her for a copy. In it she refers to writing about Shakespeare and using quotes--you don't need quotations (necessarily) in this paper and you're not writing about Shakespeare but I think a lot of the information is still applicable--particularly if you're striving for an "A" level paper.

"A" level papers will treat your visual examples as Professor Shenk suggests you use quotes: by providing a visual example then spending several sentences analyzing its significance before going onto the next visual example. They will use a clear argumentative title, a decisive thesis, and a thorough analysis of each example used, and they will use clear concise language, linguistic keywords, and varied sentence structure. "A" level papers will not use a string of unanalyzed examples, summarize, use "to-be" verbs and passive language, use second person or informal language, or make grammatical mistakes.

This may not be applicable to all of you--"A"s are difficult to come by in college courses and many of you may be striving to simply write a competent paper rather than an excellent one. However, those of you striving for a "B+" or above may want to check out Professor Shenk's very helpful list of paper writing tips.

All the best,

Rachael


Linda Shenk’s Helpful Hints to Writing about Shakespeare

Because writing good papers involves a few techniques that often are not difficult to execute and yet make a world of difference, I have provided the following helpful hints.

Showing off your analysis



1. Make a good first impression with a good title: The title is the first aspect of your paper that the reader encounters, so make a good first impression. Although your title might be witty or creative, above all, it should be specific about what exactly your analysis reveals.
Lifeless, overly general titles:
An Analysis of Katherine and Petruchio’s Shared Language in The Taming of the Shrew An Analysis of Iago in Othello
Informative, specific titles:
“I am your own forever”: Iago as Othello’s Obedient Spouse
“So may you lose your arms”: Katherine and Petruchio’s Shared Language of Violence
As I did for the second set of titles, you might want to incorporate a striking phrase from the text itself (one that is particularly important in your argument), OR you could echo a line from the text but reshape it to indicate your own interpretation. In all titles, make sure you include the name of the character(s) you are analyzing. Note: Only the quoted part of the title goes in quotation marks. Do not put the title of your own paper in quotation marks.

2. Have an identifiable thesis statement at the end of a one-paragraph introduction: At the end of your introductory paragraph, provide a thesis statement that explains what your attention to the language brings to light—an idea that should more be complex than what you thought about your character(s)/topic before you started working on the paper. Also, think about how your introductory paragraph overall lays out all the keywords of your topic so that, by the time you get to your thesis, you have already introduced the key ideas that you will examine in your essay. If you have trouble writing good introductions & thesis statements, make yourself write a conclusion for your first draft. This paragraph often contains many perfect keywords/phrases as well as a far better statement of your argument. Cut and paste.

3. Do NOT include “life lessons” or “scholars have often interpreted” in your introduction or conclusion: You may find it tempting to begin or conclude a paper with statements about how one of Shakespeare’s plays demonstrates some eternal truth (i.e. we are all searching for our identity or reasons for existence) or how your idea differs from notions scholars have long used to interpret the work. Avoid such generalizations because, for the first technique, these ideas never do justice to the complexity of your observations, and for the second technique, you would need to include research to prove your claim. Get right to your specific argument in the paper’s first sentence—that swift specificity is most impressive.

4. Provide a BRIEF quotation in each paragraph: The passage does “double duty”: it provides tangible support that your ideas are indeed evident in the text, and it shows off that you are a careful reader who notices detail. Keep the quote to about one sentence or 1-3 verse-lines in length. By providing brief quotes, you include only what is the most important language for your reader, which keeps the focus tight and does not allow the quote to take too much “air time” away from your own commentary.

5. Speak your own language by using keywords: One of the simplest ways to show that all your ideas work well together is if you devise keywords and phrases for your topic and then use these words lightly throughout your paper, particularly in your title, your introduction, the first few sentences of each paragraph, and your conclusion. As you read over your first draft, look for words/phrases that nicely encapsulate your point. Then graft those words (and sometimes synonyms to avoid being too repetitive) back into the places I mention in this suggestion.

*6*. The secret to successful papers is consistent, well-structured paragraphs that provide an abundance of your own COMMENTARY. Although it seems formulaic, follow this sequence in every paragraph of analysis:
1.) Provide an opening sentence that shows how the idea of the previous paragraph is related to the idea you will discuss in this new paragraph. Hint: Use an introductory phrase that summarizes the previous paragraph’s topic, and then have the main part of the sentence introduce the idea for the new paragraph. Examples of beginnings to introductory phrases: Just as, Because, Although, Even though, When, After, In addition to, etc.).
2.) Include a second sentence that describes the topic that underlies the specific idea your quote will demonstrate. For this sentence (or the previous one), use some of the keywords from your thesis.
3.) Provide a brief quote (usually a sentence long, not just one or two words).
4.) In several subsequent sentences, explain how the passage is significant by referring directly to at least two specific words and ideas in that quote—ideally ones that work together to emphasize your point. By providing a passage from the text, you indicate that those exact words are important; therefore, use your commentary to show just how important they truly are. Think about explaining the significance of what you have noticed to the point that you think you are stating the obvious. By providing full commentary, you are not treating your readers as dim-witted, you are simply doing all the thinking-work for them. This last step of explanation separates an outstanding analysis from an average one. You would be amazed at how many academic papers and job-related documents falter because the writers left the importance of their ideas implied rather than stated outright.

7. Keep your commentary focused on the literal meaning of the words. Many people have the misconception that literary scholars seek to expose the “hidden meaning” of a text. Indeed, good scholarship does reveal interpretations that have gone hitherto unnoticed because, for example, the traditions or historical context may have been insufficiently considered in the past. Once we know these traditions or this context, however, it becomes clear that this meaning is evident all along. For your work in this class, focus firstly on the literal meaning of the words before you move on to any other meaning. What you should avoid is taking some metaphor or minute reference and trying to make a case that the whole play should be read through the lens of that one detail or abstract idea. I am most impressed by a careful reader who notices how larger ideas and patterns operate on the smaller level of individual moments in the text.

8. Do not begin or end a paragraph with a quotation: If you introduce and explain each quote, then you will never begin or end a paragraph with a quotation. By framing each passage with your own explanation, you are providing the interpretation and significance of each quote. Just like the person who has most powerful position in a discussion, you always get the first and the last word.

9. Do not paraphrase or provide plot summary: Write for readers who have read the play already and who understand the basic meaning of the lines.

10. No need to compliment Shakespeare: Do not dilute your work by saying that Shakespeare did a good job writing some aspect of the play or used such vivid imagery that readers can picture the scene or its characters in their minds. These comments are too general and never lead to sophisticated analyses.

11. Avoid describing the characters as if they are real people: Although you can describe characteristics of personality and relationship, do not hypothesize about a character’s inner feelings. To this end, eliminate such phrases as “truly feel/believe,” and every so often, make Shakespeare the subject of the sentence (i.e. Shakespeare creates/depicts) to acknowledge that he has created the figures you discuss.

12. If you incorporate material from secondary sources (i.e. research), see me to go over documentation.

13. Proofread your essays: To catch mistakes, read your papers sentence-by-sentence backwards.
Small items that add that last layer of polish to a formal paper
1. Handling titles: Italicize the titles of plays: The Merchant of Venice, Hamlet.
Remember: Do NOT underline the title of your own paper, or enclose it in quotation marks.

2. Providing citations for each quote: Give the act, scene, and line number(s) in parentheses after each quote. If the quote is less than four lines of verse, do not indent the quote but use a slash to indicate when each line ends. (Prose has not set form; therefore, you do not put slashes in prose quotations.) Notice, also, that the period goes after the citation. The only pieces of punctuation that you include at the end of a quote are a question mark and an exclamation point—omit commas, periods, and semi-colons.
“Fair is foul, and foul is fair. / Hover through the fog and filthy air” (1.1.11-12).
If you quote more than four lines of verse (or more than 28 words in prose), then indent the quote, and do not use quotation marks. Notice that, for a quote in verse, the lines appear as they do in the text.
Tomorrow, and tomorrow, and tomorrow
Creeps in this petty pace from day to day
To the last syllable of recorded time,
And all our yesterdays have lighted fools
The way to dusty death. (5.5.19-23)

3. Quotation marks around quoted words: When you refer to words from a quoted passage in your commentary, put those quoted words in double quotation marks (“).

4. Informal language: Although wit and humor are encouraged in class, maintain a formal and scholarly tone in your written assignments. Avoid conversational language, clichés, and contractions (can’t/won’t/shouldn’t) because they are not formal.

5. You/I/Me/We/Us: Do not use the second person (you, yours) in your paper because readers tend not to appreciate it when a writer tells them what they should do or think. I also suggest that you use the first person (I, me, my, mine; we, us, our, ours) sparingly, except in your final paper when you describe your creative choices. In this last paper, using the first person is most appropriate!

6. To be: As often as you can, avoid using the verb “to be” as your main verb. (Forms of “to be” often act as auxiliary verbs for certain tenses, so these instances are appropriate. Ex. “I was running.”) As a main verb, “to be” does not indicate any action or progression but rather sits in your sentences like an “=” sign.
In keeping with this ideas, avoid these lifeless constructions: There is/ It is/ That is.

7. The “lonely” this: Do not use the word “this” by itself. Always use it to modify a noun.
Unclear: This ensures that your reader understands what you mean.
Clear: This rule ensures that your reader understands what you mean.

8. Ellipses: DO NOT INSERT ELLIPSES AT THE BEGINNING OR END OF YOUR QUOTATIONS UNLESS ELLIPSES APPEAR IN THE ORIGINAL TEXT. You do use ellipses if you are eliminating any section out of the middle of a passage. Type ellipses as three periods.

9. Vary your sentence structure: If you begin some of your sentences with introductory phrases (Just as…, Although…, Because…, While…) rather than always with the subject, your sentences will have a lovely varied rhythm. As a result, your prose will sound like music rather than replicate the rhythm of Chinese water torture. I am serious. You would be stunned what a difference varying sentence structure does not only to the sound of one’s prose but also to the emphasis on how ideas connect.

Thursday, February 17, 2011

Schedule: Unit 2: Rhetorical Analysis

(subject to change)
______________________________________________
March 1: Tuesday
From A Thousand-Mile Walk to the Gulf, p. 85, and from My First Summer in the Sierras, p. 98, by John Muir. (Journal on one)

March 3: Thursday
from Silent Spring, by Rachel Carson, p. 366 (Journal)
_______________________________________________
March 8: Tuesday:
“Smokey the Bear Sutra,” by Gary Snyder, p. 473 (Journal)

March 10: Thursday:
Photo Project Due
(Be prepared to present a framed copy of your favorite photo to the class)
from Having Faith, by Sandra Steingraber, p. 929,
_______________________________________________

March 15: Tuesday
Spring Break

March 17: Thursday
Spring Break
_______________________________________________
March 22: Tuesday
Rough Draft Rhetorical Analysis Due
Manifesto: The Mad Farmer Liberation Front,”p. 505, and “The
Making of a Marginal Farm,” p. 507, by Wendell Berry


March 24: Thursday
No class, Conferences (Optional)
______________________________________________
March 29: Tuesday
Final Draft Rhetorical Analysis Due
(Be prepared to share creative component with the class)

March 31: Thursday:
Discuss Casey Land Field Trip
______________________________________________

SATURDAY APRIL 2ND: CASEY LAND FIELD TRIP
(MANDATORY, UNLESS OTHERWISE DISCUSSED, ALTERNATIVE ASSIGNMENT WILL BE REQUIRED IF NOT ATTENDING)

Unit 1 (revised)

Note: Assigned readings need to be completed and responded to in your notebook by the day they are listed. Homework assignments are due on the day that they are listed.

UNIT 1:
_______________________________________________
January 11: Tuesday
-Introduce Course Policies

January 13: Thursday
-“Everything Is a Human Being,” by Alice Walker, p. 659
from Leaves of Grass, “This Compost,” by Walt Whitman, pp. 62-63
, and "Manhood for Amateurs: The Wilderness of Childhood" by Michael Chabon (http://www.nybooks.com/articles/archives/2009/jul/16/manhood-for-amateurs-the-wilderness-of-childhood/) (Journal on one)
___________________________________________
January 18: Tuesday
-From Refuge by Terry Tempest Williams, pp. 739-752.

January 20: Thursday
-Introduce Photo-A-Day Assignment
-From Refuge, “Epilogue,” pp. 732-759, Eula Biss essay (will be handed out in class) (Journal on one)
_____________________________________________
January 25: Tuesday
-Blood Dazzler, by Patricia Smith, first half “Place,” by WS Merwin, p. 716, “The Summer Day,” by Mary Oliver, p. 737

January 27: Thursday
-Imitate one of Patricia Smith's poems integrating your own experience of place, disaster, home, or loss
-Blood Dazzler, by Patricia Smith, second half. (Journal)______________________________________________
February 1: Tuesday
-In Class: Begin watching Into the Wild

February 3: Thursday
-In Class: Continue watching Into the Wild
____________________________________________
February 8: Tuesday
-From Walden; or, Life in the Woods, by Henry David Thoreau, pp. 9-25 (Journal)

February 10: Thursday
-“A First American Views His Land,” by N. Scott Momaday, p. 570 -___________________________________________
February 15: Tuesday
-Conferences in my office, LA 5
BRING YOUR DRAFT (first two paragraphs)

February 17: Thursday
-Conferences-CANCELLED
________________________________________________
February 22: Tuesday
-Rough Draft Visual Analysis Due

February 24: Thursday
-Final Draft Visual Analysis Due
- “Speech at Grand Canyon, Arizona, May 6, 1903,” by Teddy Roosevelt, “Polemic: Industrial Tourism and the National Parks,” by Edward Abbey, p. 413, (Journal)
________________________________________________

Wednesday, February 9, 2011

Writing Center



Conferences are next week...
My office is in Landscape Architecture, Room 5

You're welcome (and encouraged!) to use the ISU Writing Center as well...
Writing Center
300 Carver Hall-
http://wmhc.isucomm.iastate.edu/

Spring 2011 Hours:
Monday 8:30 am - 10:30 am, 11 am - 4pm
Tuesday 8:30 am - 10:30 am, 11 am - 12 pm, 1 pm - 5 pm
Wednesday 8 am - 5 pm
Thursday 10 am - 4 pm
Friday 12 pm - 4 pm
Saturday Closed
Sunday Closed

About the Writing and Media Help Center:

The Iowa State University Writing and Media Help Center provides a comfortable environment wherein ISU scholars from any discipline can collaborate with trained consultants to explore and develop self-awareness and self-sufficiency with written, oral, visual, and electronic communication.

Consultants will help you with any stage of your composing process, from brainstorming and researching to content development and proofreading. We do not proofread or “fix” papers for you, nor do we create or edit media projects for you, but we will help you learn how to proofread and assess the effectiveness your own work, whether it is a website, oral presentation, essay, or lab report.

Consultants in the Writing and Media Help Center work with you according to our core value that composing and critical thinking work together to create a meaningful education. With this value in mind, we collaborate with you to examine how to compose effective documents, and to help you improve your facility with any type of communication.

writectr@iastate.edu

10 Things You Didn't Know About College Grading

10 Things You Didn't Know About College Grading (from US News)

November 04, 2009 04:43 PM ET Lynn F. Jacobs, Jeremy S. Hyman Permanent Link Print

Given how concerned most students are about grades, it's amazing how little they know about how grading is done. Actually, it's not so amazing. Universities go to great lengths to hide—or at least not disclose—facts about grading that anyone who's taught at a university for more than a year knows. Want a peek? Read on.

1. It's 10 minutes—and then on to the next. You might think that your grader will spend half an hour to an hour grading each student's piece of work. Not so. Unfortunately, given that an instructor might have a stack of 30, 40, or even 70 papers or tests to grade, he or she has only about 10 minutes to devote to each piece of graded work. This is why you should make your claims clearly and forcefully, avoid any irrelevant or unnecessary material, and take the trouble to really explain your points.

2. The grading is often outsourced. In large classes at large colleges, the professor giving the lecture is rarely the one who does the grading. Instead, there is usually a cadre of low-paid grad students who do the grading. You might know the grad student as the TA running your discussion section. But your grader might also be an unseen and unnamed person who has been hired only to grade the written work, with no other duties in the course. Some professors actively manage the grad student or grader, going over sample papers and setting a grading scale. But other professors are happy to delegate the whole job to the underling and never set eyes on student work.

3. It's not as subjective as you think. While it's easy to see how grades are assigned on "objective" tests (like multiple-choice or short-answer tests), it's tempting to think that the grading of essays or papers is just a matter of opinion. But if you were to actually read a set of 50 essays on the same topic, you—and anyone who knew the material—could see right away that there is a wide range of levels of quality in the answers. For professors who have been teaching the material, it's extremely easy to distinguish the essays from students who show an excellent understanding of the issue from those who sort of get the point and those who have no idea what they're talking about—and to assign the grades accordingly. Sure, the professor down the hall might see the same set a bit differently, but it's not likely that this other prof is going to find the D essay any more illuminating than the one who gave a D in the first place.

4. A's are often in short supply. At most colleges, despite what you might have heard about grade inflation, professors give about 10 percent to 25 percent A's in introductory classes and perhaps 30 percent to 50 percent in more advanced courses.

5. Grading usually is not a zero-sum game. In classes where the grading is curved, your grade is in fact determined by your position relative to other students in the class. But curves are not used in all that many classes. Most liberal arts students don't see them that often. So relax—the reason you didn't get an A is not because your friend stole the last available A. It's just that the level of your work didn't merit one.

6. First impressions count. Since your grader is working fast and trying to make a quick decision about what grade to give, nailing the main point in the very first paragraph creates a feeling of satisfaction in the grader. This sets the essay on the path to an A. Keeping the grader in suspense about when—and if—you're ever going to answer the question, or, worse, larding your essay with bull, very quickly inclines the grader to a C.

7. Last impressions count. Your conclusion is the last thing your grader reads before slapping the grade on at the bottom, so whatever you do, don't end with excuses or explanations of why you did such a bad job. This only confirms the grader's judgment that the essay wasn't really all that hot. Just summing up what you've said is OK, but a far better idea is to bring out some new point of even deeper significance or draw an unexpected connection—that's ending with a bang. And you'll likely get a bang-up grade.

8. Effort isn't taken into account (usually). In college, you are generally graded on the product you produce, not on how hard you worked to produce it. Students have a lot of trouble grasping this, which is why professors regularly hear complaints from students unhappy about getting a bad grade on something they worked "really hard" on. Professors have no trouble dismissing such complaints, since they're not in the effort-assessment business (and couldn't be, even if they wanted to).

9. There aren't usually do-overs or extra credit. In most courses, the professor has
his or her hands full with the regular work and isn't looking to allow students with bad grades to rewrite their papers for a better grade. They're also not likely to offer the chance to do extra work for extra credit. So try to do it right from the first.

10. There's no real court of appeals. Sure, most colleges have official procedures
for disputing a grade, but grades rarely get changed. It usually happens only if there is some serious procedural irregularity (such as incorrectly adding up the points, failing to read a page of the answer, or not following policies on the syllabus or the college rules). Arguments that almost never work include: My friend wrote the same paper but did better than I; another TA grades easier; and the assignment wasn't fair. If you haven't gotten the grade you wanted, it's best just to suck it up, then ask the professor or TA how you can do better next time.

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