Thursday, January 3, 2019

Essay 1

Basho, "Haiku"

Lyric? Narrative? Maybe both.

Haiku: 5 - 7 - 5 syllables: 3 line poems which may stand alone or be linked with other poems

Imagery: not just visual--various senses

allusion:   Sado Island      Kyoto


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Gwendolyn Brooks, "Malcolm X"


Brooks had some involvement with the black power movement, which included Malcolm X, who was killed in 1965.

Alliteration:    r and r sounds repeated in lines 2 and 3.   Also, in line 2, the strong "d" sounds are repeated at the end. "Hence" is the repetition at the beginning of two lines; this is called anaphora.

Notes by Janette Brown:



Stanza 1:
            “Original” -Iambic Diameter. Dramatic tone. Straight to the point that she views X as original.
            “hence ragged round….robust”- describes his lack of polished vocabulary. (Historical Context- he generally wanted to appeal to the lower working class therefore his vocabulary had to fit the audience). Alliteration of the “R and R” sounds, and also “d”
Stanza 2:
            Trimeter.
“hawkmans eye’s” – trope for fierce , sharp.
“we”- the African American community.
“maleness”- aggressiveness/dominance = power. Masculinity. Went against the portrayal of how African Americans were supposed to be.
“the maleness” – repetition means she feels strongly about that characteristic.
“raking out and making guttural the air” -hyperbole. The air can be the social/ political atmosphere. Guttural can also mean rough so it can be interpreted that he’s exposing the rough side. Raking out can also mean expansion , and his energy is being expanded.
“pushing us to walls” – walls is a trope for forcing African Americans to take risks,
Stanza 3:
            Iambic Pentameter after iambic dimeter and iambic trimeter
            “soft”= change. “fundamental hour”= black power movement (mid 60s)
            “sorcery devout and vertical” – she views his way to call action to black empowerment as magical. She uses the word vertical to illustrate that X doesn’t lie down and get walked over.
            “beguiled the world”- X charmed the “black world” so it's clear she is addressing that group and not whites who were not progressive in the sixties, because they saw him negatively.
Stanza 4 :
            “he opened us”- he gave them a different perspective on the possibility of political change,
            “he was a key”- they viewed him to be the answer/ solution for black empowerment. There is also a possibility that door/key are somewhat sexualized tropes that connect to his masculine power; in this era, many would find this reading problematic.



Group work, Monday, Jan. 7, 2019: List: the most interesting parts of the poem and why they are interesting either in terms of literary technique (trope, image) or thematic development or both, and ask specific questions about about lines, phrases, or sentences in the poem that seem to block your ability to experience the language.


A. Emily Dickinson, 209 (520)


problem with second stanza--meaning of tropes

Is it the fear of ocean itself or a fear of death or of a person?

 low-stakes writing samples:

Dickinson was a woman who lived in solitude and never married. This poem could be about an interaction or feeling she once felt or perhaps even yearned for--a person or feeling. The sea engulfing her could be as if she wanted the embrace since she stood there.

 In the first four stanzas every other line rhymes in accordance to the last word said.

quatrain 1:
q a r a
2:  s b t b
In the last quatrain, the only slant rhyme appears:   know/withdrew

Dickinson uses a first-person narrator. Actually, this is a term used to describe fiction (novels and short stories); in poetry, we refer to the speaker. But it's very good that you are distinguishing the "person" in the poem from the author; they should not be seen as one, except in rare cases!

The poem thrusts you into a situation with a woman and a dog out at sea as they happen to be battling the harsh elements. You can feel the conviction in her will to not give up on this journey through the words of the poem. It feels very much like an outlandish short film.

The man whom she's describing seemed to be very sneaky as he would follow up on her secretly in the poem.

It sounded like she wanted to commit suicide.... I knew that she was mentally sick, and she described her desires to swim along until it withdrew her.

I feel like the in-depth exaggeration shows how much she felt attacked by the sea. The touch of the wave scared her away.

She is bold and confident and nobody can interfere with her motion. The opposite force is strong as well, but... the last stanza clarifies that she has the victory.

I noticed the many pauses she is taking. She is using a lot of rhyming and meter.

I notice the odd punctuation: this poem is separated by hyphens. This creates a stronger separation between lines. Dickinson makes use of vivid imagery.

The poem may be using personification by giving the sea a personality because this "sea" is representing someone or something else. For her this sea has a kind of dangerous or consuming side. "The sea withdrew" is my interpretation of a goodbye or some kind of farewell. This sea could represent a lover who is consuming and beautiful.

"The mermaids in the basement... look at me." Hyperbole, possibly meaning fish deep in the sea. Yes, it's a trope (metaphor) that connects mermaids/fish & basement/bottom of sea, but hyperbole is exaggeration, and this is not primarily exaggeration.

Why did she choose this title? She didn't; she didn't use titles; her editors used numbers after her death.

Notes by Olive Casareno:

Background info:
-Dickinson was a recluse that stayed hidden away on the second floor of her house for about 20 years
-Some queer theorists believe that Dickinson was, in fact, attracted to women and had a deep affection for her own sister in law, Susan Gilbert; the evidence they use to support this lies within the intimate nature of the letters Dickinson and Gilbert often exchanged
Although same gender relationships have existed throughout human history, since Dickinson lived during the Victorian era, there was no "model" of what lesbianism or bisexuality in society
-some conventional critics believe that Dickinson was actually in love with a preacher, who had no interest in her affections (though there is no conclusive proof for this claim)
-Poem 520 addresses both death and the conflict between desiring and resisting sexual relationships; it relates pleasure/pain, sex/death 

B. Megan Hall, "Real"

The first sentence is the most striking, because it made the most sense.
The first 2 stanzas are very different from the last 2. We need to think about how leaps of association happen.
Megan Hall seems to be a white woman, but she may be of mixed race.

Notes by Alex Marston:

When the speaker uses the word "white" she does not seem to be using it in a racial context. The image/trope of "butterflies" may signify beauty and "sword" the fight to gain acceptance regardless of looks. In the middle of the poem, we can question whether the speaker is awake, dreaming or struggling to distinguish reality from fantasy. A "lucid dream" occurs when one is dreaming and is at the same time aware that this is a dream; this may be a situation similar to lucid dreaming.

"Looks that want to peel me" may deal with racial categorization; the speaker may be imagining people in her dreams who dislike her for being of mixed race. She wants to use her fantasy to help her get away from them or have them disappear. The idea about those who wish to "split" and "shred" her indicates that she is facing racism in South Africa at the time of Apartheid (before the 1990s).

The dream undergoes a transition onto a beach, and she emphasizes her "brown" color ("colored," neither white nor black in the Apartheid racial system). The later reference to "blackness" could be a trope for race or rather for emptiness, lack of hope, unhappiness.

The final vaginal reference to what is "between" her "legs" ("words") may represent her femininity as an ancient source of power. We wonder: how can words cast "shadows"? And how can a shadow be cast at night without some source of light to contrast with it?



C.  William Shakespeare, excerpt from King Lear 

Notes by Antonyio Artis:

- King Lear has gotten old and wants to give on of his daughters the throne. He pits the 3 daughters against each other by deciding who gets the throne based on who loves him more. The older two, Regan and Goneril pretend to love him the most just to get his throne.
- Before this poem took place; Regan and Goneril had shut their father out in the middle of the storm.

"Thou think'st much that this contentious storm
Invades us to the skin: so 'tis to thee;
But where the greater malady is fix'd,
The lesser is scarce felt."

-The first line gives off the sense of anger and danger.
-CONTENTIOUS - Causing or likely to cause an argument; controversial.
-THOU - you
- The storm is personified since it cannot literally invade the skin.
-the punctuation shows one thought is proceeding the other.
-the storm symbolizes the daughters Regan and Goneril (figuratively) and the (literal) storm outside.
-MALADY - a disease or ailment.
- the last line suggests the storm may also exist in his mind. Depression.

"Thou'ldst shun A bear;
But if thy flight lay toward the raging sea,
Thou'lst meet the bear i' the mouth. When the mind's free,
The body delicate: the tempest in my mind
Doth from my senses take all feeling else
Save what beats there. Filial ingratitude!
Is it not as this mouth should tear this hand
For lifting food to't?"

-SHUN - to avoid
-He'd rather fight and risk his life trying to kill the bear than face the sea.
-When the mind is okay, the body is fragile to you. You tend to care about yourself more when the mind is free than when it is damaged.
-TEMPEST - a violent windy storm
-"tempest in my mind" defines and supportd the earlier use of MALADY. Internal sickness. His mind is not well throughout.
-FILIAL - Daughter or son
-INGRATITUDE - to be ungrateful
-This expresses King Lear's relationship with his daughters is the exact opposite of what it should be. The daughters should be grateful since it is their father's hands that nurishes them. Instead they don't love him and reject the figurative warmness of family.

"But I will punish home:
No, I will weep no more. In such a night
To shut me out! Pour on; I will endure.
In such a night as this! O Regan, Goneril!
Your old kind father, whose frank heart gave all,-
O, that way madness lies; let me shun that;
No more of that."

-there is a mood switch. He driving to take action against the things causing him pain.
-He will punish home directly. He will punish his daughters.
-"pour on" he is speaking to the Gods.
-His words contradict his previous actions in the lines "Your old kind father whose frank heart gave all" because he pinned the 3 daughters against each other and ridiculed the youngest.
-MADNESS - the state of being mentally ill, especially severely.
- Madness was used in those times in literature to symbolize insanity and a state of the mind being too far gone to recover easily.
-King Lear convinces himself he will endure the storm to keep himself from going insane.

-the first half (before the mood change) suggests a King Lear who is numbed by the pain his older two daughters caused. The second half expresses King Lear's inability to feel numbness and (instead) use his hurt emotions to enact retribution against them.

D. A.K. Ramanujan, "As Eichmann Said, My Brother Said"


Adolph Eichmann: a leader of the Nazis who carried out aspects of the Holocaust and other atrocities.

It's striking that Eichmann did not regret anything and is justifying his horrible actions.

Notes by Isabella DaSilva

Ramanujan uses allusion when mentioning Eichmann, who was a Nazi enginerr whjo worked at the concentration camps.
- uses simile when stating "the trains ran like a dream"
- harrumping = dissatisfaction or dissaproval
- bull market = doing well in stocks, upgrading
- "they had lot their eyes", infamous Nazi doctor, Mangela, did experiemtens with jews, gypsies and gays, suhc as detatching ones limbs and re attching them onto another, and changing their eye colors to be resemble the arian race (blonde hair with blue eyes). In addition, they would use their gold teeth to melt them and be resourceful.
- The image of "artiical limbs, climbing by themselves, all over the landscape" is seen as surreal and disturbing.
- Junk bonds =  when you invest your a large amount of your money that you dont get a refund
- Ramanujan mentions compare Jews to "caterpillars" because like caterpillar, they are yet to be their final form, their are incomplete, not yet butterflies, not yet perfect. It is seen as a trope/
- Eichmann was simply following orders as stated in stanza 3, "As Eichmann said, I obeyed orders, thats all".
- Pension - putting money for retirement
- Using juxtaposition when stating in stanza 4, "into ovens not unlike the ones in your kitchen" comparing the kitchen oven to the one that they had in the death camps, but bigger. Giving us a feel and making us understand them. The smell of something burning.
- "making pyramids of tangeled hands and feet, another allusion to what happened to these jews limbs?
- Evil & domesticity, they exist, they are seperate, but not!
- The pyramid scheme mention with men making pyramids with tangled hands
In stanza 5 line 4-5, "of not remembering and not forgetting either" states a paradox, general not specific. After the end of the concentrations camps, all Nazis were put in trial and have states the same that Eichmann said, "not remembering, and not forgetting"




E. Robert Browning, "The Bishop Orders His Tomb at St. Praxed's Church"

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There are 3 interpretations of Dickinson's poem in Academic Search Complete; here is one:

O'Maley, Carrie. "I Started Early--Took my Dog." Explicator, vol. 61, no. 2, Winter 2003, pp. 86-88.


Critics have concluded that the main theme in Emily Dickinson's "I Started Early--Took My Dog" (1862) is a male/female sexual encounter. They dispute whether the encounter is malicious or consensual. Lynn Shakinovsky argues that the Sea is a symbol of power and masculinity working against the weak woman: "Poem 520 concerns itself, on the one hand, with the play of power between the female narrator and the Sea who is figured as male" ( 1). The narrator is undisputedly a woman in all criticisms, and the fact that Dickinson assigns masculine pronouns to describe the secondary character makes this assumption irrefutable. The womanly narrator is depicted as a "Mouse," whereas the male figure is posed as a "Frigate" in the Sea, descriptions that fit typical stereotypes of the aggressive male and the passive female.
Although the poem includes strong metaphors alluding to a corporal meeting between a man and a woman, many other phrases suggest a near-death experience. The Sea, although representing the male in a sexual encounter, is also a metaphor for Death, and Dickinson's use of the capitalized pronoun "He" shows the importance of this proverbially feared phenomenon. Indeed, the "basement" in the first stanza is the scary part of death, its power to make most humans run in fear. Additionally, Dickinson says that "Frigates--in the Upper Floor Extended Hempen Hands." The "Hands" are likely the hands of Death reaching down to take the narrator captive.
Most critics, however, view "Hempen Hands" as symbolic of male sexual dominance. According to Shakinovsky, "The welcoming, 'extending' hands of the Frigate are not entirely friendly and contain a slight sense of threat, as 'Hempen' implies the possibility of trapping, tying, and strangling" ( 2). Howeve, she fails to recognize the severe tonal switch in the third stanza:
But no Man moved Me--till the Tide
Went past my simple Shoe—
And past my Apron--and my Belt
And past my Bodice--too--.
The switch seems to imply that the narrator, at first fearful of her first sexual experience, is unsure of what is coming, but the ease in which the man approaches her wipes these fears away. Indeed, Jonnie Guerra argues that there is a lack of power in either the man or woman and that the pair share an intense mutual attraction: "The man's advances entice the female speaker as those of other men have not: according to the speaker's own report, he alone has 'moved' her" ( 1). But I contend that the encounter is with death, wherein death first frightens her and then beckons her with a calming rush.
In the same way a virgin may at first fear sex, most humans fear death. The touch of Death seems to ease the narrator, much as the gentle touch of a lover may ease a virgin during her first sexual encounter. The transaction is nearly complete in the fourth stanza, as death 'made as He would eat me up-As wholly as a Dew."
Guerra points out that the control possessed by both the male and Death in the second stanza has been completely handed to the narrator by the fifth stanza: "He--He followed--close behind--/ I felt His Silver Heel / Upon my Ankle--Then my Shoes / Would overflow with Pearl." Thus, not only does the male follow the female's lead, he possesses a "Silver Heel." This grandiose description of the male's body part stress-s the luxurious quality of the sexual encounter. Likewise, Guerra notes, "even when the speaker feels 'His Silver Heel' on her 'Ankle,' his touch is made to seem not irritating, but desirable, for her shoes overflow with 'Pearl,' an image that Dickinson privileges for things she deems precious" ( 2). This passing of control makes it evident that the pair share not only the aggressive power, but an intense mutual attraction as well. Likewise, the narrator overtakes death, and the fear that goes along with such a wondrous event has turned into acceptance. The narrator is at once at the same level as both death and her sexual partner, and she finds that neither being should be feared.
Shakinovsky claims that the final stanza reiterates male power and control, writing, "His power is conveyed again by the idea of control and choice that is implicit in the fact that his withdrawal at the end of the poem is presented not only as voluntary but also as temporary" ( 3). However, when the pair meet "the Solid Town" in the last stanza, the end appears as an intrusion that neither welcomes. It was not the male who met the town, nor was it the female. Rather, Dickinson distinctly uses the pronoun "We" to signify that the lovers experience this sad ending together.
The poem is convincingly about both a first enjoyable sexual encounter and a brush with death. The allusions to each experience are impassioned, and the emotions associated with each phenomenon are universal. It is a strange paradox that Dickinson simultaneously describes one of the greatest pleasures of human life--sexual relations between men and women--and one of human beings' most feared experiences, death. The fact that the two experiences fall on opposite sides of life's spectrum of anticipated to feared events demonstrates that Dickinson understood that life is filled with both pleasure and pain. However, the ending of the poem shows that the narrator has embraced both sex and death. In refreshing contrast to all of Dickinson's poems and musings on death, "I started Early--Took my Dog" shows that the poet recognized that life brings joy and ecstasy along with darker pains, and that those seeming opposites are intimately related.
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For Browning :

Cervo, Nathan A. "The Bishop Orders His Tomb at St. Praxed's Church." The Explicator, vol. 61 no. 4, Summer 2003,  pp. 204-206.

As "The Tomb at Saint Praxed's," this poem first appeared in 1845. The poem was retitled in 1849, and in 1863 it was included in "Men and Women" immediately before "Bishop Blougram's Apology." (Pettigrew 1093). When each poem is considered superficially, it would appear that Browning had no further intent than to satirize two bishops; one, a sensualist besotted by renaissance inclusivity; the other, a self-deluded wielder of casuistry, who nonetheless is intelligent enough to understand the deleterious consequences to the Church of "Fichte's clever cut at God himself!" ("Bishop Blougram's Apology," 744).
....
In "The Bishop Orders His Tomb at Saint Praxed's Church," Browning attacks his subject much more subtly, by way of one of the bishop's sons, Anselm: "Draw round my bed: is Anselm keeping back?" ( 2) and "what do they whisper thee, / Child of my bowels, Anselm?" (63-64). Although there is not enough information in the poem to indicate what sort of person Anselm is, the introduction of his name is dialectically significant, as is the fact that he is "keeping back" ( 2) from completing the circle of corruption around the bishop's deathbed.
Saint Anselm (1033/34-1109) was Archbishop of Canterbury from 1093 to 1109. As archbishop, the elevated status he holds in the hierarchies of both the church and the realm of the Good Shepherd archetype is superior to that of Browning's two bishops. St. Anselm is best known in the secular community( n1) for his erroneously called "ontological argument"( n2) for the existence of God, the crux of which conceptualizes God as "that-than-which-nothing-greater-can-be-thought (id quo maius cogitari non potest)" (Pugh 37). The idea of God, not God unshelled from divine hiddenness, is signified by the "id" (it; "that-which") resorted to by St. Anselm.
Committed to the Christian narrative (to what we call today "the deposit of faith"), St. Anselm "had an overwhelming sense that the glory of God is inaccessible to human understanding and a concomitant belief that it is this very inaccessibility that ought to cause us to stretch our minds in search of God" (Pugh 36).( n3) Anselm expressed this belief in the phrase "fides quaerens intellectum" ("faith seeking understanding").
The notion that we cannot think of god, because God lies at the limit of our understanding, permits Anselm to claim that the universality of Christianity is found in its expression of belief and not the expectation of an inherent, constituent rationality, common to all persons. (Pugh 44)
In Browning's poem, the dying bishop represents a grotesque parody of "faith seeking understanding," having settled into a species of hedonistic skepticism. In his case, skepsis equals sepsis. The poem's persona embodies a potpourri of sensual (sensate) and intellectual (rationalistic) vices, the husks of which, signifying faithless inclusivity, fester and rot openly in his delirious ravings (57-62; 95: 106- 110). Without faith to seek it out and raise it to the status of right reason (the Thomistic recta ratio), the bishop's understanding amounts to little more than an implosion of rationalizations cored by projected concupiscence.
Significantly, "Anselm" ( 2, 64) is described by Browning as "keeping back" ( 2) seemingly reluctant to grace with closure the odious denouement to the bishop's miscreancy.


Wednesday, December 19, 2018

syllabus and course schedule

INTRODUCTION TO POETRY: ENG 270.7500       Fall 2 2019
Dr. Tom Fink, E-103-I, 718-482-5672, finkto@lagcc.cuny.edu   Office Hours: Mon. & Tues. & Thurs. 3:15 – 4:45 and by appointment some Wednesdays     Course Blog: “Poetry Intro Fink”

Required Texts: the Course Supplement (after the syllabus and Writing and Literature Textbook)
            
Course Description, Requirements, and Grading Standards:
   From the College Catalog: This course introduces students to the formal conventions of poetry as well as the basic elements that work to create a poem. Poems from different countries and different historical periods will be explored, at times from different critical perspectives.  Works by such poets as William Shakespeare, John Donne, Walt Whitman, Emily Dickinson, W.B. Yeats, Langston Hughes, e.e. cummings, Federico Garcia Lorca, Adrienne Rich, Audre Lorde, Leslie Marmon Silko, and Gary Soto.
Prerequisite: ENG 101

In ENG 270, you will learn to appreciate and analyze poems of a variety of authors from various geographical locations and racial/ethnic backgrounds.   Appreciation and analysis of poetry will involve the following:

1) identification of poetic modes (lyric, epic, narrative poetry, dramatic poetry, parody, satire);
2) understanding of forms of imagery and their effects;
3) identification of varieties of tropes (metaphor, simile, metonymy, hyperbole, etc.) and their effects, and some reflection about the development of tropes in a literary historical context;
4)  the application of historical background to the interpretation of poetry;
5)  some attention to rhyme, meter, free-verse, and other effects of sound;
6) ways in which poetry can be interpreted as raising political (including feminist), social, psychological, and philosophical issues;
7) awareness of how the insights/blindnesses of critics can be used in students’ written and oral interpretations of poetry.

            To earn credit for the course, a student must achieve all of the following (with percentage of the final grade given for each piece of writing): 

1.   Essay on a single poem [8 paragraphs, 900-1,000 words]             30%                                                                                                                                                                 
2.   Comparison/Contrast Essay [12 paragraphs, 1,300 words]            30%                                                                                 
3.   Comparison/Contrast or Analysis of 2-3 poems by one poet
                  [14 paragraphs, 1,500 words]                                              30%                              
4.  Class Participation                                                                            10%
                                                                                        
2.    Fulfill the attendance requirement: You may have hoursof unexcused absences for the term. Excused absences require written documentation. If a student is not in class on a particular day, s/he is still responsible for getting essential information from the class missed—for example, notes, from another student or from the course blog or in a brief conference from the professor during office hours and notvia email—and for fulfilling reading and writing assignments.

3.   This course is taught in compliance with LaGuardia's Academic Integrity Policy: you must not submit plagiarized work, in part or in full, or commit other acts of academic dishonesty. (Copies of the Policy are available in the Vice President of Student Affairs and Enrollment Management Office, the Student Government Office, Student Life and Development Office, and the Library.)
     You are responsible for knowing what plagiarism is (on the basis of the ENG 101 class that you passed and what I say and include in this syllabus) and not to commit it because of carelessness. Depending on the extent of plagiarism, a student may receive about a 20% reduction in a paper’s grade or a failing grade on the essay. Once a failing paper is revised, it can receive no higher than a 2.0.   If there is a second case of plagiarism, the student will either have to withdraw from the course or, if it is past the withdrawal date, s/he will fail the course. If I deem it necessary, I can fill out an Academic Integrity Complaint Form, which will be on file with the College’s Academic Standing CommitteeAlso, essays including patchwriting (copying text but changing grammatical forms) will be returned ungraded so that the patchwriting can be eliminated before the student gets a grade.   
                                                                                        
4. Engage in respectful and thoughtful participation in small group work and class discussion.
The College has a strong commitment to understanding and appreciating diversity.

5.  Deposit your Oral Skills/Inquiry and Problem Solving artifact in your ePortfolio.

Course Rules:

1. Leave the classroom to use your phone, if there is an emergency. You must not use your electronic devices in class; however, at specific points when we are doing research, I will ask students to use these devices to find particular information. Anyone who breaks this rule will be called to give a response or perform a task.
2. Check your email every other day, so that you can respond to my email within 2 days. (I only emails students if there is a serious issue to discuss.)
3. If you do not hand in a paper on the due date, email me about when you will have the paper. If you miss more than one class in a row, email me about the situation and when you will return.
4. When someone is speaking during class discussion, please wait your turn to speak. (Brief conversations helping other students find pages in a text or understand what we are doing are allowed.) 
5. A bathroom break should be 10 minutes or less.
6. Deposit a reading/brief analysis of a poem for LaGuardia’s Inquiry and Problem Solving/Oral Skills Assessment.

Grading:                                                                                            
   The grading sheet includes the various components on which a paper grade is based. 

Final grade:  A (3.76 to 4.0); A- (3.5-3.75); B+ (3.2-3.49);  B (2.86-3.19);  B- (2.55-2.85);  C+ (2.16-2.54);  C (1.8-2.15); C- (1.2-1.79)   D (.7-1.1);  F (0-.6)

If a paper is 1 class-day late, the mark will be lowered by 3/10 (.3).  If a paper is 2 class-days late, the mark will be lowered by  6/10 (.6). An essay that is 3 class days late will not be accepted; the student is advised to drop the course or, if unable, s/he will receive an F. The student may receive an Incomplete if s/he has passed the first 2 essays and misses the final, which can be made up after the term is over. 
            For a paper to count as being on time, you must give it to me as a printed copy directly in class. (Using a printer at the College may require getting to LaGuardia a few hours before a paper is due. There are lines for printers.) Essays done outside of class must be typed. Please double-space, have 1-inch margins on top, bottom, left, and right, and write your name, the date, and “original” or “revision” near the top. 

Evaluation of Class Participation
A- to A (3.5 - 4.0):  Upon my request, a student has sent me notes on class discussion for inclusion on the course blog at least twice, and s/he either contributed regularly to class discussion and/or accepted responsibilities during group work. Multiple visits to office hours also constitute effective class participation. The student has not broken course rules. (Please understand that taking notes during class discussion greatly increases your chances of success in the course.)
B – to B+ (2.6-3.4)  The student either contributed with some frequency to class discussion and/or accepted responsibilities during group work and/or made multiple visits to office hours. The student has not broken course rules.
C to C+  (1.9-2.5) The student has contributed to class discussion on infrequent occasions, does not accept responsibilities during group work, and does not attend office hours. S/he may have broken course rules, but not a great deal.
F to C- (0-1.8)  The student has repeatedly broken the course rules and has not contributed sufficiently in any of the categories listed above.

     This course is taught in compliance with LaGuardia’s Academic Integrity Policy. Students who submit plagiarized work, in part or in full, or commit other acts of academic dishonesty, will receive a failing grade and may face more serious penalties as articulated by the Academic Standing Committee. Copies of the Academic Integrity Policy are available in the Vice President of Student Affairs and Enrollment Management Office, the Student Government Office, the Student Life and Development Office, and the Library.
         On the basis of the plagiarism section in the Writing and Literature Textbook, you are expected to understand what plagiarism is and not to commit it because of carelessness.  If a paper exhibits more than 2 sentences of plagiarism, I have the option to fill out an Academic Integrity Complaint Form, which will be on file with the College’s Academic Standing Committee and will note the nature of the plagiarism and state the penalty. I will direct the student to eliminate the plagiarism.  If there is a second case of plagiarism, the student will either have to withdraw from the course or, if it is past the withdrawal date, s/he will fail ENG 270. If the student has plagiarized 2 sentences or fewer, I will direct the student to eliminate the problem. Also, essays including patchwriting (copying text but changing grammatical forms) will be returned ungraded so that the patchwriting can be eliminated before the student gets a grade.   

     Policy on Late Papers and Sequence of Assignments:  To receive credit for the course, you must fulfill all assignments.  If an essay is one class day late, it will lose .3 of a grade.  If it is 2 class days late, it will lose .6 of a grade.  If either of the first 2 essay assignments are more than 2 class days late, you will fail the course and should withdraw.  The final assignment must be handed in on time.  However, an Incomplete can be granted if you are unable to complete the final essay by the due date yet have done the other assignments and have a good, well documented reason for not handing in the paper on time.
     All work must be typed.  Always double space (skip lines); leave at least one-inch margins on each side—preferably 1 ½ inches on the left side.  Please write your name, the date, and a title near the top.  Each paper should be proofread 5 to 10 times, slowly and carefully. If either of the first 2 papers receives an F, it must be rewritten within two class sessions of my returning the draft; the highest grade for the revision is 2.7.

            POSSIBLE REVISION OF THE FIRST AND/OR SECOND ESSAY

You may revise each of the first 2 essays one time—only if you fulfill all of the following conditions.  The two grades will be averaged. These are the conditions:

1.  The original draft of the paper must have been handed in on time, unless there is written documentation of a medical reason for lateness (and then 1 class-day late is the maximum). 
2.  The student must underline, italicize, or boldface all changes in the paper, whether they are grammatical changes, or modifications in content, organization, or style. S/he must also hand in the original paper with my comments on it. The thesis must be identified in some way.
3.  If a paper is failing on the first and second draft, there can only be one more revision.
4.  The revision for both papers must be turned in by 2 class sessions after I have returned the graded original essay.

         POINTS THAT WILL HELP YOU SUCCEED IN THIS COURSE

     In math, there is often one right answer.  In poetry, language can mean in multiple ways. Sometimes you can claim that more than one meaning exists at the same time or that determining meaning is impossible and the reader can barely approximate.  10 interpretations might fit a poem, but there could also be 20 wrong answers—illogically constructed arguments, assertions without much support, faulty definitions of words/phrases, ideas based solely on a reader’s life-experience with no real connection to the poet’s cultural milieu, and historically inaccurate conclusions.        
     .When students learn to interpret poetry by hearing/reading others’ analyses and then using these techniques in writing essays with a strong, specific, coherent argument, it is helpful for them to take careful notes.  Don’t expect to remember what anyone said.
    Office hours are an excellent time for me to give you extra help, especially with the writing 
process.  When in doubt about an assignment, don’t just guess; see me in my office.

Final grade:  A (3.76 to 4.0); A- (3.5-3.75); B+ (3.2-3.49);  B (2.86-3.19);  B- (2.55-2.85);  C+ (2.19-2.54);  C (1.8-2.18); C- (1.2-1.79);  D (.5-1.19);  F (0-.4)

             COURSE SCHEDULE(SUBJECT TO REVISION)

Please do all readings before coming to class.  It’s a good idea to read each poem at least 3 times. Also, please bring the syllabus to class every day. [G] signifies group work.

Thurs. Jan. 3- Introduction to Course; discussion of Basho, “Haiku”; partial discussion of Gwendolyn Brooks, “Malcolm X.”

Mon. 1/7- HOMEWORK: Read Emily Dickinson, 209 (520); Megan Hall, “Real”; William Shakespeare, speech from King Lear; A.K. Ramanujan, “As Eichman Said, My Brother Said”; Robert Browning, “The Bishop Orders His Tomb at St. Praxed’s Church.”
Completion of Brooks analysis; low-stakes writing and [G] on Dickinson, Hall, Shakespeare, and Ramanujan poems; discussion of Dickinson poem; strategies for thesis development, close reading, transition, & possible use of a critic in essay 1.

Tues. 1/8– Analysis of Hall, Shakespeare, and Ramanujan poems.
  
Thurs. 1/10– HOMEWORK: Read Jose Emilio Pacheco, “The Hour of the Children”; Adelia Prado, “Pieces for a Stained Glass Window”;  John Ashbery, “Night Life”; Gail Tremblay, “After the Invasion”; Kim Hyesoon, “My Free Market.”
Analysis of Browning poem; low-stakes writing & [G] on the 5 poems; analysis of Pacheco poem; in-class work on essay 1.

 

*  Mon. 1/14- FIRST ESSAY: 900-1,000 words—7-8 paragraphs, (not counting block quotations) Interpret only oneof the 6 poems that we read between the beginning of the term and Jan. 8.  
To make sure this paper isn’t too long, it’s best not to analyze everything in a poem that is over 20 lines, but both the beginning and end of each poem, as well as a substantial or representative part of the middle, should be fully covered.  It is extremely important to perform specific interpretation of all major tropes (for example: metaphor, simile, metonymy, or hyperbole) and images in the passages that you quote.  When tell your reader that a word or phrase in the poem suggests or signifies some other word or phrase, you need to explain specifically why you think this is so.  
In the introductory paragraph, name the poet and poem and indicate some general ideas (whether political, philosophical, psychological, or aesthetic) that your essay will explore.  The body paragraphs will concentrate on each important part of the poem—and, if the poem is short enough—each stanza or strophe. Using block quotes, followed by analysis, is best, and in your analysis, you should not repeat whole lines that were in the block quote.  The conclusion presents your thesis, wraps up your general ideas, and can also propose questions for further study.
You may choose to quote from a secondary source (which can be an analysis of the poem, a treatment of the poet in general, or a historical source that you have obtained from either a book or Academic Search Complete or a web source that I have approved). Use parenthetical citation, and provide a Works Cited for the poem and secondary source.

Peer-critiquing; reading/discussion of parts of essays; analysis of Prado and Ashbery poems.     

Tues. 1/15- HOMEWORK: Rupi Kaur, Poem; (student pick)
Analysis of Tremblay, Hyesoon, and Thomas poems.

Thurs. 1/17- HOMEWORK: Read Read Dylan Thomas, "Do Not Go Gentle into That Good Night" H.E.R., "Against Me"; Walt Whitman, "O Captain, My Captain"; Neil Gaiman, "Sonnet." (student picks)
Discussion of 4 student picks.

Tues. 1/22- HOMEWORK: Read Wole Soyinka, “Dedication from Moremi.”
Analysis of Soyinka poem; low-stakes writing & [G] on comparison/contrast; strategies for thesis development, close reading, transition, & possible use of a critic in essay 2.
   
Wed. 1/23 (irregular day): HOMEWORK:  Read Audre Lorde, “Father, Son, and Holy Ghost”; Burt Kimmelman, “Arctic Terns”; Linton Kwesi Johnson, “Inglan Is a Bitch.”
Low-stakes writing & [G] on the 3 poems; in-class work & conferencing on essay 2.

Thurs. 1/24- Analysis of Lorde and Kimmelman poems; in-class work & conferencing on essay 2.

Mon. 1/28- COMPARISON/CONTRAST OF TWO POEMS  (ESSAY 2)  (10-11 paragraphs, not including block quotes; 1,300 words) 
    You will choose which poems from the ones we have studied in class to compare/contrast, but you must not select the poem you wrote about for essay 1. Compare/contrast the poems on the basis of thematic issues but also include aesthetic similarities and/or differences in either the beginning or end of the paper. In the introduction, name the poems & poets and indicate general areas for comparison/ contrast.  The next 4-5 paragraphs will concentrate on the first poem; then you will spend 4-5 paragraphs interpreting the second poem, but presenting sentences that refer (in a comparative or contrastive way) to the first.  Your 1 or 2-paragraph conclusion will detail all important elements of comparison/ contrast between the 2 poems, which is your thesis. 
    You may choose to quote from a secondary source (which can be an analysis of the poem, a treatment of the poet in general, or a historical source that you have obtained from either a book or Academic Search Complete or a web source that I have approved); use parenthetical citation. Provide a Works Cited for the 2 poems and the secondary source.

   Peer-critiquing; reading/discussion of parts of essays; analysis of Johnson poem.

Tues. 1/29- HOMEWORK: Read W.B. Yeats, “The Gyres”; Andree Chedid, “The One Who Endures”; Arlene Ang, “Toward a State of Symbiosis”; Allen Ginsberg, “Howl.”
Low-stakes writing & [G] on the 4 poems; analysis of Yeats and Chedid poems.

Thurs. 1/31- Analysis of Ang and Ginsberg poems; practice for Oral Skills/Inquiry and Problem Solving sample; some depositing.

Mon. Feb. 4- HOMEWORK:  Sandy McIntosh, “For A Man Who Lost His Wife”; “Alejandra Pizarnik, “On Silence”; Timothy Liu, “Romance”; Harryette Mullen, “Any Lit”; Pablo Neruda, “A Dog Has Died.”
Analysis of McIntosh poem; low-stakes writing & [G] on the other 4 poems; analysis of Pizarnik poem. 

Tues. Feb. 5 is the last day to withdraw officially from a course.

Tues. 2/5- Analysis of Liu, Mullen, and Neruda poems.

Thurs. 2/7-  HOMEWORK: Read Natsuko Hirata, “The Final Place”; Amiri Baraka, “Short Speech to My Friends.”
Strategies for thesis development, comparison/contrast elements, use of critic, and organization for Essay 3; low-stakes writing & [G] on Hirata and Baraka poems; analysis of Baraka poem.

Mon. 2/11- Analysis of Hirata poem; in-class work and conferencing on essay 3.


* Thurs. 2/14- ESSAY 3 DUE (12 paragraphs, not including block-quotation, 1,500-1,700 words)

      As with essay 2, you will choose which poems from the ones we have studied in class to compare/contrast, but you must not select any poem you wrote about for essays 1 and 2. (See me if you wish to write about 2 or 3 poems by a single poet we have studied.) Compare/contrast the poems on the basis of thematic issues but also include aesthetic similarities and/or differences in either the beginning or end of the paper. In the introduction, name the poems & poets and indicate general areas for comparison/ contrast.  The next 4-5 paragraphs will concentrate on the first poem; then you will spend 4-5 paragraphs interpreting the second poem, but presenting sentences that refer (in a comparative or contrastive way) to the first.  Your 1 or 2-paragraph conclusion will detail all important elements of comparison/ contrast between the 2 poems, which is your thesis. 
    If you did not choose to do so in either essay 1 or essay 2, you should quote from a secondary source (which can be an analysis of the poem, a treatment of the poet in general, or a historical source that you have obtained from either a book or Academic Search Complete or a web source that I have approved); use parenthetical citation. Provide a Works Cited for the 2 or 3 poems and the secondary source.

     Peer-critiquing; reading/discussion of parts of essays.

Tues. 2/19- Conferences (in my office, E-103-I) during the usual class-time.