Last Week of Classes!

Remember that next week's class is optional: I'm just going to give a short extra credit assignment which can give you a few points towards your final grade. But if you feel good about your grade, or want to simply concentrate on revisions, an absence won't count against you.

All paper revisions (1-3) are due by Friday @ 5:00. You can revise any paper for a higher grade based on my comments, and if you have questions about the comments, please let me know. 

ALSO, be sure to fill out the Course Evaluations sent to your e-mail from the university. In past years, less and less students are doing them except the ones who are angry about the class! It only takes a minute, and it's important to show the university (however imperfectly) what's going on in a given class. 

Take care and see you next week! 

Last Blog Video, Life of Pi, Chapters 89-100 (but watch even if you haven't finished yet!)

 Here's the final blog video for our class, which covers the last chapters (89-100) of Life of Pi. Even if you haven't finished it yet, watch the video and respond with a COMMENT to the question at the end. This is your last chance to do this, and some of you have missed several responses, so don't miss this one, too! 

Also, don't forget Paper #3 is due tomorrow (Friday) by 5pm! Let me know if you have any questions.

For Next Week: Life of Pi, Chapters 58-88 (roughly); also, think about Paper #3!

Remember that Paper #3 is due next Friday, the 16th! Keep reading and thinking about connections between this book and Persepolis, and how each one can help us see some of the big themes in our own lives. Consider what these books are trying to teach us, and how living through their experiences can improve (or help us appreciate) our own.

Additionally, here are some passages from the reading that you might want to think about and consider for next class (in-class writing prompts???) or for your Paper #3.

Page 177: "For the first time I noticed...that my suffering was taking place in a grand setting. I saw my suffering for what it was, finite and insignificant, and I was still. My suffering did not fit anywhere, I realized. And I could accept this. It was all right. (It was daylight that brought my protest: No! No! No! my suffeirng does matter. I want to live!...Life is a peephole, a single entry onto a vastness--how can I not dwell on this brief, cramped view I have of things? This peephole is all I've got!"

Page 183: "I wept heartily over this poor little deceased soul. It was the first sentient being I had ever killed. I was now a killer. I was now as guilty as Cain. I was sixteen years old, a harmless boy, bookish and religious, and now I had blood on my hands. It's a terrible burden to carry. All sentient life is sacred. I never forget to include this fish in my prayer." 

Page 192: "I did not count the days r the weeks or the months. Time is an illusion that only makes us pant. I survived because I forgot even the very notion of time."

Page 206: "Tigers, indeed all animals, do not favour violence as a means of settling scores. When animals fight, it is with the intent to kill and with the understanding that they may be killed. A clash is costly. And so animals have a full system of cautionary signals designed to avoid a showdown, and they are quick to back down when they feel they can."

Page 207: "My greatest wish--other than salvation--was to have a book. A long book with a never-ending story. One I could read again and again, with new eyes and a fresh understanding each time."

Page 215: "To be a castaway is to be a point perpetually at the centre of a circle. However much things may appear to change--the sea may shift from whisper to rage, the sky might go from fresh blue to blinding white to darkest black--the geometry never changes. Your gaze is always a radius. The circumference is ever great. In fact, the circles multiply. To be a castaway is to be caught in a harrowing ballet of circles. You are at the centre of one circle, while above you two opposing circles spin about."

Page 217: "The worst pair of opposites is boredom and terror."

Blog Response #8: The Metaphors of Life of Pi (Chapters 37-57); also, Paper #3 assignment

 Be sure to read Chapters 37-57 (or somewhere around there) for next week's class. Bring your book to class, since that will help you with the in-class writing! The video below will give you some insight on Paper #3 as well as discuss some of the next chapters of the book.  The Paper #3 assignment is pasted below in case you weren't in class or lost it. See you next week! 

Conversation Paper #3: The Facts of Fiction

 

INTRO: In Chapter 25 of Life of Pi, Pi is discussing people who ignore the suffering of the world, but become enraged if someone insults their religious beliefs. As he writes, “These people fail to realize that it is on the inside that God must be defended, not on the outside. They should direct their anger at themselves. For evil in the open is but evil from within that has been let out…To me, religion is about our dignity, not our depravity” (71). This is surprisingly similar to Persepolis, where the Iranian government tortures and imprisons its own citizens for not wearing veils or listening to Michael Jackson. The true evil, both suggest, come from the people judging—not the people who are judged imperfect.

PROMPT: Discuss how both books offer a similar critique or discussion of one or more ‘real world’ issues below:

• Finding one’s true identity
• The nature of faith or belief
• The value of a human life
• The importance of education
• Being ‘free’ vs. being ‘confined’
• The corrupting influence of power
• The value of integrity
• Others?

Remember that though both novels are fiction, they each try to help us see the ‘truth’ of the world around us. So consider how each book agrees on or helps us examine certain key ideas in our own society/lives. You might also consider how each character is a refugee, forced away from their families and homes; to find themselves, they have to create their own values—a sort of ‘life raft’ to bring them safely to a distant shore. Feel free to relate this to your own life, and use personal examples that helped you understand each book (or, you can discuss it more generally—your choice).

SOURCES: Obviously, you must use both books in your paper, quoting from each one to show the connections between their lives and yours (or our lives in general). I also want you to use TWO additional sources, which could be (a) two interviews from Humans, which use people from similar backgrounds (Iran, India) or situations that relate to the characters’ struggles; (b) two articles that underline the issues you discuss in your paper—for example, the suppression of female identity, or the rise of fundamentalism in the world; or (c) two other works of art, such as books, songs, or even movies that discuss similar themes or are inspirational for you in your own journey of discovery. Just make sure these works add CONTEXT to your discussion, and help us understand why this conversation is meaningful and relatable.

REQUIREMENTS

• At least 4 pages, double spaced, but you can do much more
• Must have a conversation between both books using quotes and discussion; help us understand the Context and the Meaning of the passages you quote
• Must use at least TWO secondary sources, either from Humans, articles, or other works of art  
• Use proper MLA citations throughout; see previous handouts for help, or check the Purdue OWL website: owl.purdue.ed (then click on “MLA Formatting and Style Guide” under “Most Popular Resources”)
• DUE FRIDAY, APRIL 16^th BY 5pm

For Next Week: Martel, Life of Pi, Chapters 1-36 (or as much as you can!)

Sorry for the delay--my new laptop is rejecting Zoom! But I finally got the new video up. Read Chapters 1-36 (or as much of them as you can) and watch this video and comment by next week's class. Enjoy--I think it's a really fun and thought-provoking book! 

For Next Week: Finish Persepolis, from chapters "The Return" to "The End"

Hope you're enjoying Spring Break! For next week, be sure to finish Persepolis, reading the remaining chapters, "The Return" to "The End" (and use this time to catch up if you're behind!). I e-mailed everyone's paper comments back to them, so please let me know if you didn't receive an e-mail. Remember that you have all semester to revise either Paper #1 or #2 (and you'll have time to revise #3 as well, before long).

When we return, we'll have an in-class writing on Persepolis which might be about ONE of the following topics (so make sure you're familiar with them as you read). You DO NOT have to answer them now--they're for next week's classes! 

* Why does Marjane fall into a deep depression upon returning to Iran? What kind of identity crisis does she experience once she's home and among family?

* Why does Marjane's boyfriend and grandmother act so differently to her lie about the man on the street? 

* Even though the government regulates every aspect of men and women's lives, how does Marjane show us that most people remain 'free,' especially her and her friends? How do they rebel against the government without getting caught?

* Related to the above, why don't more people revolt and rebel against the government? What keeps the people so docile when they would love to overthrow the powers-that-be?

* Why would Satrapi claim that fundamentalist Islam is anti-Iranian? Why can the true spirit of the Iranian people (as she sees it) not be represented by such a repressive government?

* Why does she decide to divorce her husband and leave Iran for the second time, knowing that she might never return? 

Blog Response #6: Persepolis, Part II: Chapters "The Soup" to "The Return"

 

NOTE: I won't give you a new blog video today, since so few people seemed to have watched and responded to the last one. So I'm giving those who haven't responded a chance to go back and watch/respond to it for credit. But this is one-time thing, so be careful! I don't want you to go into midterms with missed assignments. 

For NEXT WEEK, be sure to read the chapters "The Soup" to "The Return." This is NOT the entire book--we'll finish that after Spring Break. But read these chapters for now and then we'll have an in-class writing prompt on Monday/Wednesday. 

The prompt for next week's class is below if you want to start thinking about it! I'm giving it to you early since I want people to make sure they've read enough to answer it...I'm worried people aren't reading and are falling behind in the class. Mid-terms are this week, so it's a great time to reassess your commitment to the class! 

Next Week's In-Class Response (don't respond with a comment-we'll write this in class): Marjane fled Iran to the relative safety and freedom of Vienna, where her parents hoped she could get a proper education. However, even though Vienna promises her everything Iran withheld from her, she has a traumatic experience and almost dies. Some people suggest that "complete freedom is a kind of prison." Why does this prove true for Marjane? Why does moving from the control of fundamentalism Islam to the freedom of democratic Europe prove so dangerous for her? How could freedom offer its own dangers to society and those living in it?

See you next week! 

Blog Response #5: Persepolis The Perspective of Comics

 For next week, be sure to read the first part of Persepolis, which goes from the chapter called "The Veil" to the chapter called "The Dowry." After you read it, watch the video below and respond with a comment (and reading the book will be necessary when you see the question). Enjoy! 

Paper #2: The Human Condition

NOTE: Be sure to do Blog Response #4 by Monday or Wednesday (whichever class you have)! It's the post DIRECTLY BELOW this one. 

Paper #2: The Human Condition 

PROMPT: In our first paper, we looked at how three stories could share the same conversation based on advice, and how you, as the writer, could connect all the stories through context and quotation. For this paper, I want you to take a similar approach, but instead of advice, I want you to use THREE STORIES in the book to introduce a serious conversation on-going in our society. This conversation must be something that you can read or learn about elsewhere, and that the stories in this book give a ‘human face’ to, rather than just being a story of facts and statistics.

SOURCES: Your paper should use one of the stories to introduce the topic, and then weave in the other two as you discuss different aspects of the topic using SECONDARY SOURCES which gives a broader scope to the conversation. Secondary Sources are articles, websites, books, videos, and other media that add depth and context to the subject matter. I’ll post a video this week to discuss ways to conduct useful research beyond a Google search.

EXAMPLE: The story on page 386 is one of a psychotherapist from Holland who says, “I’m a psychotherapist to some of the most successful people in Holland…They’ve accomplished so much, but they’re still driven by this fear that they’re not going to make it. And they start to ask themselves: ‘Is this going to be the rest of my life?’” This would be a great way to introduce the concept of IMPOSTER SYNDROME, which is a psychological condition than many people suffer from, and no amount of success or money can entirely eradicate. So this could be a great topic to research, and you could connect this to other people in the book who seem to suffer from the same condition (or people who don’t—to understand why they don’t seem to).

REQUIREMENTS:

• 3 stories from the book that connect to the conversation in useful ways; you must discuss them all in your paper, and provide enough context to understand each story. You can use one story more than another, but all three must be introduced and discussed.
• 2-3 Secondary Sources from articles, websites, books, etc. These must be QUOTED and discussed as well, and connected to the overall conversation. ALSO: Dictionary definitions are not good secondary sources. Find an actual article that discusses the issue.
• Remember the keys to a good conversation paper: conversation, context, and quotations.
• DUE  FRIDAY, MARCH 5^th by 5pm

Blog Response #4: Truth Feels Heavy

 Be sure to read the last chapter of Humans for next week and watch the video below. This is your last blog response for the book, and I'll give you a break next week (promise!). We'll also discuss Paper #2 next week, assuming we're able to meet in person (lots of snow predicted!). If that happens, I'll inform you of everything you need to know on the blog. Respond to the video below in a comment by your classtime next week! 

Read "Struggle" pp.277-347: No Blog Response! (see below)

 I forgot to mention in class that there's NO BLOG RESPONSE this week, since I want you to work on your Paper #1 due tomorrow by 5pm. However, be sure to read pages 277-347, and consider this statement from the introduction to "Struggle:

“Every person I meet is my master in some point, and in that I learn of him” Ralph Waldo Emerson.

“I still learn something new from each person I meet. Everyone has a unique expertise. The quickest way to find a person’s expertise is by learning their struggle. What they’ve battled. What they’ve carried with them the longest. Because it’s what they’ve thought about the most.”

We'll talk about this next week! See you then...

 

Blog Response #3: Humans, "Randomness,” pp.177-275

 Don't forget about Paper #1 (in the post below this one), which is due next Friday by 5pm! The blog video today will help you understand the Conversation Paper and how you might approach your first paper for class. Don't forget to leave a comment to the question at the end.

Paper #1: The Human Conversation, due Feb.5th

NOTE: Blog Response #2 for Monday/Wednesday is in the post BELOW this one...

“I used to have a dream that I was going to grow up and help my family. I was studying hard. Now I don’t even know why I’d want to live in this world” (85).

INTRO: For your first paper, I want you to learn the rudiments of what I call the ‘conversation paper.’ This is a paper where you primarily respond to other writers and use their ideas to re-create a dialogue, or conversation, for your readers. This way, your readers will understand what other people have to say on the subject, and where your own ideas come from, rather than just saying, “I think this,” or “I feel this” without context.

PROMPT: Choose ONE person in Humans who you think needs some good advice based on their interview. Many of the people in this book seem lost, confused, bitter, angry, or disillusioned. What advice would you give them? What are they missing, or not able to see because of their confusion or loss? In addition, I want you to use AT LEAST TWO other people in the book to support your advice. In other words, imagine you’re doing an intervention with the first person, and you’re bringing two other people along to help you talk them off the ledge, so to speak. How do their ideas mesh with your own? And how can you explain and respond to their ideas? Make sure the person you’re writing to understands how YOU interpret this advice, and why you think it could help them.

QUOTING/CITING: When you use one of the speakers in your paper, be sure to introduce them and the chapter the passage comes from. For example, if I was using the gentleman on page 107, I would write:

In an interview from “The Approach,” an older gentleman is talking about the difficulty of caring for his wife who has Alzheimer’s. He says that “sometimes she starts ‘yakking,’ She doesn’t say actual words. And it doesn’t make any sense. But I never tell her to be quiet, because it’s better than nothing at all” (107).

Always provide CONTEXT for a quote so we know who’s speaking and what’s going on in the quotation. Then, after quoting your passage, cite the page number at the end (since you’re only using one book, no need to cite the author’s name).

REQUIREMENTS:

• At least 3 pages, double spaced (but you can do more!)
• Must use at least THREE passages from the book
• Introduce and cite all quotations as shown above, according to MLA guidelines
• Due Friday, February 5^th @ 5pm either by e-mail or in the box on my door (HM 348)

For Next Week: : Blog Response #2/Humans, “The Approach” pp.23-175

Be sure to read the next 'chapter' of Humans for next week, when we'll have an in-class writing/quiz over it (bring your book to class--you can use it!). For now, watch the short video below and respond with a COMMENT on the blog. Let me know if you have trouble posting it, and remember, you can e-mail me your response if it won't work no matter what you try. I'll post the Paper #1 assignment on the blog later this week, though it won't be due for two more weeks. 

Blog Response #1 (due next week) & First Reading Assignment

FIRST: Be sure to read the Introduction of Stanton's book, Humans (pp.1-21) for next week. Normally, we'll have an in-class writing quiz based on it when you get to class, but Monday classes will be cancelled for Martin Luther King Jr. Day. However, Wednesday classes will proceed as normal (and will have the quiz!). Bring your book, since it's open-book! 

SECOND: Watch the short video below (14 min.) and respond to the question at the end as a COMMENT below. To make commenting easier, be sure to make a free blogspot account so you can post without issues (though you should be able to post anonymously without one). If you still have trouble, you can always e-mail me your response, though I would rather have it on the blog if possible. 

These responses are due on your next class day, so Monday for Monday classes, Wednesday for Wednesday classes. 

Welcome to the Course!

Welcome to the Spring 2021 semester, and to our Composition 2 course! As you have now realized, this class won't be on Blackboard, and will only slightly be on-line. Even though we only meet once a week, we'll cover a lot of territory in these classes, not only discussing the readings, but also doing a fair bit of writing in every class. However, all of your reading assignments, daily questions, and major assignments will be posted on this blog, as well as the videos I will occasionally make you watch and respond to. But more on that later...

For now, be sure to buy the three books for class: Stanton, Humans; Satrapi, Persepolis, and Martel, The Life of Pi. We'll be reading these books throughout the semester, starting with Humans, and all your responses and paper assignments will stem from them (so yes, you really need all three!). 

The syllabus is posted below, though I'll give you a hard copy in class next week. If you have any questions, e-mail me at jgrasso@ecok.edu. See you soon! 

English 1213: Freshman Composition II: Spring 2021, “True Stories”

Monday (or) Wednesday @ 9:00

Dr. Joshua Grasso / jgrasso@ecok.edu (X 430)

Office Hours: MWF 10-11 & 1-2; TR 12-12:30

Class Website: grassocomp2.blogspot.com (instead of Blackboard)

 From Stanton, Humans: “We emphasize with pain much more than joy. The moment we truly see ourselves in another person is when we realize that we've felt the exact same pain...Maybe pain is the most universal feeling. Maybe there is an invisible, connective thread that runs between the loneliness of an old man and the hunger of an impoverished child. Maybe pain isn't divisible. It's singular and searing. Maybe it sinks deeper into the psyche...Recognizing pain in another person is the primary driver of empathy. It's the beginning of compassion. And the more vividly the pain is expressed, the more clearly it's articulated, the more compassion it elicits.”

Required Texts:

• Stanton, Humans
• Satrapi, Persepolis
• Martel, The Life of Pi

Required Work:

• In-Class Participation: see below
• In-Class Writings: 25 pts.
• Blog Responses: 20 pts.
• Papers 1-2: 30 pts. (15 each)
• Paper 3: 25 pts.

In-Class Participation: Since we only meet once a week, coming to class is very important; this is our one chance to make difficult works ‘speak’ and to have wide-ranging discussions about the material. You are required to come to each class unless you are sick, have a verified case of COVID, or other concern (feel free to contact me). If you miss more than TWO classes for any unexcused reason, you’ll lose -10 pts. from your final grade (a letter grade, basically). So please keep me informed if things come up, and don’t hesitate to miss class if you’re sick or have a similar emergency.

In-Class Writings: We’ll have an in-class ‘quiz’ response whenever you come to class, to not only prove you’ve done the reading, but to jump-start our conversation. These are open-book, so please bring your book to class and feel free to use it. The quizzes are not trying to trick you, but will ideally showcase what you’ve learned and how you can use it to answer specific—and thoughtful—questions. You can miss (or fail) ONE quiz without penalty. After that you lose -5 pts. per quiz (so be careful!).

Blog Responses: Roughly once a week, you’ll also have a short lecture video to watch on the blog. At the end of this video, you’ll have a question to respond to as a “comment.” These are fairly simple but help supplement ideas about writing, argumentation, and the ‘big ideas’ of the course. Like the in-class writings, you can miss ONE without penalty. After that, you lose -5 pts. per missed response.

Papers 1-3: These are papers that ask you to respond to the ‘big ideas’ in the readings, and supplement them with your own ideas and outside research. I will give you each assignment 2 weeks in advance of a due date. Paper #3 is worth a bit more since it’s a much more substantial assignment. Additionally, you can revise all three papers for a higher grade based on my comments.

Late Work Policy: 1 day late, -10; 2 days late, -20.  Beyond that, you get a 0, no questions asked. 

THE FINE PRINT

1.       You must buy all the books for the course. Trying to use on-line summaries will doom you to vague, uninformed responses. If the goal of any class is to become more engaged with the material, reading the books is essential. Read and enjoy the material. :)

2.       If you miss class, check the blog to see if there are any new assignments or material. You can also e-mail me if the blog hasn’t been updated to be sure.

3.       When you e-mail work to me, check the attachments carefully. If I can’t open it (or it’s simply not attached) it doesn’t count. I will contact you if this happens, but the clock is ticking...if you turn in an e-mail without an attachment at 4:59 and the paper is due at 5, it might be late!

4.       If you have any kind of emergency, please contact me as soon as possible. If I know you’re going through something difficult, I can work with you and help you get the work. If you only tell me weeks or months later, it’s too late.

5.       The COVID situation can change our class dynamic at any time. If you’re confused by what’s going on or feel you can’t complete the work, etc., please contact me first. Let’s talk through it to make sure it’s not as bad (or as hard) as you think. I’m always available by e-mail and will respond within an hour or two at most (unless you e-mail me at one o’clock in the morning!).

6.       Academic Integrity link: https://www.ecok.edu/sites/default/files/siteContent/administration/academic-affairs/documents/AcademicIntegrityPolicy.pdf

ADA Statement: East Central University is committed to providing equal access to University programs and services for all students. Under university policy and federal and state laws, students with documented disabilities are entitled to reasonable accommodations. If any member of the class has a documented disability requiring academic accommodations, he or she should report to the Office of Disability Services.  A student seeking reasonable accommodations originating from a documented disability must register with the Office of Disability Services so that said accommodations may be provided. Contact the Academic Affairs Office if any assistance is needed in this process.

General Education Statement “This course participates in the General Education Assessment Program for East Central University. During this course, students produce an artifact (e.g., assignment or answers to exam essay item(s)), which will be assessed outside of the course based on the student learning outcome(s) listed below. Student grades for the artifact are not dependent upon the results of the outside assessment." 

72-Hour Transition Statement: Should on-campus instruction be suspended for any reason, ECU’s face-to-face and blended courses will transition to online/virtual delivery within 72 hours.  Online courses will continue as scheduled.

Tentative Course Calendar:

 

WEEK ONE (Jan.11-15)

Discussion: Introduction to the Course

Reading Homework: Stanton, Humans: “Introduction,” pp.1-20

Blog Response #1

 

WEEK TWO (18-22)

Discussion: Humans, pp.1-20

Reading Homework: Humans, “The Approach” pp.23-175

Blog Response #2

 

WEEK THREE (25-29)

Discussion: Humans, pp.23-175

Reading Homework: Humans, “Randomness,” pp.177-275

Blog Response #3

 

WEEK FOUR (Feb.2-5) Paper #1 due Friday @ 5pm!

Discussion: Humans, pp.177-275

Reading Homework: Humans, “Struggle,” pp.277-347

No Blog Response: Work on Paper #1!

 

WEEK FIVE (8-12)

Discussion: Humans, pp.277-347

Reading Homework: Humans, “You Can’t Do This Here,” pp.349-437

Blog Response #4

 

WEEK SIX (15-19)

Discussion: Humans, pp.349-437

Reading Homework: None!

Blog Response #5

 

WEEK SEVEN (22-26) Paper #2 due Friday @ 5pm!

Discussion: Discuss Blog Response #5  

Reading Homework: Satrapi, Persepolis, Part 1

No Blog Response: Work on Paper #2!

 

WEEK EIGHT (Mar.2-5)

Discussion: Persepolis, Part 1

Reading Homework: Persepolis, Part 2

Blog Response #6

 

WEEK NINE (8-12)

Discussion: Persepolis, Part 2

Reading Homework: Start Reading Life of Pi for after Spring Break (Part One)

Blog Response #8

 

WEEK TEN (15-19): SPRING BREAK

Keep reading  Part One of Life of Pi

 

 

WEEK ELEVEN (22-26)

Discussion: Life of Pi, Part One (Chapters 1-36)

Reading Homework: Life of Pi, Chapters 37-53

Blog Response #9

 

WEEK TWELVE (29-Apr.2)

Discussion: Life of Pi, Chapters 37-53

Reading Homework: Life of Pi, Chapters 54-73 (for Week Fourteen)

Blog Response #9

 

WEEK THIRTEEN (5-9) Paper #3 due @ 5pm!

Discussion: Discuss Blog Response #9

Reading Homework: Keep Reading to Chapter 73

No Blog: Work on Paper #3!

 

WEEK FOURTEEN (12-16)

Discussion: Life of Pi, Chapters 54-73

Reading Homework: Life of Pi, Chapters 74-91

Blog Response #11

 

WEEK FIFTEEN (19-23)

Discussion: Life of Pi, Chapters 74-91

Reading Homework: Life of Pi, Chapters 92-100

Blog Response #12

 

WEEK SIXTEEN (26-30)

Discussion: Life of Pi, Chapters 92-100

Reading Homework: None!

No Blog: Work on Paper Revisions!

 

All Paper Revisions due by Wednesday May 5^th!