All Good Things Must End.....

As the semester closes, so does the blogging for ENGL 223. Several of the students mentioned in Spring 2010 semester that they wanted to continue with their blogs and asked me if they could, but no one ever posted again. At first I was a little disappointed, but I understand that 'life' gets in the way of doing some things, and one thing that often goes is posting in a blog that, after all, was an assignment in a class. Even I stopped posting in that blog. But it was fun while it lasted, as this semester blogging has been.

I started to read the blogs from this semester on Thursday afternoon and evening, after my final session of ENGL 211 (at the Logansport Pizza Hut actually), and then finished them on Friday morning. What a task! I loved every minute, but combining the laugh-out-loud moments, the 'really?' thoughts, and trying to record everyone's original posts along with all of the responses, trying not to miss any--I breathed a sigh of relief that it was over. I hope to return and read them again this coming week and comment on some of the posts.

Was the blog assignments for midterm and final successful? I think so overall.

Some people took to blogging well. Others did not. Some thought of it as a chore, like laundry. It had to be done. A few saw it as a 'guilty pleasure.' Several used the forum to share personal writing or lines and passages from favorite authors. All of these allowed the blogs to be your own, to be personalized, which was one of the points of blogging.

Dana commented on the blog of one of the guys "'I like what you've done with the place.' (looking around)" Me too! Did you notice the different backgrounds and formats, the pictures and pieces of art that were included on some blogs?

Heather, Abby, and I had chatted about the discussion board comments on one of the most recent story selections. I was ready to post a response about how we, as readers, need to open our eyes to past history, to the treatment of people before our time, to realize the discrimination and the treatment of races and ethnic groups as well as the handicapped. Before I could do that, however, another student beat me to it.

Another student posted about the differences between the literature we began reading and the literature that was written in the 20th century. Different styles, different attitudes, different situations....why? Which did you prefer?

This online class has to be one of the best I have taught. One student commented that even though none of you really knew each other, you actually did. Before this class, I knew Kevin, James, Lindsey, Heather T., Christina, Dana, and Megan. Now I feel like I know the rest of you as well, even better than some of the students in my Logansport classes! We started with 20; we ended with 19; and most of you had high grades, which means you worked hard!

As we draw to a close, please remember that reading is fun, an escape, a way to explore, a way to learn, a way to relax. Moving out of one's comfort zone and reading new genres can create challenges! If you have learned anything this semester, I hope you learn that reading can take you places you have never been before, may never go again, and give you experiences that no one can take away from you.

Thank you for coming on this journey through literature with me. I hope our paths cross again.

Happy reading!

The Nook

In a few hours I will be leaving for Logansport to meet the rest of my group to then drive to Indianapolis where we will depart on our flight to Chicago, change planes, and then fly to Seattle. My husband used to joke that I had to lug my 'bag of books' with me on the plane and it was heavy! Whenever we flew anywhere, I took my books with me. My Vera Bag was always full of books. Sometimes I would pack one small duffel full of books.

No more. Now I have my Nook. I am ready for the flights there and back. I am ready for downtime, whenever that may happen. I am ready for some night reading before I fall asleep, for I have my Nook.

Do I still like the feel of a book in my hands? Of course. I am taking along my devotional book and another book I am reading. But my main source of reading material will be on my Nook.

What will I be reading? I started a book in the quilting series. This one has a historical flair to it, and I am anxious to see how, if at all, it fits into modern times. The other one I am excited about reading is, and the title is escaping me, about a lawyer and there is a new movie out based on the novel.

This will be the last trip for a while. The rest of the semester will be full with meetings, grading, classes, and finally graduation.

However, for the next few days---Phi Theta Kappa, Seattle, and my Nook! Woo Hoo!

Blogging on.....

The Final is posted in the Pods folders. First I can't believe that the end of the semester is just a few short weeks away. I dislike intensely the trite phrase "where did the time go" but it seems very applicable here.

((Yes, I know that Shakespeare is NOT American, but I like the picture and the caption.))

Last Saturday was a tedious day at my house. While my husband was watching basketball games and loving every minute of it,I was grading Gatsby assignments, discussion boards, and blogs. The best part for me was the blogs. What fun they were to read! I enjoyed each and every one.

For the last half of the semester, try to blog at least once a week. Make it a habit to write a post each Thursday (or whatever day you pick) and then read through the other blogs and make some comments. At 15 points an original post and 5 points for each response, you could rack up some extra points and have fun doing so. Time? About 30 minutes.

A new thing with this part of the semester is selecting one of the suggestions from the literature Pod and using it for a post. I will try to post ideas as they come to me. Each remaining Pod (including Gatsby) will have a folder with Blog suggestions. I invite you to make suggestions as well. Just send me a message and I can add your topic to the list.

Have fun with the blogging. Read what your fellow students have to say. Comment!

Happy Reading---and Blogging!

Gatsby Parties

Every time I taught Gatsby before Ivy Tech we would have "Gatsby parties."

During one of the discussions of Chapters 1, 2, and 3, we were talking about the similarities and differences, and someone mentioned that it would be fun if we could re-enact the parties. The wheels started to spin, and before we knew it, I was driving a West Central School Corporation van up and down 421 to not only Amanda's house, but also to Molly's house, then Julie's house for their group's depiction of each party. What fun we had! Amanda's mother had allowed the group to use the good china (brave woman she was). Molly's mom shooed everyone into the basement. Julie's mom had set up card tables all over the house. The other details I will leave to your imagination at this point. Suffice to say, however, that this group of gifted/talented students made an impression on all of their peers---and me!

This first adventure was after school hours. The next ones in the honors classes were not quite as elaborate as that first one. There were too many students to transport in one van with one driver (me). We had just 90 minutes from beginning to end. We used the school's cafegymatoriam(borrowing the term from Ray Barone) and the FACS room. As many groups go, some of the students participated; some didn't. Some enjoyed the activity; others complained and thought it was dumb.

I, for one, always think of that first set of Gatsby parties, the fun we had traveling like we were going to a progressive dinner, how well the students adapted to the roles they played, and the great learning experience that was born of the their discussion of Chapters 1, 2, and 3.

On Break~~

Writing from Gatlinburg tonight! My husband and I have been enjoying cool weather, sunshine, and smaller crowds roaming the streets than we usually encounter when we are here.

Literature related, huh? Ok.. here goes. I love my Nook, and one of the things I usually slack on during the semester is reading for pleasure. I started a new book in the car on Saturday afternoon and have nearly finished it. The title: Left Neglected. The author: Lisa Genova. I purchased the book while I was standing in Barnes and Noble in Lafayette last weekend after I had read the back cover and flipped through the text. I had no idea what I was really getting into with this one though. It has been a long time since I sat in a psychology class, so I didn't realize that Left Neglected was a term for one's left side being unresponsive to any type of stimulus or messages from the mind. It comes from a brain injury, which the main character received after a car accident caused by her inattention to traffic while trying to text and drive at the same time. From where I left off this morning, I have about 50 pages left to read. I think I know where the plot is heading; I hope I am not shocked by a different ending because the one in my mind is a happy one. We shall see.

Half way through....

As many say "I can't believe this is the halfway point of the semester!" Maybe others are saying "It's FINALLY that half way point of the semester!" Whatever works..but I must admit that while I am ready for a much needed break, I will be sad with THIS class ends. I have thoroughly enjoyed reading the submissions, reading the conversations in Pronto, and sending messages back and forth with everyone.

Pronto! The hour flew by this week. I realized as I was grading submissions last night and this morning that we really just touched the tip of the iceberg, so to speak, in our discussion. I know someone kept mentioning Brooks and we never did get to her. Richard Cory is one of my favorites to discuss too. Could we have talked for two hours? Probably. Not realistically, though, because of children and other obligations. We have to take what we can get.

Putting together the Gatsby Pod was interesting. This is a new Pod for this semester, so I started from scratch. I finally just quit, even though I wanted to add more activities as possible selections. What I will add after break will be a list of possible Blog topics and some info in the resources folder in the Pod which I forgot to include last night.

I love all of the literary elements in Gatsby, so it will be interesting to see the responses to symbolism and the parties and the settings. The theme of the American Dream is so vivid in this novel, and the reflection of the times that Fitzgerald embraced is very evident. I hope all of you enjoy reading, or re-reading, the novel.

This blog post is the last official act for the first part of the semester. Even though all of the submissions and this week's entries in the discussion board are not read and graded (therefore the scoresheets are not finished), this wife has a husband who is patiently waiting for her to turn off the computer, pack some clothes, and head to Tennessee. And that is what I shall do.

Poetry--Love it? Hate it?

I spent yesterday and today reading submissions so far in the Poetry Pod. If you read my post yesterday, you know that poetry is not exactly my favorite genre, but it is one where I do have favorite selections. Reading your submissions, especially in the discussion board and the blogs, tells me that some of you really don't care for poetry that much.

Look at it this way. As with anything that is written, reader interpretation comes into play. It happens with novels, short stories, blog posts, editorials, letters to the editor, text messages, facebook statuses, and POEMS. One of things that is cool about poetry is that there can be as many interpretations of one poem as there are people who are reading it. Another appreciation is that not only does content come into play, but there are many techniques that make or break singular poems.

Look at the use of senses in "The Red Wheelbarrow." The use of speaker in many of Frost's poems--who is the apple picker? Who is debating about which road to take--or not take? Look at the imagery in the poem about the boy and his father dancing (title is escaping me--sorry). What about the personification in many of Sandburg's poems? The rhythm in Brooks' verse? Do you notice any rhyme, stanzas, alliteration? There is skill shown in these poems, not only in the subject, but also in the style.

My challenge to you is to go into this next week not with dread and procrastination, or fearing that your interpretation may not be the correct one, but to find a new appreciation of a genre that may be at the bottom of your list of favorites. Find at least one poem that you enjoy, that has made this Pod a great learning experience for you. Tell a friend, your husband, your wife, your children, your parents or your siblings about a fantastic poet you read about that you never knew about before.

And now, as always...

Happy POETRY Reading!

Chicago - Carl Sandburg

I like Carl Sandburg. Well, not HIM, but his poetry. I never met him (smile), but I might have liked him if I had.

I have to admit: I am not a poetry person. WHAT?!?!? A literature teacher who isn't a 'poetry person'? Is that like a librarian who doesn't like to read? Not exactly. It's not that I don't like poetry; I do. Poetry is just low on my list of favorite genres. If I have a choice, which I often do now, I will select a novel over any other genre anytime. But I digress. Back to poetry.

I do like Sandburg's poetry. The fog on 'little cat feet.' Love that poem.

But my favorite is "Chicago." City of the big shoulders, hog butcher, so descriptive of the city that is proud--and alive--and vibrant--and has history.

This was a fun poem to teach to high school kids because it was easy to understand, it was descriptive, and Chicago was just up the road, hop on I-80, and zip right into the Windy City. Some of my students had never been to Indianapolis, but they had been to Chicago.

Many of my current students probably do not remember M*A*S*H, the television series with Alan Alda, Mike Farrell, Wayne Rogers, Loretta Swit, Henry Morgan, Jamie Farr and many more. In one episode Hawkeye (Alda) and Trapper (Rogers) were hungry for ribs Hawkeye called his favorite ribs joint, Adam's Ribs, in Chicago and ordered ribs and sauce (he forgot the slaw). At some point in the episode Hawkeye talks about the great city of Chicago where he went to medical school and began quoting from Sandburg's poem 'city of the big shoulders' and so on. Of course I was so excited that poetry was being quoted on a major television show.

I always think of that when this poem is read in this course. Christina just commented on her experiences at a Bears game this fall and how the poem depicted the people of Chicago. She will probably always think of the two together--the game, the poem. I will always thing of M*A*S*H when we read 'Chicago.' Sandburg knew what he was doing.

http://www.tv.com/mash/adamand039s-ribs/episode/43258/recap.html?tag=episode_recap;recap"

Reading Discussion Board posts

One of the things I really enjoyed about teaching Red Badge or any of Crane's stories is discussing his extensive use of symbolism. In the novel there is so much to consider: use of religious symbols, colors, animals, nature.

After spending an entire class period exploring the novel and picking out passages which contained great symbolism, one of my students asked, "Mrs. Siemens, did Crane try to put all of this in here on purpose or was it just an accident?" What do you think? Did he? Did the words just flow out of him once he started and lo and behold---the symbolism was there?

I like to tell the story about Troy, one of my quiet students. We were 'acting out' the scene where Henry, Jim Conklin, and Wilson were going up the hill toward Jim's death and the resulting line of 'The sun was pasted in the sky like a wafer.' So much religious symbolism in that chapter. So much. Of course I couldn't teach religion in a public high school, but we could discuss how this passage resembled the trek to Calvary, the THREE men, the wounds, the rite of communion. What I hadn't thought of, at that point, was the significance of the initials. Troy had sat in the back of the classroom that day, quietly watching our re-enactment of the scene, listening to the students' discussion of the symbolism. Then I heard a voice. "Mrs. Siemens? (pause) What about this? (pause) Jim Conklin. (pause) Jesus Christ. (pause) J.C. (smile)" One of you mentioned that in the discussion board. The initials.

Kevin also wrote about those three characters in one of his papers. The three represent The Father (Jim), the Son (Henry), and the Holy Spirit (Wilson). I hadn't thought of that before.

What also put a smile on my face was reading the posts about color, nature, and animals. Many of my favorite passages and usual examples were selected.

I hope that all of the students in the class read the posts as I do. Much can be learned from the sharing of ideas, thoughts, and observations of others.

Once again...Happy Reading!

Missing Pronto

Last week I had to miss the Pronto discussion because I had committed to subbing for an adjunct at the Rochester site, and I didn't realize that the Pronto session was the same night--or vice versa. Whatever. Anyway, I didn't make it.

Thanks to Elizabeth and the ladies who participated in Pronto that night. Elizabeth started the group, sent me a copy of the transcript and a list of the attendees, and kept the discussion moving. From what I read, the conversation was lively and full of laughter (many lol's throughout the transcript).

While I am disappointed that more did not participate, I understand that there may be scheduling conflicts. I also understand that 'life' may get in the way of participating. However, I hope that more students try to take advantage of the opportunity to chat with one's classmates about the literature being read, ask questions about confusing issues, and get to know each other a little better.

I encourage those who have not added Pronto to their home computers to please do so. Also the next Pronto session will be on a Thursday, so hopefully those that have Monday conflicts can participate.

See you then!

Red Badge

The Red Badge of Courage used to be a novel that I really didn't enjoy. However, I changed my tune a little after teaching it to juniors, especially the boys, and made it more of a 'blood and guts' and warfare type of novel. Of course it doesn't compare much to what we see today on television, in movies, or even real life with Iraq, Afghanistan, and now Egypt, but it served the purpose of using the imagination too fill in what Crane meant.

That is the beauty of 'universality' which is one term I always use while discussing literature. Could the story found in this novel span the time periods and occur in any place we could imagine? Civil War and the south? Yes. Were soldiers scared to go off to war in WWII? That's what my dad said. How about Vietnam? Any hiding there in the swamps, huts, and villages? You bet. Courage. Fear. Leadership. Timeless-all of these.

Then there are the powerful techniques that Crane used---symbolism found in nature, colors, religion. Imagery--wow! Use of dialogue. Time? How much time really does elapse during the course of the actual story?

Even though the first time I studied Red Badge I really didn't like it, I have grown to really enjoy teaching the novel and discussing it with my students. Of course the first reading was as a sophomore in high school when I hated war and 'boy stories' which I deemed this book. Now as an adult, I see a message that Crane was trying to stress to his readers through the story of Henry Fleming.

And THAT, is why we read it in ENGL 223.

Catching up....

Sometimes I think I am disorganized, but this week I have realized just how organized I have been lately. Why? Attending the Achieving the Dream Conference in Indianapolis this week has really thrown a wrench into my routine. While I enjoyed the conference for many different reasons, my time to check emails, read Messages, and keep up with grading was minimal. Thus--I am behind with grading, especially the Pod assignments since I usually read those and record on the scoresheets a few times during the week. Also having a sub for three classes (one of whom did not appear to teach the class) causes many questions and explanations from students and extra time to not only make a written plan for the sub but to catch up on everything that I missed by being gone in that classroom.

So..today I am faced with sorting through everything; grading Pod assignments, powerpoints, visual argument sheets, and business letters;and answering many messages and emails.

Add to that the events at home. My husband is the assistant girls varsity basketball coach at the school where I taught before moving to Ivy Tech. I have been the scorekeeper for the junior varsity and varsity teams for 12 years, since the year our daughter was a sophomore on the team. This week the school is hosting the sectional. I am the official scorekeeper, wearing the striped shirt on the bench. I missed two nights, but I was back for the Friday night games and will be there for the championship game tonight. Also the Lady Trojans are playing in the championship game. My daughters, sons-in-law, and adorable little grandson will be here this afternoon and tonight.

What does this all mean? Professor Ladybug needs to focus on sorting, grading, answering emails and messages, fixing problems with blogs and discussion questions sheets. Beth needs to listen to basketball talk----what offenses and defenses to run, how they will match up with the other team, who is guarding whom...the usual. Grammy will need some time with Landon. And oh, yes...a few moments for the daughters who say they are virtually forgotten anytime our grandson is around.

Sigh...it will all happen. Patience for me, for my family, for my students.

Next week will be better. Organization once again!!!

Eavesdroppping--somewhat

I am sitting in a classroom at the Logansport campus, listening to my ENGL 112 students discuss technology, using essays from the back of the text as a springboard for their comments. I always select a moderator from the group to guide the discussion, for I like to talk too much and it is, well, just better this way!!

As I am listening, I thought about how different what we read now is from what we are reading in class. I am also thinking about how writing is different (actually one of the things they were supposed to discuss). I actually wonder what kind of literature students 50 years from now will be reading. Will they think that the writers of the 1800s are so antiquated that these short stories and novels will not be included in the curriculum? Which authors will they read from the early 2000s? What will they discuss about the style and the reflection of our time period?

Will they think that the spelling of words is strange, much as we do when we see labour or theatre? Will they need a dictionary (probably online) to check the meaning of words we consider commonplace? Already our children are questioning beta tapes, typewriters, record players,and light bulbs (do any of you remember those?). lol

I do know that I won't be teaching students 50 years from now. Some of you will still be here to witness the changes and tell your grandchildren "When I was in college, I took classes 'online which meant that all of the assignments were on the computer. We had Pronto discussions too and talked to each other through typing messages on the screen and reading what everyone else said." And your grandchildren will laugh at how old-fashioned that was.

Nearing the end of the class discussion. BBL.....

How do I find my classmates?

You have a blog. You are ready to post daily (or weekly) entries. You just don't know how to find other blogs so you can read and reply.

Here are quick directions:

Go to the Class Blog Pods of Thought #2.

At the right side is the list of blogs from the other students. You can click on those to see their blogs and check the URLs at the top. You can then "add a gadget" (click on Design at the top right)to your blog, then scroll to the "My Blog List" and add that, then use that to add the URLs to your blog site. There is a box that says something about Configure, then Add, then you will paste in the URL, and Save. Then you can click on them from your blog, read their posts, and then comment. You should also add the Pods of Thought #2 to your Blog List also. If you want you can just click on the other blogs from mine, but it may be easier just to use your own as the base.

Also you can become a Follower of the other blogs. Just click on Follower at the right side and add yourself into that.

I can talk you through it, as I did for antoher student, on Pronto if you still have trouble. Let me know.

Stopping by Woods on a Snowy Evening.....

Another poem I think of during days like this is a favorite by Robert Frost. "Stopping Woods on a Snowy Evening" relates well to me and my lifestyle.

I live in a woods, more or less.

We have lots of snow on the ground right now, and it was blowing around furiously on Tuesday night.

I don't usually ride a horse or travel by carriage or buggy, but I have had the feeling of driving my Jeep Compass on a snowy road across Pulaski County for 35 to my house and thinking of the lines 'and miles to go before I sleep, and miles to go before I sleep.' The road from Thornhope west comes to mind plus the section of the Francesville-Pulaski blacktop east of my house seems appropriate as well.

Much as I enjoy watching the snow fall, seeing the landscape covered in white, and feeling the crisp air on my cheeks, I also like the feeling of being safe at home, warm, with a mug of steaming hot tea in my hands.

Ahh..winter. I would miss it if we didn't experience the change of seasons each year. Frost knew what he was talking about. So did Whittier. They captured the season, and the snowfall, well.

Snowbound

We haven't read Whittier yet, but snowstorms always bring the words of his poem "Snowbound" to mind.

The wind blew east; we heard the roar
Of Ocean on his wintry shore,
And felt the strong pulse throbbing there
Beat with low rhythm our inland air.

Granted there is no ocean in Pulaski County, just a river and a few water filled ditches, but the main idea that strikes me comes from the first four words "The wind blew east." That east wind is always a dangerous one.

Yesterday the wind blew from the east, northeast, southeast for most of the day. The wind is still from the east today.

Blizzard warnings go into effect in an hour or so and last throughout tomorrow.

What will this storm bring?

My husband has cleared the drive so we can get in and out at this point. I have a feeling all of his work will be for naught when the snow begins to fall and the wind picks up speed.

The crockpot of Italian beef made enough to keep us in sandwiches for a few meals. We have plenty of snacks, more meat in the freezer, and a recipe box full of recipes to try.

The five gallon bucket is sitting in the tub, full of water, and the washer is filled to the top, ready for an emergency.

Part of me is hoping for a 'snowbound' couple of days, just to stay home, no schedules to keep, no traveling, just napping, reading, watching a few movies. Part of me sighs as I know that the girls' basketball teams that my husband coaches will have to re-schedule games for the weekend, hopefully, because sectional is coming up next week and time is running out. Part of me fears that the electricity will go out and we will be huddled by the fireplace, trying to keep warm. Part of me fears for the health of my in-laws, and I pray that there are no health emergencies that require a trip to the hospital on icy, snowy roads.

"Snowbound" is a 'winter idyll.' I just hope our experiences in the Blizzard of 2011 are just as idyllic.

Kate Chopin

Kate Chopin amazes me. I was first introduced to her in my Humanities class when I was a senior in high school. Mrs. Kuhn taught us a story by her, and some of us girls read The Awakening, which was considered to be a little risque. Mrs. Kuhn had a poster of D.H. Lawrence on one of her bulletin boards, and she was very enthusiastic about teaching us about writers that old Miss Howard wouldn't even consider. I was never sure whether Mrs. Kuhn's departure after that one year was because of her willingness to share previously censored materials with us, college bound seniors in a Humanities class (the best of the best), or whether it was attributed to something else, like her husband taking a job elsewhere and needing to move from the area. I never did find out.

Women in Literature was an elective class for English majors at Indiana State and one that I was excited about taking. Of course Kate Chopin popped up again. I loved reading literature written by women who were challenged by the time periods, their husbands, antiquated ideas, and society in general.

Since that time I have welcomed the opportunity to include some of Ms. Chopin's stories in my classes. Juniors have read "A Pair of Silk Stockings," seniors and the ENGL 111 students have read "The Story of an Hour." It was natural, then, to include several of Ms. Chopin's selections in ENGL 223 in the Women's Pod, right?

Kate Chopin wrote 100 years ago. Her literature was being submitted for publication, and often rejected, at the turn of the century. Naturally I think about my great-grandmother who would have been newly married at that time and who gave birth to my grandmother, her only child, in 1903. I remember her and her friends, Anna Chilson, Aunt Myrtle, Aunt Rachel, plus other Quaker ladies, getting together for lunch in Great Grandma's dining room, using the good china, silver, and crystal. I had a place of honor next to Great Grandma on the little telephone chair. I felt so special listening to their conversations.

Why am I sharing this information about Great-Grandma Eva? Because she and her friends would be the ones to have read those stories by Kate Chopin when they were first published. I can't even begin to think of those prim and proper Quaker ladies reading and discussing "At the 'Cadian Ball" or "The Storm"--at least not to discuss with each other! Or maybe they did. Maybe they were the secretive readers who really enjoyed Kate Chopin and wished they could be more like her.

Who knows? Wouldn't it be fun to find out?

Reflections on Pod #1

Today is the last day for submissions for the first Pod---Regionalism, Etc. The Men. Since this is the second time this Pod has been studied/used/read/utilized, I thought about similarities and differences between the two groups.

One: More activity with this group than the group last spring. That is a GOOD thing, of course.

Two: More discussion board posts. That too is a good thing. Interaction among the students is great!

Three: More Pronto participation. We had a fantastic group on Monday evening. Questions were asked; answers were given. Concepts were explained. Information was given for new assignments (books, Blogs).

Four: Staggered submissions. One of the purposes of the Pod is to allow students to read according to their schedules, select the authors and titles they think they will enjoy or be challenged by, and submit when they are finished. Many students have submitted early in the week, rather than waiting until Friday at 11 to submit everything. This is great time management, in my opinion, to post at times OTHER than on Friday night.

Five: a little disappointment. I really like Bret Harte and Jack London and only a couple of people read their short stories. "Poker Flat" is one of my all-time favorites and I love "To Build a Fire" too. "Owl Creek Bridge" was very popular as was "Editha." I was also surprised by the number who read Huck Finn--all of it!

Six: Positive feedback...several students have sent notes or told me in person that they are really enjoying the Pods, the format, the selections. That is great news for me!

Onward to Pod #2--The Women! Hopefully some will start Blogs this week also.

Happy Reading!

Can I be in your class?

One of the fun things about being the scorekeeper for the Lady Trojans is talking to old friends and acquaintances at the schools we visit for away games.

Last night at halftime Dr. Beth Dean came over to sit with me after her middle school girls' basketball team was introduced. Beth and I have a history---she was my student teacher from St. Joseph's College in Rensselaer years ago, actually when my youngest daughter was just a baby (and Hilary will be 27 in April). After graduation Beth taught at North White, then moved to Pioneer as assistant principal, earned her masters and PhD, and is still at Pioneer in that role. A few years ago Tom, my program chair, told me "Find someone to teach at the Winamac site or it will be you" and Beth came to the rescue. Since our English classes haven't run lately at Winamac, she has been teaching for us at Rochester.

ANYWAY.....we were talking about her ENGL 112 class which meets at Rochester on Monday evenings, her possibly teaching one of my Wednesday night classes, and my schedule. I shared my excitement about ENGL 223 and how good our Pronto discussion was on Monday evening. When she asked what we were reading and I explained the Pods, she asked if she could be in the class. She loves the regional time period--London, Bierce, Crane, Twain. She was excited about some of the short stories from the next Pod also.

Once a lit teacher, always a lit teacher, I guess. She taught some of these same selections when she was student teaching for me years ago. One thing I love about teaching this class, and putting together the curriculum, is that I can share some of my favorites (and some that aren't) with my students. Literature is timeless.

Can I be in your class? Sure!

Ready for Pronto!

Tonight will be the first Pronto session for the class this semester. I hope we have a full classroom and lots of conversation.

One of the disadvantages of an online lit class is the lack of discussion. Discussion board forums are really crucial to exchanging thoughts and feelings about literature; however, often one post can sway people off track, or in the wrong direction, and then they are hesitant to state a viewpoint that may be different than the others in the class. I hope that doesn't happen. I remember teaching Red Badge (and I had for years) when one student popped up with an interpretation that I had never thought of before--and it was great! He was a little afraid to state his opinion because he might be wrong, but it is one interpretation that I remember well and add to my list of meanings when we discuss symbolism in the novel. I hope my students are courageous enough to state their opinions of literature---and be respectful while doing so.

Participating in Pronto discussions is another way to exchange ideas. Often the students think that I will lead them in the direction they should go...but that is not what happens. I might throw out an idea or ask a question, but I like for the students to just 'talk' on the screen. Those are the best discussions. I might have to steer them back to the topic (because it is easy at times to stray into an area non-literature or class related); otherwise, the discussion is usually student driven.

Tonight is the first session. Only ten of the twenty have added Pronto to their Blackboard items. I hope that more names appear. I hope that many of those listed are able to participate. The first session is always interesting. No one knows what to expect, who will attend, and what will happen.

Stop by and see!

Tie it together

I have never been one to enjoy history. I spent most of my time in US History in high school wondering if Mr. Gibbs, the basketball coach who taught the class and who was also nearly 7 feet tall, would hit his head every time he went through the door to the hallway or if his vision 'from up there' could see our papers from afar a little better than Miss Howard, who was barely 5 feet--in all directions.

My interest was piqued a little when I enrolled in the two survey semesters of American Lit at Indiana State, using the Norton Anthology, the same one (but an earlier edition) as we are using today. The correlation really hit home, however, when my teaching assignment changed to ALL junior English classes. Mike Harter and I decided that since all of the juniors were in his classroom for US History and in mine for American Lit, we could create some interesting team teaching opportunities. Since the small school scheduling didn't allow us to actually team teach at the same time, we had to use different strategies.

When Mike taught his unit about the Civil War, the juniors read The Red Badge of Courage. The Transcendentalism unit butted up against that same time period as it was discussed in Mike's classes. I remember well a group of students groaning as I talking about Walden Pond and the Transcendentalists, telling me that they had already heard all of this in Mr. Harter's class. My response? "Well, now you get to read what those people were writing and you will know where they were coming from while they were doing it!" Smile.

Mike and I even created a research paper which focused on an aspect of US history. He taught the content portion of the paper; I taught the research, documentation, paragraph structure, outlining. When the papers were submitted, he graded the content; I graded the composition. One assignment, two grades.

I know that larger schools would actually assign two teachers to a class such as this, but since we were too small, we had to 'make do' with what we had. We often talked about the fun projects we could undertake if we would actually put our two classes together to make a Humanities class, or a History through Literature or Literature through History course. What fun that would be!

The point is---a good lesson to learn is that most writing, whether poetry, short stories, novels, or essays, reflects the time period in which it was written. That is why the Regionalism, Realism, Naturalism units are among my very favorites. I like the 'slice of life' that the selections represent.

My husband and I have two dream vacations. One is a trip on the East Coast where he can explore the battle fields and I can visit the Whaling Museum, Walden Pond, Edgar Allan Poe's gravesite, and Emerson's home. We have already planned a trip this summer to Virginia and Washington DC with my daughter (an English teacher/librarian) and son-in-law (a history teacher)with a stop at Gettysburg on the way. I see one dream vacation in the future!

Re-reading some old favorites

Someone mentioned to me (not a student) that he would not like to take my class if we were reading some thing he had already studied before in high school. Works such as Huck Finn, The Great Gatsby, and The Red Badge of Courage are often the 'stand-bys' of high school literature. I taught all three of those novels at some level in my junior English classes. While I may agree that reading a novel a second time could be a little boring, think about this.

Even though high school students think they are adult (they really do!!), they are still under 18 and legally they are still children. Most of them are living in their parents' home or with relatives. Most of them spend the bulk of their time during the day going to school. The perspective that juniors bring to a novel is limited, based on their experiences, their travels, and their associations.

When an adult re-reads a novel for a college class, or on his own, new perspectives pop up. Ties can be made between the events of the plot in The Great Gatsby and the Roaring 20s. We can visualize the differences between the social classes because, well, we have been there. War is a much more powerful word when reading Red Badge of Courage now because so many of our family and friends, and maybe some of the students, have been deployed, not just once, but several times.

Adults often tell me that when they re-read a novel from their high school or middle school days, they notice many things that escaped them before. Just like those 8th graders that I accompanied on field trips to Gettysburg and Washington DC, not much is really remembered except the fun on the bus ride and staying in the hotel. My daughter, who is now 29, wants to return to D.C. so that she can really see the city and learn more about it---from an older perspective. So it is with re-reading literature.

Sit back and enjoy reading Huck Finn, The Great Gatsby, and The Red Badge of Courage. If you studied them before, be ready to have your eyes opened wide with new revelations!

Happy Reading!

Mark Twain

I enjoy reading the works of Mark Twain, depending on the time period. Huckleberry Finn and "Jumping Frog" are included in this Pod, and several students are reading those selections and completing the related assignments. Mention The Adventures of Huckleberry Finn and the idea of censorship pops up.

I have very strong feelings on censorship. While I respect the feelings of parents on what their children are reading and studying in the classroom, I also feel that parents should trust the teachers to select appropriate material to be taught. I would never ask my students to read something that I would not have taught to my own daughters.

Eight or nine years ago one of my students brought in a list she had found of questionable books that were being taught in public schools. I was asked how many of those I had taught at West Central. Many of them I had. In fact, most of the novels that I had taught were on the list. Huckleberry Finn, Of Mice and Me, The Great Gatsby, The Scarlet Letter, A Separate Peace (included in the anthology we were using even!). In that class we discussed censorship, why it happened, their viewpoints, and what we could do about it.

Two weeks ago four of us who are full time English faculty stood in the office area at the Kokomo campus when the title of Huck Finn came up. Cody mentioned that he had read that someone was re-writing the novel and removing all of the objectionable or questionable language and situations and making it more politically correct so that the novel could be taught in the public schools.

Our thoughts on that? Just downright wrong. First, what gives anyone the right to tamper with the original works of a great author like Mark Twain? Next, this novel, and many short stories and other novels written in that time period, are full of local color which is a component of Regionalism. What makes Huck Finn so significant is the language, the reflection of that time period, bringing to the reader a slice of life during Twain's era and every day life on the Mississippi River. Would changing the wording and some of the situations create a better version of a novel that reflects Samual Langhorne Clemens' life as a boy on the river? Who would have the audacity to try to 'improve' a classic by changing the diction in the text?

Any time I taught a novel that was on a 'banned books' list, I seized the opportunity to talk about the reasons for that censorship. Lennie, Curley, George, and Slim were not going to sit in the bunkhouse after bucking barley, drinking tea from china teacups, pinkies extended, discussing the latest fashions or the most recent play opening on Broadway. They were gruff men, and their word choices reflected that. Did I encourage my juniors to imitate them? Of course not. But they had a better understanding of the lifestyle during that time period and Steinbeck's style of writing from reading Of Mice and Men.

Will this be a topic during our Pronto discussion next week? I hope so.

Week 1 of Pod 1

Reading the submissions from the first week was so much fun for me. I really enjoyed the analyses of "Editha" and Huckleberry Finn plus it was was interesting to see just which stories the students selected for the first week.

I haven't had a chance to read the discussion board posts yet, other than the introductions. I am hoping for some lively discussions and sharing of viewpoints when I do.

I know that some are still a little confused about the Pod format. After a disastrous (I felt) semester with ENGL 222 in the fall of 2009, my daughter and I came up with the Pods approach. The students who were in both semesters of American lit last year really liked the changes I made in the format. I enjoyed it as well because there was more flexibility and freedom with the type of assignments and the choice of selections. Not everyone could (or wanted to) participate in the Pronto sessions, so making those an option rather an a requirement was a good move. I hope that after some time, everyone will come to enjoy the Pod format and see the benefits.

Off to a great start! I am excited!!

A New Start!

I am always excited about a new semester. I especially enjoy the spring semester because it is not only the beginning of a new set of courses with new students, but it is also the beginning of a new month--and a new year! With the new class comes a new blog as well. I am not very creative when it comes to titles, so this is Pods of Thought #2...following the first blog for ENGL 223 in the spring 2010 semester, Pods of Thought. One would think an English professor could create something better than just tacking on a #2 at the end of the old title, right?

Here begins the new adventure of blog creations and posts. After I read all of the introductions today, I was very encouraged about the interactions among the class members. It looks like we have new friends who really love to read, enjoy literature, wanted to take the class even though it was a requirement, and are eager to begin the journey through the 19th and 20th centuries.

The topics I bring to this blog are varied. They have no real theme except that they are literature, reading, discussion related. I will post various tidbits or comments, trying to encourage more conversation among our classmates. Feel free to borrow some of the ideas presented here, to comment on the posts, and to share with others.

As always--Happy Reading!