To begin class today (3/31), please consider these three quotations from the second half of Ragged Dick:
“But he [Fosdick] found it no easy thing to obtain a place. Swarms of boys seemed to be out of employment, and it was not unusual to find from fifty to a hundred applicants for a single place” (Alger 91);
“After fifty applications and as many failures, Fosdick began to get discouraged. There seemed to be now way out of his present business, for which he felt unfitted” (Alger 91); and
“I’ve got the place,” said Fosdick, in accents of satisfaction; ‘but it was only because Mr. Greyson spoke up for me” (Alger 95).
Take a few minutes and reflect on their significance. Then, keeping them in mind, try and generate a thesis, or an interpretive claim, about the novel. What do these passages say about the social/economic world in Alger’s fiction? How do they explain the process through which poor young men rise up the social ladder in mid-19th century America?
Sunday, March 30, 2008
Thursday, March 27, 2008
Reflecting on writing situations and your expectations
Reading through our first three blog posts and series of comments, I am struck by how well you’re all collectively responding to my initial questions. It seems to me that as a class, you’re able to respond quickly and thoughtfully to the ideas we’ll be wrestling with and the kinds of writing we’ll be doing in the first part of this course. In this way, you’ve made a really good first impression. Thanks.
When I use technology like this blog in my writing courses, I am often struck by the quality of student writing. Sometimes, though, it seems like students find it challenging to move from this online environment to the writing of papers, and I’m wondering, is this true in your experience? As a writer, do you find it easier to write an effective blog post than you do a formal essay? If so, why do think this might be the case? What’s the difference, for you as a writer, when you write for your peers in a digital situation versus when you write for a professor in a more formal, academic way?
On a related note, how would you describe your expectations for the writing in this course? Are you nervous at all? Do you feel confident? What questions do you have? What are you curious to learn from me, the course, or each other about writing and research?
When I use technology like this blog in my writing courses, I am often struck by the quality of student writing. Sometimes, though, it seems like students find it challenging to move from this online environment to the writing of papers, and I’m wondering, is this true in your experience? As a writer, do you find it easier to write an effective blog post than you do a formal essay? If so, why do think this might be the case? What’s the difference, for you as a writer, when you write for your peers in a digital situation versus when you write for a professor in a more formal, academic way?
On a related note, how would you describe your expectations for the writing in this course? Are you nervous at all? Do you feel confident? What questions do you have? What are you curious to learn from me, the course, or each other about writing and research?
Tuesday, March 25, 2008
Analyzing character in Ragged Dick
To begin class today (Wednesday, March 26), I’d like you to take a few minutes and describe Dick as a character. What is he like? What kind of personality does he have? How does act? What are his values? After you describe him in your own words, include a brief quotation or passage from the novel that illustrates one of your points about Dick. Then explain how this quote relates to your sense of him as a character.
Sunday, March 23, 2008
Reflecting on home and homelessness
Before Wednesday’s class, I would like you to reflect on two concepts: home and homelessness. What is a home? What does it mean to you to have a home? What makes having a home possible?
Similarly, reflect on what assumptions you have about homelessness. What do you think causes homelessness? What stereotypes are associated with being a person who is homeless? How do you feel about such stereotypes?
As you respond to these questions, please be as candid as you’re able to, but at the same time, please be as respectful as you can. Words can be powerful, so let’s use them carefully.
Similarly, reflect on what assumptions you have about homelessness. What do you think causes homelessness? What stereotypes are associated with being a person who is homeless? How do you feel about such stereotypes?
As you respond to these questions, please be as candid as you’re able to, but at the same time, please be as respectful as you can. Words can be powerful, so let’s use them carefully.
Welcome to WRIT 1133-10! Post interviews of your classmates here as a comment.
For your first blog post, I would like you to write 250-350 words or so introducing the classmate you interviewed to the rest of our class. Take care with this short piece, for it is our first impression of you as a writer, as well as the first impression of the person you interviewed. Make it interesting, make it fun, and try to capture the person in writing and use quotes, brief stories, and any other vivid details you can discover to enrich your mini-profile.
For example, if I were to interview myself and posted the result, I might write something like:
Place matters to Professor Geoffrey Bateman, which is why his current research is so important to him.
"I think the different regions of our country shape us in important ways," he says. “As a teacher and scholar, I'm interested in studying the literature and cultural history of places, especially the American West."
Having grown up near Portland, Oregon, his interest in the West has evolved since childhood. He grew up exploring everything from the majestic Columbia River Gorge to the misty Oregon coast; he hiked the Pacific Crest Trail and hung out in quirky urban spaces of Portland and Seattle.
These experiences may help explain his current research on the queer frontier. His dissertation explores the cultural representations of sexuality in the American West near the end of the 19th century.
"It's a particularly rich period for sexuality studies,” he observes. "Sexual identity was not nearly as cut and dried as it became in the mid to late 20th century. And when you consider how racialized identities and gender norms factor into this understanding, you have a veritable explosion of fascinating material."
But his interests aren’t only historical. Professor Bateman believes strongly that historical research must speak to contemporary issues, especially those that are politically charged.
“Literature and history offers us a way to rethink current problems, and for me, I think the most rewarding I can do historically is to show others how texts from the past allow us to re-imagine our lives today.”
Such engagement means that in his first-year writing courses, he tries to find meaningful ways for students to practice their writing. Ideally, he wants them to connect abstract rhetorical concepts and research methodologies with ideas and problems outside our university context.
“Ultimately,” he says, “I want students to feel confident that what they’re learning in my classroom not only prepares them for the rest of their time at DU, but also starts them on a much larger journey of being an engaged citizen for the rest of their lives.”
For example, if I were to interview myself and posted the result, I might write something like:
Place matters to Professor Geoffrey Bateman, which is why his current research is so important to him.
"I think the different regions of our country shape us in important ways," he says. “As a teacher and scholar, I'm interested in studying the literature and cultural history of places, especially the American West."
Having grown up near Portland, Oregon, his interest in the West has evolved since childhood. He grew up exploring everything from the majestic Columbia River Gorge to the misty Oregon coast; he hiked the Pacific Crest Trail and hung out in quirky urban spaces of Portland and Seattle.
These experiences may help explain his current research on the queer frontier. His dissertation explores the cultural representations of sexuality in the American West near the end of the 19th century.
"It's a particularly rich period for sexuality studies,” he observes. "Sexual identity was not nearly as cut and dried as it became in the mid to late 20th century. And when you consider how racialized identities and gender norms factor into this understanding, you have a veritable explosion of fascinating material."
But his interests aren’t only historical. Professor Bateman believes strongly that historical research must speak to contemporary issues, especially those that are politically charged.
“Literature and history offers us a way to rethink current problems, and for me, I think the most rewarding I can do historically is to show others how texts from the past allow us to re-imagine our lives today.”
Such engagement means that in his first-year writing courses, he tries to find meaningful ways for students to practice their writing. Ideally, he wants them to connect abstract rhetorical concepts and research methodologies with ideas and problems outside our university context.
“Ultimately,” he says, “I want students to feel confident that what they’re learning in my classroom not only prepares them for the rest of their time at DU, but also starts them on a much larger journey of being an engaged citizen for the rest of their lives.”
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