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Directions and Resources:

Ideas:

Texts:

Reflections:

Questions:

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Readers, Writers, Texts
1. Why and how do we study literature? Why do we study TTTC?

We study literature by exploring the deeper meaning of the stylistic choices, symbolism and various forms of rhetoric. We study literature in order to get a deeper understanding of various topics and learning from the writings of others. We study TTTC because it explores many topics and because the vignettes can be interpreted in multiple different ways.

2. How are we affected by literary texts in various ways? How are we impacted by TTTC?
Literary texts give us emotion, they put readers into a different world where the events of the book occur. We are impacted by TTTC because it gives us the emotion of being present in the Vietnam war as a soldier rather than a person in the future reading about it in a textbook

3. In what ways is meaning constructed, negotiated, expressed and interpreted in TTTC?
Meaning in TTTC is constructed using O'Brien's stylistic choices and symbolism to give a deeper meaning to each and every vignette

4. How does the structure of style of TTTC affect its meaning?
The structure style of being multiple vignettes allows TTTC to explore many different topics rather than elaborating on one theme or topic throughout the entire story

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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 some 40 line extracts you have analyzed and may want to use for your IO.
The three excerpts we could have used during the Harkness: (Link)
This one extract in "Speaking of Courage"

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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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Brainstorm some global issues developed from TTTC.
1. The way societal norms restrict people from expressing themselves and their passions based on gender
2. Societal expectations can restrict individuality

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Reflection
How did you do during the Harkness discussions? I feel like I could have done better, there were many times I had an idea I wanted to share but ended up not speaking up.

Notes
Ideas discussed I want to remember:
The going against of societal norms that was shown in Sweetheart of the Song Tra Bong; The search for individual identity that is suppressed by societal expectations in On the Rainy River

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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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Summer Assignment (Link Here)
Reflection

Vietnam Slides (Link Here)

"On the Rainy River" Analysis Paragraph (Link Here)

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

I believe that people read and write stories in order to tell a perspective of imagination that is not often experienced by all, if any one. Also, these stories are not simply to give life to potential hypothetical situations, but to give the emotions and the thoughts of a person/ people, further giving insight as to what someone might be thinking or feeling in these moments. This can be seen in The Things They Carried in the moments when Tim O'Brien breaks the fourth wall and explicates the idea of a story truth versus happening truth. These stories truly enrich the world by giving a more imaginative perspective from perhaps everyday things, or fantasizing things that most people have not experienced. They add beauty to the world by making the world more creativity and spreading this creativity through story.

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Time and Space
Choose 3 out of these 6 questions to answer and reflect on how it relates to our reading and understanding of Hughes' work.

1. How important is cultural or historical context to the production and reception of a literary text? It is important because the author most likely draws small ideas (if not using culture as a focal point of the culture) from their culture. Cultural and historical context is also important to form a good interpretation

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? Through literary text, we are able to "see" and experience the struggles and cultures of other people

4. How does the meaning and impact of a literary text change over time? The meaning adapts over time because the different values and beliefs of the reader cause multiple different interpretations, possibly an interpretation that is the opposite of the author's intent

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

6. How does language represent social distinctions and identities?

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Attach your 40 line extract you used for you Mock IO as well as any other 40 line extracts you might want to use for your real IO in the future.

So this is what I want to know:

When we see Victory's glow,

Will you still let old Jim Crow

Hold me back?

When all those foreign folks who've waited—

Italians, Chinese, Danes—are liberated.

Will I still be ill-fated

Because I'm black?

Here in my own, my native land,

Will the Jim Crow laws still stand?

Will Dixie lynch me still

When I return?

Or will you comrades in arms

From the factories and the farms,

Have learned what this war

Was fought for us to learn?

When I take off my uniform,

Will I be safe from harm—

Or will you do me

As the Germans did the Jews?

When I've helped this world to save,

Shall I still be color's slave?

Or will Victory change

Your antiquated views?

You can't say I didn't fight

To smash the Fascists' might.

You can't say I wasn't with you

in each battle.

As a soldier, and a friend.

When this war comes to an end,

Will you herd me in a Jim Crow car

Like cattle?

Or will you stand up like a man

At home and take your stand

For Democracy?

That's all I ask of you.

When we lay the guns away

To celebrate

Our Victory Day

WILL V-DAY BE ME-DAY, TOO?

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What were some global issues you explored in Hughes' poetry?

The hypocrisy and lies of the government

The racial inequality that has been forced upon certain people's

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Reflection
How did you do during the Harkness discussions? What feedback did you receive?

I think I did okay, probably about C+ level because I had a decent analysis, but I did pretty poorly in focus and connecting to the poem as a whole

Notes
Ideas discussed in Harkness I want to remember:

Do not go on a tangent and relate the poem to the present, will lose focus points, I should break down my analysis a little bit more

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What connections can you make between some of Hughes' poems?

I can see a lot of the same allusions and themes between the poems. For example, in "Letter to the President" and "Will VDay Be Me Day?" both poems address a governmental figure and allude to WWII

How does Hughes' poems connect to other works we've read?

In TTTC and "Will VDay Be Me Day?" both works use war, not as the main point, but as a way to develop other themes.

How does Hughes' poetry connect to our world today?

The racial injustices that occur in a lot of Hughes" poems still occur (in different forms) in today's society, for example: the incident with George Floyd

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Hughes Writing Portfolio Week 1 (Link Here)

Hughes Writing Portfolio Week 2 (Link Here)

Hughes Pastiche (Link Here)

IO Outline Form (Link Here)

Hughes' Written Assignment (Link Here)

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What insights did the poetry of Langston Hughes offer about the African-American community in Harlem?

It gives insight into their struggles that people of other races and locations may not understand or empathize with, had they not read one of these poems

How does art reflect the community from which it comes?

Art usually draws ideas from a community that the artist is a part of. Also, Art is a very good way to express emotion, the negative emotion of oppressed societies can be expressed through art

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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.

The structure affects the meaning because readers can be thinking different things based on the timeline of the story. For example, if the book opened with ch 16, readers would villainize Sethe rather than see the murder as an act of desperation to protect her children. The stream of consciousness is important because it gives us insight to the characters mind, in a normal story, readers gain insight into a character through their actions, but in this stream of consciousness, readers literally go into the characters' minds.

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.

Context is important in understanding the purpose of the literature and in being able to uncover the deeper meanings and intricacies in a novel. It also makes novels easier to understand and more enjoyable because readers won't feel as lost if they know about the context and backstory of the novel.

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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.

Alone, the last man with buffalo hair among the ailing Chero-

kee, Paul D finally woke up and, admitting his ignorance,

asked how he might get North. Free North. Magical North.

Welcoming, benevolent North. The Cherokee smiled and

looked around. The flood rains of a month ago had turned 5

everything to steam and blossoms.

“That way,” he said, pointing. “Follow the tree flowers,”

he said. “Only the tree flowers. As they go, you go. You will

be where you want to be when they are gone.”

So he raced from dogwood to blossoming peach. When 10

they thinned out he headed for the cherry blossoms, then

magnolia, chinaberry, pecan, walnut and prickly pear. At last

he reached a field of apple trees whose flowers were just be-

Coming tiny knots of fruit. Spring sauntered north, but he had

to run like hell to keep it as his traveling companion. From 15

February to July he was on the lookout for blossoms. When

he lost them, and found himself without so much as a petal to

guide him, he paused, climbed a tree on a hillock and scanned

the horizon for a flash of pink or white in the leaf world that

surrounded him. He did not touch them or stop to smell. He 20

merely followed in their wake, a dark ragged figure guided by

blossoming plums.

The apple field turned out to be Delaware where the

weaver lady lived. She snapped him up as soon as he finished

the sausage she fed him and he crawled into her bed crying. 25

She passed him off as her nephew from Syracuse simply by

calling him that nephew’s name. Eighteen month and he was

Looking out again for blossoms only this time he did the look-

ing on a dray.

It was some time before he could put Alfred, Georgia, 30

Sixo, schoolteacher, Halle, his brothers, Sethe, Mister, the

taste of iron, the sight of butter, the smell of hickory, note-

book paper, one by one, into the tobacco tin lodged in his

chest. By the time he got to 124 nothing in this world could

pry it open. 35

(Morrison 132-133)

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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 identity and meaning of being a "man"
The racial injustices that cause people to be considered below an animal
The ignorance of ignoring the past and learning from previous mistakes

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Attach your Google Slide and notes for your Hexagonal Harkness here.
Hexagonal slides
Hexagonal afterthought

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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.
It connects with TTTC in a global issue of gender norms and stereotypes when O'Brien addresses the womans gender norms through Mary Ann and Morrison uses Paul D to address the gender norms of men. It also connects to Hughes in the global issue of racial equality and the treatment of black people compared to white people

How does Beloved connect to our world today?
Beloved connects today because, even with history classes and a surplus amount of literature, people still seem to be forgetting the horrid past where people were treated less than animals and murdering people because of their color was extremely common

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Denver or Paul D One-Pager (Link Here)

IO Outline Form (Link Here)

Optional Mastery Opportunity Essay (Link Here)

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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)?
The novel addresses gender issues, concerning women, through some subtleties like Howard and Bugler, the men of 124, leaving the women behind to deal with the baby spirit, or in the mention of Vashti, an icon of feminism in the Bible. For men, Toni Morrison addresses these gender issues through the characterization of Paul D

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Time and Space

1. How does Chronicle offer insight into Columbian culture? Consider what we've learned about with machismo, marianismo, honor and the impact of colonialism.

It has given me a perspective of the societal norms that I don't typically see within American society, namely the gender norms that force men to be the kind of avenger and worker of the family and the idea of honor above all else.

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Attach the 8 extracts from the Group IOs that you annotated here. Link

Attach the two extracts you used for your Final IO here

Link

Attach any other extracts you might want to use for your real IO.

page 1, paragraph on dreams

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What were some global issues you explored in Chronicle? Consider honor, morality, perspective, fate, gender norms etc. The more detailed you are, the more useful this will be for your IO.

Bystanders in a traumatic or oppressive environment are nearly as much to blame for damage as oppressors.

Gender norms restrict and can even damage a society

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Attach any of your Harkness notes here.
Harkness notes are on paper, unable to put on padlet*

Very well expressed and focused on a global issue, repeatedly referred back to specific aspects of the text.
Overall, decent, would like to have explained the ideas in a more thorough fashion and to have spoken more

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

CoaDF connects to Beloved under the global issue of bystander effect, namely when Baby Suggs helps the community, then they betray her

How does Chronicle connect to our world today?

Today, we can still see the remnants of gender norms and the expectations of men to be hardworking breadwinners of the family

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Group IO PPT (Link Here)

Best Quick Write (Link Here)

Artistic One-Pager (Link Here)

Final/Revised IO (Link Here)

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Readers, Writers, Texts
How are we affected by Delbo's memoir and her imperative for us to "Try to look. Try to see"? How were you affected by Auschwitz and After?

I was affected by not only being able to truly see the events of Auschwitz, but the anecdotes truly added to the experience, making it seem like I was actually there.

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What were some global issues you explored in Auschwitz and After? Consider the Hexagonal Harkness we had and some of the global issues you came up with during that discussion.

How oppression affects minorities identities and relationships

The impact of trauma on communal mobilization

How trauma affects an individuals identity

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Attach the extracts you annotated (Some are on Kami) during our Harkness discussions. Link

Attach the two extracts you used for your Final IO here.

Link

Attach any other extracts you might want to use for your real IO.

pg 73 (Thirst)

Daytime

Night

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Attach any of your Harkness notes here.
Harkness notes are on paper, unable to put on padlet*

Referred back to text every time I spoke (about 2-3 times). Well explicated ideas and centered around global issue.
Would like to have spoken more, was not able to get in every idea I wanted to add

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

Connects to The Things They Carried with the global issue concerning imagination and reality

Connects to many of Hughes poems with both works expressing the emotion and experiences of oppression through literature

How does Auschwitz connect to our world today?

Auschwitz connects today by giving the implications of oppressive environments or even oppressive societies on the individualistic identity.

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Upload your favorite Quick Record (Arrivals and Departures, Olere/Delbo, or Using Language): Link

Upload your Final Delbo IO: Link

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Attach your dialectical journal here

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Intertextuality
How valid is the notion of a "classic" literary text? What makes Persepolis "literary" even though it is a graphic novel?

The analytical aspect and the symbolic meanings within the dialogue and narration give an literary sense, both in a way of interpretations giving meaning to a potential global issue, and the literal words implemented within the novel.

Time and Space
What insight did Persepolis give you into Iranian life during and after the revolution?

It gave me more insight as to the gender norms and the seeming oppression to woman. Also, it gave me insight into to what extent the government was willing to keep secrets, through violence and even murder.

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Attach the panels you found most fascinating and that  you discussed during our final Harkness here

I found panels 1 and 2 in page 75 interesting

and splash panel 2 on page 11 interesting in response to the final Harkness

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What were some global issues you explored in Persepolis? Consider the Harkness discussion and other ideas that came up during class discussion.

One global issue is how art is a product of rebellion

the effects a discriminatory government has on society

How one uses a bond of loyalty to manipulate others

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Attach any of your Harkness notes here.
Harkness notes are on paper, unable to put on padlet*

Referred to 1/2 of the panels I wanted to reference in my 3 times of speaking.
Analyzed splash, separation and symmetry and narration.
Decently explicated, perhaps not focused on a specific global issue

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

Persepolis connects to Langston Hughes when addressing oppressive power hierarchies seperating communities

Connects to TTTC when referring to how war as a whole is able to affect the mental constructs of an individual

How does Persepolis connect to our world today?

Persepolis connects to the world today because we can still see these oppressive environments towards woman imposed by men in some societies today

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https://docs.google.com/document/d/17xNUHiTvG0Fl2Sjptk3MWz3xdmAw2XIXDNBBYmL7pyA/edit?usp=sharing