Time Period?

Hi all. Sorry that I neglected to get the actual post for you to respond to. Do it if you can before C Block. If not today then, when you can. As the assignment read, what about this time period is familiar to you? I imagine that history has provided you with a pretty good background, and maybe there's less reason to list the things you're all hearing in class there. Or maybe the first few postings will set the groundwork for that part, and you can simply confirm what's already posted. So as you go to the postings, look for what isn't there. Maybe you could cross the Atlantic and mention a few things that take us from the Dust Bowl and the Joads into the late 30's and early 40's in the USA. Go for it!

NO BOOKS!

The other side of the "you can bring an outline" card (See previous posting) is that you should NOT bring your books. Thumbing through pages when you have only 50 minutes to write is a bad idea. Do the looking ahead of time and spend the time you have actually writing! Good luck from Albuquerque!!!

Essay Buddies

Today in C Block I'm going to assign pairs/partners between the two sections. The reason primarily is that D Block has one less day to prepare for the writing, and I want to create an opportunity for "cross-pollination" between the two groups for a little greater thinking and planning. If you are in D Block, expect to hear today (Wednesday) from someone in C Block. Expect that they will try to arrange to meet you during lunch or in after school tutorial today. If nothing else, plan a phone call or email exchange. The goal is to give each person a partner to help prepare for this writing. Talk through your ideas for the essay, your intentions for organization, maybe some of the text citations you plan to use. React to each others ideas in ways that seem helpful to both of you. Be the support system for each other. Finally, those few of you who are leaving before the essay writing is scheduled to occur, you NEED to make other arrangements with me before I leave campus today, during lunch. Please email me and set something up. No essays will be postponed until mid-April. That's not fair to everyone else. Some other plan is necessary.

Rules for the In-Class Essay

In response to the questions about what you may bring to the in-class writing on Thursday and Friday, here's the answer. Similar to the procedure for the semester exam, you may bring a single page outline, using 12 point font. No complete sentences, or "sentences minus one" that some of you used last time. The spirit of this is to STAY AWAY from anything like a complete sentence. Keep to short phrases. The exception is text from The Grapes Of Wrath that you are quoting as evidence. There of course you may use complete sentences. No books are necessary therefore, and you should not bring them. As previously announced, the majority of you will have to complete the essay in 50 minutes. Those with accommodation for extra time will get 25 or 50 extra minutes as per your documentation. However, since the 50 minute situation will require time beyond class, you need to see me if that is your situation so we can make a plan. Also, if you are going to be missing from class either day, please make prior arrangements to write your essay. I do not want anyone to wait till after Break to do this work—for your own sake as well as general fairness to your classmates.

TGOW In-Class Essay Topics Posted

Later this week you will be writing the first stage of an essay about the novel. This first step is a 50-minute in-class graded draft that you will do either Thursday (D block) or Friday (C Block). The topics are now posted for you in the Essential Documents section here. As indicated on that document, this essay will be graded twice: once as the in-class piece you create this week, and again (for more points) as a revised piece after Spring Break. For now, you should look over the topics, think about which ones appeal to you, and do some pre-writing. What that looks like for you is one of the learning points here. I suggest you do some sort of loose, non-linear writing. That could be a "vomit draft" where you write whatever comes into your mind. It could be a bubble diagram, where you write down ideas and show visually the relationships between them, whether they are characters, scenes, themes, quotes, or whatever. I would suggest you try a couple of topics and see which one is working better for you. I would suggest that you wait to make a formal outline until you have a better idea of what you are outlining—what your ideas are and what order they are in. The thesis is ultimately very important, but that might be the last thing that gets finalized. You might tweak it several times in the process of the pre-writing. That would be good. I hope this is a satisfying process for you, and one that leads you to a deeper understanding of and appreciation for the novel!

53 Word Story?

I posted the link in "online resources". If you are interested, do it! Due by tomorrow, 2 PM. All information you need is on the website. And here's mine again: Ride The bumper sticker reading, “God is my co-pilot” might have spooked him. But he had already stuck out his thumb, the blue Subaru had already pulled over. Fred popped a mint, took a breath, and dove into the front seat, wishing he had X-ray vision for the future. And there she was.

Road Trip Reflection/Moving On

Yesterday we began to reflect on the process and the learning that was the Travel Odyssey/Road Trip. I indicated that the written reflection was something we'd do in class, and that is still true. Some of you expressed a wish that it also be posted to the blog however. So it is. Look in Essential Documents. Just understand that you are not required or expected to do anything with it outside of class. You may choose to continue your reflection if you like. The bulk of our in-class work this week and thereafter will be finishing the novel and doing some further writing about it.

Mindset

Remember as you experience the joys and horrors that are Day 5 that the point of this project wasn't simply to drive and succeed and be happy. The point was to experience something like what the Joad's felt, going the other way in the 1930's. So failing might even be a desired end in terms of feeling the hardship and disappointment that folks like the Wilsons knew. So don't dwell on the fact that you failed (if you did) or be overly impressed if it was relatively easy. The point is to feel what's there, whether sadness, longing, disappointment, even fear (how will we ever get there?) or joy and fulfillment and reconnecting with your family who have been waiting for you. This was a fiction, and the "you" writing is a character. Inhabit that character.

A Required Bit in Your Last Posting

If you've read the previous posting about Day 5, you know that each of you has the assignment of doing a full reflection on not only the final day, but also the whole experience. As a way of doing that, and as a way of doing it in a more literary style, I want you to make the heart of your final posting (250 words) a description of something "as seen by" your imaginary self at that moment. You may choose one of the following suggestions or choose something on your own that you know would be something in the area you end up in, and that you imagine suiting this purpose beautifully. My suggestions: The moon, a river, the highway itself, an 18-wheeler or your own car. Whatever your state of mind, don't name it. No "I'm disappointed." or "I'm so relieved." Just let disappointment or relief color what your fictional self sees in the object. More in class next time, or ask me for more in tutorial today.

Day 5 Approacheth

D Block, you are staring straight at the last day of your journey, when you will either reach your destination, or end up somewhere out on the road, out of money, out of gas, out of luck. C Block, you've still got Day 4 as well, but the end is in sight for you as well. The required posting for the final day, whenever you reach it, is a little different than what you're used to. Since you have the whole experience to look at, in total, I want each partner in the car to write a full 500 words and to focus on the whole experience. It of course should include some context: what happened the last day, either success or some kind of failure. But it should also look at the whole journey and the lessons you learned about being on the road on your own. How might you approach the daily ritual differently now that you've done it once? What surprised you? What kinship with the Joads did you feel?

Character: A New Wrinkle

Many of you are doing a great job of cataloging the nuts and bolts of your journey: the meals, the gas, the lodging, the miles, etc. Yesterday I urged you to use Google Earth to SEE the landscape you are passing through, and comment on it as well. It's not all fast food and sleeping. Today I want to add another element: You meet someone. The Joads meet many people on their journey: both folks going west like themselves and others going east. And they meet some others who are distinctly unsympathetic. I want you to imagine that you meet someone and have some kind of interaction with him or her, resulting in dialogue. Remember to see them as well as hear them, though. Remember the characterization exercise and bring some of those ideas to bear. Have fun!

Partnering: If the Shoe Fits. . .

Hi all, I'm aware of at least a couple of pairs where one partner feels he or she is doing all or most of the reflective writing. Image posting is another matter, and I'm really not talking about food, gas and lodging records either. Bottom Line: The 500 word reflection needs to be equally shared. Whether you do that by alternating days, and sharing the final day, "when all the cards are dealt and there's nothing left to see" or by sharing the 500 equally each day of the journey, each member of the team must pull his or her own weight. Look in the mirror, guys. I'll check in with you (and your partner) soon. "If the shoe fits. . . ."

Making Your Travel Blog Available etc.

Hey all, I've been looking at and commenting on the blogs that I have access to and I've noticed some things. First, not all of you have sent me the link to your blog, so I can't see it to comment. Do that right away. Second, the blogs from C Block that I have looked at seem to be missing most of the Day 1 material required on the rubric and which I would have thought you accomplished during class yesterday, at least in part. Remember that EACH DAY you need 4-6 images, 500 words of reflection (either shared or done on alternate days) plus accounting for meals, lodging, gasoline, and ongoing budget. The "random hardships" are challenges for your journey, AND they are sources of experience you should be posting about on your blog. So don't get behind or you'll find yourself with too much to do at any one sitting. If you need to, check in with me about what I'm seeing on your Blog. Day 2 is upon us!

Day 0 Tasks

Before the Trip Begins: Day 0 (Will count as “Blog Set Up” when I grade) After you’ve gotten the partner blog created and published so I and everyone can see it, there are a few more things I’d like you to do before we hit the virtual road. Some of you have done some of these already, at least in some form. Some of you haven’t yet. Before you start your road trip you must complete one blog entry with: • an image of your vehicle, the correct year and model, or as close to it as you can get; • an “image” of the home you're leaving behind—inside or out. The kitchen? Your room? D-Block: Make this a written description if you don’t have a photo in class today. Or you can make a note to edit this posting later and complete it then. • an image of your destination; • what you're bringing in your carry-on sized suitcase; (maybe actually pack a real one and take a picture?); Make this more than “clothes” and even “5 pairs of pants. Unless you have only five pair, you had to make some choices here. Jeans? Dress pants (for the new school that might require them? A favorite pair? And what shirts? A hoodie you love? What are your “signature” clothes, and can you bring all of them? • some hope and fears about your trip, including some reference to your trip buddy. (You should have already done this as homework!)

Sharing Authorship of a Blog/Blogging in General

A few of you have had trouble posting because your partner actually created the Blog from his or her account. Here's Mary Collie's instructions on her Blog. I hope this helps.

How to share blog authorship:

To share authorship of the blog go to Settings --> Basic. Scroll down a bit to Permissions. You'll see a section called "Blog Authors". Click on "Add Authors", and send your partner an email to invite her/him to be an author. S/he'll register in some way and then you'll both have writing abilities.


I also have another helpful guide for posting, including posting images, listed in Essential Documents. If you haven't yet created a shared Blog with your partner you need to do that immediately, either with your existing know-how, or by using these documents.

Tomorrow in D block we will officially begin the Journey, starting with the Rubric for what you need to do each day. C Block will officially begin on Monday.

See you all soon!

2015 Hits the Road!

The much anticipated Travel Odyssey Project is now uploaded and available for your investigation. Find it in Essential Documents. The schedule is folded into the syllabus, too.

This is going to be fun!

Literary Festival

You are all newbies when it comes to Literary Festival. I've said some things in class, but I want to post something you can read so I know you all were listening and can look back if need be.

Literary Festival is an annual (this is the 20th one!) celebration of the written and spoken word. Events happen every period from Tuesday, Feb 7 to Friday, Feb 10. Events are generally open to all community members. If you have a free you can most likely drop in (check with me if you want to be sure). Some of your classes may attend. If there is an event during a class meeting which is not attending altogether, you may ask your teacher for permission to go. Understand that your teacher has final say as always. Try as best you can to look at the schedule (on the MA website) far ahead of time and give your teacher as much notice or opportunity to consider letting you go as possible. Requests that pop up five minutes before the session are generally scorned. Rightly so.

These sessions are often small (unlike Conference on Democracy) and generally interactive. In other words, come prepared to write. Have materials with you. Even if you are not asked to write, you might find yourself inspired to jot down some notes: a book to read, a story to write later, etc. Most events are in the BBLC Lecture Hall. Some are in the Black Box Theater, and some are in the Main Theater. The all-school assembly on Thursday is as always in the New Gym. There will be a schedule in the lobby of the BBLC, and one is available right now on-line at the MA website.

Now and in years to come, you can participate in Lit Fest as a reader or even as a presenter. If you have something you'd like to read during our Community Readers time (Monday lunch in the BBLC Lecture Hall) let me know! You can read just one poem if you like. A very short story or essay! In future years, you could lead a session. Echoes, our Literary Magazine always sponsors a writing workshop. There have in the past been other student-led activities. Think about what you could do!

Bottom line, enjoy Lit Fest. Some of the writers are folks you may never see again, and these experiences can be life-changing. I hope they are for you!

In-Class Writing

For the announced in-class writing, Friday C Block and Monday D Block, you will be creating a character. In a paragraph of approximately 250 words, you will use the methods of characterization that we've been discussing for the last class and on-line thereafter. Don't worry so much about the "Direct/Indirect" distinction. I want us to all be on the same page with that, and I think we're getting there. But more important for the writing are the six methods, regardless of what you call them. So you should look at and imagine using (and maybe even practice using beforehand) some or all of the six methods of characterization listed on the document in Essential Documents.

I will throw one additional wrinkle at you when you come to class, so don't bother to "pre-write" the description. Just have an idea—a mental picture—of a character you are going to "draw" in words for us.

Yeah.

After Further Review. . .

C Block Folks, you will love this. Or not.

After our class today, wherein your collective experience of Direct and Indirect Characterization spooked me away from my own presumptions, I consulted both the Team and my source, which is Janet Burroway's wonderful text, titled Writing Fiction. What I discovered was that I was (apparently) right to begin with about which methods constitute "direct" and "indirect" characterization, and that means 180º opposite where we left things at the end of C Block. I had said "counterintuitive" and indeed that seems true.

Here's how my colleague Chris helped me get comfortable. He said, "Just imagine your characters were real people." If you heard about them, either from another character or from an author, you'd call that indirect information, right? And if you were standing next to someone, looking at them, hearing them speak, watching what they did, you'd call that direct information. That's the ticket.

Burroway says to think of six means of characterization: 4 direct and 2 indirect. Appearance, Speech, Thought and Action of characters are direct means of knowing them. Authorial interpretation of them, or other characters interpreting them is indirect.

D Block: you missed all of this, which in this case is kind of a blessing. See you at 8 AM.

Assignments/Syllabus Docs Now Posted

Look in Essential Documents for the appropriate one for your section. Yay!

3rd TGOW reading.

Still haven't gotten around to the assignment document long-term. So please know that your third reading in the novel is Chapters 7, 8 and 9. That takes you through page 89 in the Penguin edition that most of you have. And despite the narrow margins, please annotate as best you can. As a follow-up on C block today, too, note any places where the language/dialect isn't entirely clear to you.

Next reading in TGOW

Hi all,

Until I get around to the full assignment document in Essential Documents, this will have to do. Your second reading in The Grapes of Wrath is Chapters 5 and 6, (pp 31-60). Annotate mercilessly, and prepare to come out talking!

Happy New Year!!!

Welcome to Semester Two of your freshman year. We're plunging right into The Grapes of Wrath, so make sure you have it, and bring it to class with you starting with next week's meeting. You have homework in the book for this weekend, which is to read the first four (4) chapters (pp 1-30) and annotate as you go. This text will be easier to read, probably, than either of the other two you've encountered this year. Still, there are a lot of characters to sort out. And you'll notice something right away in these first chapters about the narrative focus. Be prepared on Monday/Tuesday to explain what you see going on in these early chapters. Pay attention to characters of course. You might want to make a list for yourself. But what else is happening here in the way Steinbeck tells the story? Not something you are required to post about here, but please feel welcome to do so if you have something you'd like to share.

Also, some members of the community have ancestors who were involved in this aspect of American history. If you know that already, great. If you don't know if you had any people living in the dust bowl who later made their way to California, ask members of your family to fill you in. On a later posting, you'll be invited to share.