Group Teach 2 / Violent Cases Reactions

This was my first real exposure to graphic novels, and I must admit I have never really done a lot of comic book reading in my lifetime (a few Spiderman reads I believe). I think the nature of the graphic novel is very compelling, especially when the illustrations are analyzed in conjunction with the words. These types of novels seem to be much more aesthetic, and having a class read one could be a nice change of pace from the typical novel.

I enjoyed reading the novel simply because I have never really read a graphic novel before. The illustrations were very intriguing, and I wish I could have spent more time making connections these and the print; however, I'm not sure I'm completely satisfied with its content. From the beginning I thought Violent Cases would be more about the narrator's abusive and unstable childhood. Since this was my expectation, reading through and learning that the novel focused on his fascination with gangsters, I was a little let down. This is not to say that this wasn't a brilliant idea, it's just not where I saw the novel going, so I feel this is why I was a little unsatisfied. Additionally, as Trevor alluded to in class, I don't know if I walked away from the novel with any real sense of how this character changed. The apparent static nature of the narrator left me personally with a feeling of emptiness because the novel details his specific fragmented memory, and it doesn't end with the narrator's current thoughts on the situation (although I realize this probably wasn't the goal of the novel itself).

After reading Violent Cases I was really interested to see what the group was going to do with this novel because I personally thought it would be difficult to teach for 2 1/2 hours. Well they proved me wrong! I really liked how we discussed the issue of memory and performed the activity to recall details of a well-known world event. It really engaged the classroom and made us begin to analyze the nuances of memory that are very complex. The comic activity was also very interesting, especially when the second sheet was passed out. Typically, the words do explain the pictures and there is a sequential pattern. The second sheet challenged that and made us begin to question the characteristics that are embodied by a comic. Finally, another moment that really stuck out for me, was when Cassie read that statistic of how many more words students are exposed to in comic books than typical novels. This was quite astounding and gave me enough reason to look into teaching these types of books in my classroom. The only thing I wish we could have discussed a little more was the illustrations themselves, but I know time was running short. Overall, I thought the group did a very good job in exploring Violent Cases and the graphic novel in general.

Group Teach 1 / Bell Jar Reactions

First of all, I want to mention that both the novel, The Bell Jar, and its author, Sylvia Plath, were excellent choices to have the rest of the class be exposed to. I felt as though the novel immediately showed signs of a great work. For example, when Plath describes Esther Greenwood's unusual thoughts concerning her experience in New York. She should be having the time of her life, but her cynical state of mind requires her to constantly question the status quo and society's expectations. I was hooked because I too have felt the same way Esther feels when in New York here at WMU. While my friends go out and have a good time I usually decide to stay in and study or get my homework done. I do so mainly because I don't have anything to fall back on financially; therefore, I have to succeed in college or I could very well be working at the local fast food joint. I always have thrived academically, and I feel this strong concentration has led me to miss out on several other hobbies or experiences typical adolescents are exposed to. This is exactly what began to fill Esther's, and quite possibly Plath's bell jar. The difference, however, is that these thoughts don't consume my entire thought process, and they don't lead to serious self-doubt or a depressive state, I just accept it and move forward. Not conforming to society's expectations can be a form of self-expression, and I believe it can be positive in many ways. But constantly seeking to resist it altogether can lead to serious pitfalls as in Esther's case.

Additionally, I admire Plath's eloquent use of language, and I find it amazing how she was able to give us a glimpse into Esther's journey into--and possibly out of--psychosis. As she describes her thoughts and suicidal actions in a calm tone, the experiences almost appear as if these thoughts are normal. Not to mention, having been introduced to the life of Sylvia Plath and the autobiographical nature of the book, it makes it that more interesting to read. I have really never read a novel like this one, and I would recommend it to just about anybody seeking a good read.

The group who presented The Bell Jar had some good activities, and some good discussion questions as well. But due to the topic in discussion, and the small number of students we had present, it may have sparked conversation a little more if they used a think-pair-share strategy. This way we could have had a little more time to grapple with the questions before attempting to respond. Other than that, I really liked the activities that dealt with the feminist and psychoanalytic theories. This book is perfect for both of those, and examining the particular scenes and relationships between men and women gave us something other than Ester's craziness to think about. The information on Plath's life was especially useful considering that the novel was semi-autobiographical. As I mentioned before, now knowing that Plath was really suicidal makes me want to reconsider which thoughts in The Bell Jar were her own and which were entirely Esther's. A lot of the ideas the group touched on could have been explored more thoroughly (in a 4-5 week long unit), especially the ideas of 1950s culture and suicide. Moreover, we were planning to use a "write the next chapter" activity for our book The Giver (due to its ambiguous ending; we didn't steal it I promise!), and I like it because it allows students to display some creativity without the fear of being "wrong." I also enjoyed the other reader response activities such as the newspaper article or guided imagery can really get those reluctant readers involved into the exploration of the novel.

Appleman Activity #16 Qs 3 and 4

3) Recently I saw an advertisement on television for Victoria's Secret in which there are several beautiful women strutting down what appears to be a runway. They are minimally dressed in lingerie to promote their newest line of bras and underwear. Additionally, they are wearing wings and their hair is blowing perfectly while people take photos and gaze in awe of the runway models.

4) This seems like an opportune time to apply the feminist lens to better understand this advertisement's implicit, maybe even unconscious motives. The women are dressed provocatively, all the while perpetuating that to be a woman is to be thin, "busty" and void from using her mind to capture the world's attention. Women viewing the ad could probably careless if these products were marketed in this way (simple pictures of their products would suffice), so it is obviously aimed at attracting men, or even homosexual women as well. This furthers the idea that women remain sex objects and that they are still trying to progress via their physical characteristics...

I would definitely like to use this activity in my secondary English language arts classroom for the simple fact that it enables students to see the practical use of literary theories in a real-world context outside the realm of texts. I am, however, weary that when students think of an artifact, event, ad, etc. it may be rather difficult for them to apply a lens; then again, asking them to have a literary theory in mind when explaining their event seems to defeat the purpose...So maybe it would depend on how they were able to make sense of the theories throughout the semester. I would probably use it toward the middle or end of the semester, after students have been working with critical theory for a substantial amount of time.

Reactions to Webb

I recommend that every Engl. 4800 student reads Webb's text at some point! Of each of the three texts that were assigned reading for English 4800 this semester, Webb's Literature and Lives was the most beneficial for me for several reasons. First, I'm really in favor of the Cultural-Studies approach he takes to teaching literature. Using societal conditions and realities such as homelessness, youth violence or prejudice to focus our teaching on are very important issues that are thematically unified by several texts as well as literary theories. Second, instead of introducing several literary theories silmultaneously as Appleman suggests, Webb does so by each theory's relation to a social justice issue. He doesn't necessarily suggest explictily teaching literary theory, but examining each text in relation to a social justice issue will nevertheless bring about relevant critical theories (but then again, multiple theories can be used on a single work, so I guess this is something I'm still unsure of...). Third, Webb integrates explanations of literary theories--as highlighted in gray boxes for easy identification--throughout his discussions of literary works to show connections between a text and a lens that would be useful to better understand that text. Finally, Webb provides backround information for most of the texts he references, so unlike Appleman, if I haven't read a text that is mentioned I am more able to see the connection between the text and a cultural issue or literary theory.

Reactions to Appleman

Appleman was definitely a step up from Wilhelm in terms of what it offered for teachers. Instead of just examining one critical theory in depth, Appleman examined explicitly teaching and implementing several literary theories to engage in accepting multiple perspectives when interpreting literature. I feel as though this was a very appropriate selection for English 4800 due to the text advocating for teachers to expand their theoretical perspectives. Any literature teacher can select a few texts, pass out worksheets, and have students fish for meaningless answers, but Appleman suggests doing so much more and expands on the scope of Wilhelm to provide teachers and students with a repertoire of interpretive mechanisms to make their own meaning. I enjoyed every chapter with the exception of deconstruction, which I would consider not having Engl. 4800 students read if they are to read Webb's chapter (a more clear, concise treatment of the critical theory). The nature of deconstruction seems--as students from Appleman put it--"very cynical," and not covering deconstruction would be a valid solution since several other theories can provide students with various ways to interpret texts.
Aside from deconstruction, I like how Appleman transitions into critical theory by using an activity that asks students to examine Mother Goose from the perspectives of various people. This is the essence of literary theory, and it is an effective building block to familiarize students with the nature of critical theory. Furthermore, I like how Appleman interweaves Martha's classroom and student responses to activites throughout the chapters to give the reader a sense of how these activities may unfold during implementation.

Overall Reactions About Wilhelm's Text

Before coming into English 4800, as I have mentioned before, I probably would have taught literature solely from a New Critical perspective because that is how I was taught to read literature. My has this class changed that. Instead of delving immediately into the various critical theories that I one day hope to employ, Wilhelm is a nice introduction into one of these theories known as Reader Response. It is a worthwhile text for any class that is aimed at the the teaching of literature, and I really think that reading this one first enabled me to be more receptive to the two texts that followed. Reader response seems like the most natural way to get reluctant readers "hooked" into reading literature by connecting their personal lives to the events and characters described in a text, so this was a good first read for me to get me thinking about alternatives to New Critical Theory. Activities referenced in Wilhelm that I would definitely implement throughout the course of a year include role-playing, dramatization, relating to characters by writing about a situation as if they were that character, guided imagery and filling in inter- and extra-textual gaps to name a few.
Although I feel the text was a very reader-friendly text, it seemed to become very repetitive during the last few chapters. Several of the sub-headings in the latter chapters were continually used, and I feel like the book could have been condensed. Not to say that there wasn't a lot of really good information contained within the text, rather it would have been simply enough to combine a few chapters.

Webb Chap. 7 (Poststructuralism)

'Within this approach, testimonial literature has value for my students far beyond the classroom. It provides a much-needed signal not to give up on themselves or on others. It inspires them to reach out and speak for themselves, to generalize from their own experience' (qtd. in Webb p. 139)

Although several works of fiction are obviously paramount to literature instruction, it is my belief that non-fiction works such as testimonials, autobiographies or even autoethnographies often can have more of an impact on students, considering the simple fact that they are first-hand accounts of entirely true events. I realize that fiction contains themes and characters who are indeed very real, but texts such as primary sources from the Holocaust or I, Rigoberta Menchu have defining characteristics that are very hard to ignore. Couple these works with guest speakers and you have literally brought the issue alive for students, and this is when I feel like the most substantial learning can take place. Students may not remember everything from the Diary of Anne Frank, but surely they will remember what the lady--who experienced the Holocaust first hand--had to say on her visit into the classroom. Moreover, having students seek out various subcultures within their community and then transcribing a autoethnography would be a wonderful activity, not only to have them interact with other cultures but to hear the stories of these often "marginalized" persons.
Moving forward, this chapter also got me thinking, especially since Webb mentions that the New Critics may not consider I, Rigoberta Menchu to be a "literary text," what exactly does constitute a literary text? I have been under the impression that literary texts are primarily works of fiction while non-literary are reserved to non-fictional, informational (academic), but I get the sense that a concrete definition may be hard to pin down. I have also heard that fiction with "irrational" story lines (i.e. some sci-fi) isn't literary either. A text should be considered literary if it can be used to explore the human experience, should it not? Any help here...?