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Readers, Writers, and Texts

1. How does the structure or style of a literary text affect meaning? Consider how Morrison's stream-of-consciousness, shifting points of view, and use of analepsis and prolepsis impact the meaning of the novel.

Unlike most works of literature, Morrison does not present events as a singular, chronological procession. Rather, through the use of multiple timelines and a variance in perspective, we are given a often dreamlike realm wherein reality blurs with fiction and actions are deplored or justified in a manifold of ways. This forces the reader to 'trust' certain characters over others, which allows them to confront their preexisting notions about why an event may or may not have occurred.
Time and Space

1. How important is cultural or historical context to the production and reception of a literary text? Consider the story of Margaret Garner, the Fugitive Slave Act, and other historical and cultural phenomena and how that has impacted the creation and reception of Beloved.

The ethical implications of historical fiction are discussed often, and there is certainly a point to be made regarding the imagined events surrounding real tragedies. In this case, however, Morrison does not simply tell a dramatized account of Margaret Garner. She instead incorporates and elaborates on the elements surrounding a similar character, expanding the world around them to give context to such an event. The focus is on the humanity of the people, something lost when most 'shocking' occurrences are discussed.

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What were some global issues you explored in Beloved? Consider memory, trauma, importance of community, etc. The more detailed you are, the more useful this will be for your IO.
The global issues of repression and of family are exemplified frequently throughout Beloved. Repression comes in many forms, shown both in Paul D struggling to identify himself without acknowledging his past and Sethe glorifying her actions to cover old trauma. The idea of slavery as a whole not being discussed is also present, both within the book and surrounding its very existence in reality. Family is also present, but not just in a positive light. The very definition of family is challenged, as the question of Sethe's actions towards her own child are constantly called into argumentation. The strength of familial bond, when taken to its conclusion, can be expressly harmful despite the intention. Family is also shown to be more than blood, with the spiritual and emotional connection between Paul D and Sethe shown to rival even the relationship of Sethe and Denver. These themes are both relevant outside of the novel, as wherever there is grief there will be those who seek to repress it, and wherever there is family there will be those who seek to protect it.

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1. How important is cultural or historical context to the production and reception of a literary text?

Context can totally shift how we interpret a work. If we know, hypothetically, that an author has undergone a specific trauma or other negative treatment, we we likely be more sympathetic to their portrayal of events in comparison to if they were a known murderer.
2. To what extent do literary texts offer insight into another culture?
We often have a misconceived idea of cultures we are not a direct part of. We can read every historical book, watch every interview, and even live in proximity to individuals of a diverse culture for years on end, but it is impossible for us to fully understand the emotional impact that discriminatory systems have created. through literary works, we can attain some of that emotion through figurative depictions of events.
3.How does the meaning and impact of a literary text change over time?
Meaning, in many ways, exists in an abstract. Like impact, it depends on who is observing the work. Despite this, both of these factors can be changed with time. As more people are made aware of historical context, they will be more susceptible to have an open mind towards a work and to connect it to contemporary ongoings.

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Readers, Writers, Texts
1. Why and how do we study literature? Why do we study TTTC?
We study literature to understand the world in ways we may otherwise not have considered. TTTC, in particular, sheds light on the many nuances and complexities of something that so typically generalized as war.

2. How are we affected by literary texts in various ways? How are we impacted by TTTC?
Literature inherently connects to our own knowledge and experiences, so naturally this process works the other way around. We apply to our own lives not just the information and impact presented via literature, but we also

3. In what ways is meaning constructed, negotiated, expressed and interpreted in TTTC?
Meaning, for all intents and purposed, is fluid within TTTC. O'Brien makes it clear, both through example as well as an eventual blunt statement, that the 'truth' is never permanent. He demonstrates that perspectives, environments, and time can all warp both the expression and interpretation of any given situation.

4. How does the structure of style of TTTC affect its meaning?
O'Brien majorly employs a very matter-of-fact style, creating a reputable and seemingly honest narration. However, when this style is varied or the proverbial 'curtain' is pulled back, O'Brien is able to better portray the nuance and shifting of narratives that is so crucial within the work.

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Attach some 40 line extracts you have analyzed and may want to use for your IO.

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Brainstorm some global issues developed from TTTC.
-The personal effects of war
-Coping with immense tragedy
-Willful complacency
-Violence to obscure emotion

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Directions and Resources:

Ideas:

Texts:

Reflections:

Questions:

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1. Readers, Writers, Texts

1. Why and how do we study literature?

2. How are we affected by literary texts in various ways?

3. In what ways is meaning constructed, negotiated, expressed and interpreted?

4. How does language use vary among literary forms?

5. How does the structure or style of a literary text affect meaning?

6. How do literary texts offer insights and challenges?

2. Time and Space

1. How important is cultural or historical context to the production and reception of a literary text?

2. How do we approach literary texts from different times and cultures to our own?

3. To what extent do literary texts offer insight into another culture?

4. How does the meaning and impact of a literary text change over time?

5. How do literary texts reflect, represent or form a part of cultural practices?

6. How does language represent social distinctions and identities?

3. Intertextuality

1. How do literary texts adhere to and deviate from conventions associated with literary forms?

2. How do conventions and systems of reference evolve over time?

3. In what ways can diverse literary texts share points of similarity?

4. How valid is the notion of a “classic” literary text?

5. How can literary texts offer multiple perspectives of a single issue, topic or theme?

6. In what ways can comparison and interpretation be transformative?

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Attach your two 40 lined extracts you used for your Mock IO as well as any other 40 line extracts you might want to use for your real IO in the future.
https://docs.google.com/document/d/1F51kppl-OjH8rcW4Oxp2HprT5AMyHTQjLpnq2JXI_Tw/edit

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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This will be where a summary of annotations will be, you don't have any annotations yet.

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https://docs.google.com/document/d/1F51kppl-OjH8rcW4Oxp2HprT5AMyHTQjLpnq2JXI_Tw/edit

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This will be where a summary of annotations will be, you don't have any annotations yet.

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1. Culture, Identity, and Community

1. family, class, race, ethnicity, nationality, religion, gender and sexuality, and the way these impact on individuals and societies. migration, colonialism and nationalism.

2. Beliefs, Values and Education

1.  beliefs and values nurtured in particular societies and the ways they shape individuals, communities and educational systems. They might also explore the tensions that arise when there are conflicts of beliefs and values, and ethics.

3. Politics, Power, and Justice

1.  explore aspects of rights and responsibilities, the workings and structures of governments and institutions. They might also investigate hierarchies of power, the distribution of wealth and resources, the limits of justice and the law, equality and inequality, human rights, and peace and conflict

4. Art, Creativity, and the Imagination

1.  explore aspects of aesthetic inspiration, creation, craft, and beauty. They might also focus on the shaping and challenging of perceptions through art, and the function, value and effects of art in society.

5. Science, technology and the environment

1.  explore the relationship between humans and the environment and the implications of technology and media for society. They might also consider the idea of scientific development and progress.

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-Cummunal descision
-Male vs female roles
-Religion within society
-Diffusion of responsibility
-Accountability of authority figures

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-Government interference
-The impact of war
-Culture within society
-How a citizen reacts to major changes
-Revolution and its affects on the public

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What were some global issues you explored in Hughes' poetry?
We explored primarily the issue of discrimination and, more importantly, the deep rooted and somewhat irreversible effects it can have. Seeing the figurative perspective of both the oppressed and the oppressor through Hughes' works really showed the less-talked-about issues, such as the inability to admit that progress still has a way to go.

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-The depravity of humanity
-Community in the face of turmoil
-Desenitization to trauma

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I feel that this was our group’s strongest Harkness group yet. People who usually spoke very little were adding new and insightful information, and the few who have previously dominated the conversation regulated their input. We also used external research to identify connotations, something that we had not attempted on such a scale in our previous meetings. Overall, I walked away (well, logged out of Zoom) from this meeting with a renewed confidence not only in my own analytical capabilities, but more importantly with knowledge shared and gained from that of my peers.

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How does TTTC connect to other works we've read?

How does TTTC connect to our world today?

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How does Beloved connect to other works we've read? Be detailed in how it connects with global issues and thematic and stylistic ideas to other works.

How does Beloved connect to our world today?

Beloved is intriguing in that it does not cover one, or even a few, topics. The novel covers such a vast array of topics, and it is therefore able to relate to many others. The idea of trauma and dealing with the past is reminiscent to me of The Things They Carried, as both feature understated portrayals of graphic occurrences and follow the difficult path to find peace after they have witnessed or participated in such events. It similarly details the dehumanization of a systemic racial divide, acknowledging as did Hughes that one can be made to feel lower than an animal if they are constantly treated as such. We see the repercussions of this in Paul D's search for personal definition even after he is safe in the present. Beloved connects to our current world in an equally large number of ways, but mostly in the idea of willingly looking at the past and learning from historical errors. It is indeed a tragic trend in the present to rewrite or over-glorify historical events or figures without caring to delve into their unpleasant aspects. Beloved demonstrates that this mentality cannot persist, and sooner or later will lead to the same events reoccurring.

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Similar to Beloved in terms of the major central event. It is hinted at and referenced, and while it is revealed in a nonlinear fashion, also does so in a way that may not be expected by shifting between witnessing perspectives.

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Persepolis conects strongly to TTTC and CoaDF, particularly in how the local or larger government systems affect the citizens. Both use differing time points, although Persepolis is the most linear of the three.

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What connections can you make between some of Hughes' poems?
The most important and powerful uniting factor between all of the works we examined, as well as those that I explored outside of class, is the idea of progress. This may seem simplistic, but it is the nuances surrounding progress (such as ignorance and denial, as well as the typical celebration of progress) that define each poem and keep the style varied and interesting.
How does Hughes' poems connect to other works we've read?
The idea of resistance connects to TTTC in a very interesting way. the two act as inverse parallels- characters in TTTC largely accept the bleakness of reality, and even when resistance is shown to be the best option characters choose not to take it. In Hughes' works, although usually not overly optimistic, the possibility of a better future is indefatigably fought for and striven towards.
How does Hughes' poetry connect to our world today?
Our world today is rife with ignorance. Much of this is willing, but some of it is a genuine lack of knowledge. By portraying not only uncensored depictions of the harsh effects of racial inequality but also the emotional strain via his strong figurative undertones, Hughes is able to offer a possible situation to this rampant indifference.

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VERY strong link to TTTC and Hughes in terms of desensitization. This is most notable in "Dummies" when compared to the others.

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Summer Assignment
https://docs.google.com/presentation/d/1ve5czYR-h9208z39uH5iveOsiLP_ZM0W8tEXrAof9EY/edit?usp=sharing
This assignment was a bit challenging, in particular given the dual aspects of research and analysis. Despite this, it set a great tone for the workload and expectations for the year to come.

Vietnam Slides (Link Here)
https://docs.google.com/presentation/d/12q7-T8trq9fPKV4rlWZydMd-xvQBw8mzM5xbYWMvbPo/edit?usp=sharing
I thoroughly enjoyed this assignment- it really brought a great amount of clarity and context to TTTC. It also provided an interesting contrast between the elaborate story-truth of the book and the straightforward facts I encountered in my research.
"On the Rainy River" Analysis Paragraph (Link Here)
https://docs.google.com/document/d/1CNhkK5sXrpnFMjrDZDOQMXlDEQ_ChoS8ifcmRxfBQ7o/edit?usp=sharing
The most important thing I gained from this assignment was a much-needed reminder of the analysis process, especially of a singular excerpt. Of equal importance was its allowance for me to gauge the level expected of my analysis in this class.

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Reflection
How did you do during the Harkness discussions?

I provided the evidence necessary to justify my claims about the excerpt., and cited the evidence appropriately so that other group members can read along with it. I do need to stay more focused on the global issue, as well as moderating how much I talk a bit more.

Notes
Ideas discussed I want to remember:
-War does not have a singular/definite effect
-Morality can shift in different environments
-Buffalo may connect to the U.S. unnecessarily waging war on a people (i.e. Native Americans)
-Irony of 'Rat' being the larger, stronger animal
-Wider issue of personal transformation
-Form of coping with grief
-Intentional ignorance towards remorse/regret
-Other soldiers willfully complacent

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Hughes Writing Portfolio Week 1 https://docs.google.com/document/d/1-AEHAvcXfqzOedQ3hBnYgapcnQmGpTjwxQjHqq0RIgs/edit

Hughes Writing Portfolio Week 2 https://docs.google.com/document/d/1Gf_N-Bl1mCty_-YMn6TYPClzO-iut3EiG-87YJvj_jE/edit

Hughes Pastiche https://docs.google.com/document/d/1Tq1jIoD_EQaaRiNU8XzqYPh6VCwj-njjaI3-9vju_kc/editi

IO Outline Form https://docs.google.com/document/d/1_vS72bP_X1QLeoKr79rnciCGiiRdlk8natV_5BfosxI/edit

Hughes' Written Assignment https://api.turnitin.com/api/lti/1p0/redirect/assignment/comp/98394961?lang=en_us#

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https://temecula.instructure.com/courses/19848/assignments/275519/submissions/18422

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Why do humans read and write stories? Why do you read and write stories?  Write about a paragraph.

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Linda Krumholz claims (in "The Ghosts of Slavery: Historical Recovery in Toni Morrison’s Beloved") that finding a voice for the thoughts and experiences of women is central to the "healing," historical recovery theme and structure of the book. According to Krumholz, Morrison’s novel "adapts techniques from modernist novels, such as the fragmentation of the plot and shifting narrative voice, to compel the reader to actively construct an interpretive framework" (109). How does the novel specifically address issues of gender, writing and power? How does the structure and style of the novel give voice to "the thoughts of the women of 124, unspeakable thoughts, unspoken" (Beloved 199)?
Issues of gender are addressed through implication rather than direct statements and actions, but this lends itself to be a stronger method of delivering the message. Women at the time, especially those bound in slavery, were the lowest level of society. Their voices and opinions were repressed by others or even by themselves, and they were told of their lowness for so long that many believed it. This constant pressure on Sethe finally comes to a head when she is being robbed of all she has left, and so she commits the infanticide as a final act of agency. This shock to those around her is indicative of their underestimation not just of Sethe but of women of color in general. Morrison took a story about what was deemed a purely animalistic act and gave the power back to the people who mattered in the situation, and gave the voice back to tell the story from many new perspectives as well as the events before and after the occurrence. In simply giving the audience the accounts of those present, she writes the details  into gaps of a story to shine light on a unique and unheard point of view.

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The story of Hughes' works is one of resistance and progress. The refusal to give up or give in is extremely prevalent, whether faced with the passive ignorance or active oppression. A group that is far too often characterized as weak or constantly brutalized with no resistance in history is given the proper representation as the brave and admirable souls they were and continue to be.

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