Wednesday, February 27. 2008
Here is the Modernism review from today.
I'm heading home from AHS. It's 6:50 right now, which means I'll be checking in around 7:20 or 7:30. Leave your questions in the comments, and I'll reply to them as I read.
NOTE: I will stop checking this thread at 10pm. Please ask your questions before then!
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I'm not sure w the "rose" symbolzes, and 'm also not sure how to describe the world that Faulkner lived in. And is theregonna be vcabulary on the test if ther is what stories are the words from?
I think the "rose" symbolize death, but I'm not sure.
You're both on the right track; roses usually symbolize flowers. However, the "rose" in the title is also ironic; flowers symbolize death and funerals. Think about the way love and death blend together in Emily's life - she's sleeping by the corpse of her lover! At least Homer will never leave; she can't say the same about her father, or even about the Colonel (who embodied the old Southern traditions that Emily loses with time).
As for the world Faulkner lived in, check out the descriptions of the South in his writing (and in the mini-bio in the textbook). For that matter, look at Emily's town. The citizens there value (or valued) tradition, but they're also prejudiced against Northerners, and deeply divided along class, racial, and generational lines.
Hope this helps!
Woo-hoo! My laptop wasn't connecting to my wireless network for a little while, but the source of the problem seems to be gone. There will be 50 questions tomorrow - 45 multiple-choice, 5 written response. I would bring the grammar packet and book; if you finish early, you can work on stuff early!
Mr. Feraco, I really don’t want to seem like a nag, but I think our study guides and everything we received on Tuesday should be due at least on Friday or even Monday. I’m not only speaking for myself, but for others as well. I wanted to ask you during class, but I was just too afraid. It’s A LOT of work and I’m sure you’ll agree. Two days just isn’t enough for review and to turn in our study guides and graphic organizers. Again, I know I’m annoying sometimes and that I complain a lot, but I just hope you understand how we, as a class, feel.
I agree with Nilom Mr. Feraco. An extension of even a day would help a lot. We would get more time to finish our packets and better prepare ourselves for the test.
Nilom - It's not a problem, and I appreciate the feedback. However, I'm not sure you're seeing this from my perspective.
First off, you need to ask yourself why I'm collecting the study guides to begin with. Wouldn't it be easier for everyone involved if I didn't? The TAs wouldn't need to grade them, you wouldn't need to finish them...and the class average on the test would probably fall by a full letter grade.
The study guides aren't busy-work. I printed them out in order to help everyone prepare for the Modernism exam. People who don't do them won't do well on the test, but the ones who would blow off the study guides aren't the best planners in the first place. After all, properly-filled study guides lead to better scores on tests. I wanted to offer students who were committed to bettering themselves - and to learning the material better - a "double reward." Those who do their work will not only earn a higher score on the test, but will now get credit for their preparation as well. I repeat - the credit for the study guide is meant to be a reward, not a punishment.
It doesn't make sense to collect the study guides the day after the test. After all, their greatest use to you is during test prep. Be honest: How many people are going to finish their study guides after the exam? And what purpose would that serve?
If I collect the study guides after the test, not only do I remove an incentive for people to do them well, but I remove the entire reason for their existence! I'm reducing them to something you do for credit, rather than something that helps enrich your understanding of Modernism (and literature in general).
So why not push the test back? Besides the fact that there's no reason to do so - we've covered everything we needed to cover for the test in class over the past month - it's not possible to move it to Friday. The class meets with the programming people on Friday morning, which means I can't move the test back without shifting it beyond the weekend. I'm not willing to do that, and no one would be happy if I did; it won't help anyone to go three days without covering the material in class before testing. (Also, Mondays are horrible days for tests, and Monday mornings are worse than Monday afternoons - students are still shaking off the sleepy weekend.)
So if it seems like madness, there's a method to it. If it seems like I'm punishing you, please understand that I'm not. I expect that people understand this material based on their readings of the textbook (which are very clear), their work in class, and their attentiveness during lessons and lectures. If you understood what you read, and heard, and wrote, the study guides should be useful. If the study guides seem difficult because you don't know how to answer some of the questions, then the guides are saving you from losing credit - losing credit on the exam.
Hope this helps you see why I need to collect the work tomorrow; it doesn't make sense to collect it on Friday. I'm not looking for super-detailed responses; it's a study guide! Answer it well enough to help yourself, then move to the next part.
what does the term "puppy biscuit from "Walter Mitty" mean? does it have any signifiance?
The reason Mitty says "Puppy biscuit" as he stops daydreaming is because the fantasy makes him remember what he needed to buy. In his dream, he calls the lawyer a "miserable cur"; while "cur" means "villain," it's also an old word for a stray/mongrel dog. The word "cur" makes him remember that he's supposed to be buying food for the family dog.
what does Eilot mean when he says the Michaelangelo thing?
what does he mean when he talks about the mermaids?
We discussed this in class - do you remember talking about the ways that the mermaids both represented impossible love and the idea that Prufrock was drowning in fantasy? Also, the "Michelangelo moments" are clear evidence of Eliot's stream-of-consciousness style; re-check the PowerPoint at the top of the page for more information.
how does Emily from "a rose for Emily" keep her dignity when she visits the druggist?
She does so by refusing the druggist's queries - she may be too arrogant to answer him, or she may simply want to keep her intentions hidden. At any rate, the druggist makes demands on her, and she holds her own - thus maintaining control of the situation, and of her dignity.
Mr. Feraco, I agree with Charlie, who agrees with Nilom. I usually never rebuke against the work my teachers give me, but the work that you have overloaded us with is just too much to bear. I feel that it would be best if you could change the due date for our test to Monday. However, I have no objection in turning in our study guides tomorrow. It’s just that after I’ve finished all the work you gave us, the information I should know about the authors and the stories has not yet absorbed into my brain. I feel like I have not learned everything I need to do mediocre on the test. I have to admit, the work you have given us is quite time-consuming. I have been trying exceptionally hard to keep up with the work you have assigned us, but I feel like I’ve been fallen behind a lot because I have other classes that I have to worry about. It seems like bad luck is always taunting me, I’ve been having a test everyday this week, and I’ve been averaging 4 hours of sleep everyday. On top of that, the class and I have other extracurricular activities that we are devoted to such as sports, dances, volunteer work etc. It’s difficult to balance everything out, especially when time is so valuable. By moving the test to Monday, I guarantee you that everyone will have more time to study efficiently and get a better grade on the test. I understand that having a test on Monday is a bad day for a test day, but it really isn’t, the class will be overjoyed if it were to be postponed.
Kim - I sympathize with your situation; it was not long ago that I was in your shoes.
However, again, think about this from a strictly academic perspective. You feel that you are unprepared for the test. But what do you feel you don't know? Do you have any questions that need answering, or is it just an overarching worry about the test?
Now, look at this from my perspective. In fact, look at this thread from my perspective. It's 9 o'clock at night, and I have spent the majority of my time justifying due dates instead of answering questions about a test. If this is a test that people feel unprepared for, why aren't they asking any questions? Virtually no one has showed up and asked questions tonight; Melissa and David are the only ones who have done so. That's two out of thirty-two students, or 6.25% of the class. Where's the other 90+%?
Now that you've thought about that, think about what a testless Thursday looks like. The people who haven't come online will be furious that they studied "for no reason." Let's say that's not an issue. What will we talk about? Faulkner? Robinson? Eliot? Everything that is on the test is in the book, in your notes, or in your work. There's nothing on there that I haven't mentioned aloud in class.
I'm not going to simply repeat the review presentation from today when we start class tomorrow; I don't think that benefits anyone. And I hate to keep repeating this, but it looks like no one has questions that need answering. It's literally impossible to plan a review session for people who don't appear to need one.
If students have questions, they should be asking me them now, while I'm sitting here, at 9 o'clock at night. If that wasn't convenient, they should have come by room L8, where I was working with Catherine, David, and the seniors who came to the Writers' Workshop until 5pm.
If the workload is too much, study for the test and turn some work in late. It's really not the end of the world - I promise! The TAs will just grade it a day later.
Again, Kim, I really do sympathize. Please try to understand my position as well. I'm not doing this to be stubborn, and I've tried to make my reasoning process very clear.
I have a question, I know Gothic is similar to the writings of Poe, but what is Southern Gothic? Also, i'm not sure what the rose symbolizes.
For Southern Gothics, check the PowerPoint at the top of the page. As far as the rose is concerned, did my reply to Melissa and Catherine at the top of the thread help clear things up?
i don't understand Robinson's poetry and a "rose for emily" are similar?
Nilom - Instead of looking at the writing styles (since Robinson's plain verse isn't very similar to Faulkner's long, lyrical sentences), look at the characters both feature. How do the townspeople whisper about Emily? What do the townspeople whisper about Richard Cory? What happens to both?
Alternately, check out Miniver Cheevy and Emily - do you see similarities between the two?
For Soldier's home, Why isn't the father in the story and what's the effect?
Bruce - Think about the relationship Krebs has with his mother. They can't communicate, and his mom doesn't really understand him. From what his mother says, Krebs's father is even more distant and removed; if Krebs's mom doesn't understand him, his father really doesn't get it. Hemingway keeps him "off-stage" to emphasize the separation between father and son; it's silent, but it's noticeable.
do we have to " in american society" even though it;s not on the test.....on the study guide?
Nilom - There isn't much on the study guide that relates to "In the American Society"; what is there is extremely useful.
Also, I think you misunderstood me - the STORY is on the test, but the author is not. Re-check the PowerPoint...
How do you explain what has happened to Cory and Cheevy? Explain what and how?
What is each character's fate? Why do they suffer those fates? I think the answers to those questions will also answer the ones you posed.
For Rose for Emily, how does the point of view connect with what we read? and i don't quite understand Stein's idea of "we are all lost generation" is it because we dont experience war anymore? Also what are the hallmarks of Modernist writing?
Bruce - For the point of view, check the PowerPoint.
Stein referred to the Modernists as a "lost generation" because they had thrown off everything - dreams, traditions, even their country (for those who left to live overseas) - and tried to find their way in a time that was widely seen as dangerous, chaotic, and spiritually empty.
The hallmarks of Modernist writing can be found in the Modernist intro - check your book!
Bruce - Check the section on Hemingway in the Modernist intro - not in the Hemingway biography - for more information on Hemingway's heroes. Remember that the Modernist hero is more of an "anti-hero" - hence the focus on people like Mitty and Prufrock as well.
On the section about the authors, do we have to know which author wrote which books throughout their lifetime? For example: Hemingway wrote, " A Farewell to Arms, " and "Toronto Star." .... Faulkner wrote, "Winesburg Ohio." and "The Hamlet"
Kim - No, you don't need to know the names of the other works. It's nice knowledge to have, but it won't appear on the test.
what are some connections between "a rose for emily" and " in American Society"?
Alice - Both feature characters (Emily in "Rose," the father in "Society") who struggle to adjust to shifting societies; both fall back on traditions fairly naturally. Look at the different paths both characters take, however; the "problem" is the same for both, but they respond very differently.
how does dreams and fantasies relate to richard cory and cheevy?
Nilom - Do you remember the slides about Robinson today? We talked about how Cory "embodies" the American Dream, and how Cheevy wants to return to the past...except Cory isn't happy, and Cheevy wouldn't be either if he got his wish (the past wasn't always romantic).
Ah - I understand now. My answer to the "dreams and fantasies" question you asked actually works there as well - particularly for Cheevy. How does Cheevy deal with the world? Does he go out and seek to be heroic, the way he believes he would if he lived in ancient Thebes or somewhere similar? Did he do something differently? (Yes - but what did he do, and what does that activity represent?)
For Soldier's Home, the question asks why wasn't the father in the story.. and what was the effect. Is it because the father doesn't care much about Krebs return back home? And that it shows that there is no love between son and father?
okay....i still don't why we can't have the test on monday. i think people would feel better if the work and the test was on monday. we haven't even gone over all the stories....he just gave it to us to read. we spent one whole week on profrock when we could have done the other short stories and poems that we didn't go over as we did with profrock...like cory and cheevy..
Nilom - This test date is not new. The page numbers for each of the stories were written on the board ten days ago. Everything that is on the test has been covered, either verbally in class or in your book in the text.
There are disadvantages to taking the test on Monday. It will be harder for people to take the test when the information isn't as fresh in their minds. 95 hours will have passed between the end bell on Thursday and the opening bell on Monday.
I have already changed the due dates for the additional assignments. All stories should have already been read, and all questions should have already been asked.
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