Sunday, January 31, 2016

Thesises's???

These are always the hardest part of the essay for me! But you gotta start somewhere! (Literally, you have to start here.)

[Causal]   In the play Wit, by Margaret Edson, an illusion of emotional progression was created by placing the setting only within the walls of the hospital, despite the occasional mental excursion to her classroom, which stunts the situational changes and focuses the audience on the shifting nature of Vivian’s mind and spirit.

[Evaluation]    Despite the negative connotations that arise during the play concerning it, the word “clinical” serves as an extremely important theme throughout the play and the remainder of Vivian’s life by giving name to the characteristic Vivian never quite understood.

[Definition]     Although Jason’s character is one whom is generally seen as insensitive and obscenely ambitious, he also serves as a fantastic parallel to Vivian’s character, mirroring many of her flaws and, most distinctly, her passion for her work.  

[Comparison]      Although Margaret Edson’s Wit has underwhelming settings which cause the audience to rely on dialogue for understanding, the props and stage directions can be considered an even greater telling of Vivian’s story because of the bigger ideas they represent.

[Policy]     In Margaret Edson’s Wit, the breaking of the fourth wall should give the audience an insight to Vivian’s vulnerability and growth, despite her rather stern and abrupt mannerisms, through her obvious comfort at the front of the classroom and willingness to express fear, anger, and pain more openly and frequently as the play progresses.


Staking a Claim

Well, this is a bit of an exercise. We'll see how I fair. It's a little up in the air at the moment. Wish me luck! Constructive criticism is thoroughly welcome, as this is not my strongest area of writing! (My strongest, sadly, is rather unusable in most scenarios.)  I've chosen to sort of stick to the topic of education and knowledge in these, just exploring the same kind of idea using the different types of claims we learned about.

Saturday, January 30, 2016

Meet This Thesis.

Wow, that was a terrible pun and an awful title.  Oh well!

Thesis statements are important. ßNot a great thesis statement for the blog post, but it gets the job done and this is informal writing so it doesn’t matter and I can do what I want.  Even spel things wrong.  No one’s mad! 

Dr. Burton’s slideshow was pretty sweet and helped me get a grip on thesis statements.  It also gave me more motivation to write my paper for American Lit that I’ve put off for a month, so that’s also a win.  It was good for me to try to think of ways to make W;t something that smart people would argue about because it forced me to think about things actively instead of just let the literature happen to me, ya know?

Wednesday, January 27, 2016

Wit Impressions

Reading the play isn't my first encounter with Wit. I had seen the movie before I took this class. I enjoyed reading the play,  a lot. It gave me a chance to savor and think about the words. 

The stage directions, were very important. Included in that, Vivian breaks the fourth wall all the time. The play begins even, with the the house lights partially on. That is a significant choice on the part of the writer. It engages the audience more and tells them that they are a part of this. She also was to have her IV pole with her, throughout the play, no matter what the scene really was. 

Even the fact that some of the characters were supposed to double up as other characters, I felt was significant. It's as if these memories and flashbacks are just shadows, they're not really happening. They are a facade that Vivian is putting up over the top of everything that's going on around her. Which, of course, is the case. In some ways that's what a memory is. 

One of the most meaningful things was the almost juxtaposition of Vivian actually being afraid and showing the humanity she always shied away from, with Sally, and with her only visitor, her mentor, reading her a story, and comparing it to an allegory for God. 

W;t's Wit.

Personally, I found Edson's W;t to be a very interesting and clever way to capture a character in a manner that is not, perhaps, as dark as it could have been made to be. The synopsis located on the back cover of the book describes the protagonist of the story as "intensely rational", which I too find to be an apt phrase to use. I will, however, point out a few details on form that interested me. (I tried very hard to back down on my gushy tendencies in this post.)

Embodiment of Perspectives/Values


Who Knew a Semicolon Meant So Much? First Impressions: W;t

Tone: Considering Vivian's diagnosis, her frank tone, almost like she's just teaching another class, feels very out of place (which, I suppose, is the point). She almost never lets her emotions get the better of her until the very end, where everything becomes wistful and sad. What I think this might do for the play is that it shows how even the most academic of us need love and emotion, even if it doesn't seem that way.

Language/Grammar: One very specific discussion I feel is significant to all parts of the play is Vivian's discussion with her professor about the editions of Donne's poetry, and how there are mistakes in punctuation in Vivian's edition. The title of the play is not "Wit", it is "W;t", symbolizing how the play should not have happened, that Vivian's life should just be like everyone else's. It could also connect to the ending of the play, where the Jason mistakenly calling a code-blue creates a lot of stress and grief as Vivian's life, and the play, both end abruptly, much like a period in a sentence where there should only have been a semicolon.

Setting: While the entire play technically takes place in the hospital, the numerous flashbacks Vivian experiences reveal how much she feels that she needs the classroom where she taught, the office where she worked, and how the hospital almost feels no different, like she could just keep on teaching Donne poetry to all of the other patients and doctors. It gives a sense of disconnect to the play while, almost paradoxically, giving a sense of continuity to Vivian's last few days.

Other impressions: The ending of the play was abrupt, as I've already said, but I feel like there's a lot of things you could analyze with it. It's ambiguity is a lot like the ending of The Giver, where the reader is left wondering just what happened. Did Vivian die and make it to the light, or did the Code team successfully resuscitate her despite Susie and Jason's effort to stop them? I was thinking it was the latter one, because the lights went out and the play ended just before Vivian could fully make it to the light. But, I suppose, each person can draw their own conclusion.

Analyzing Wit


  • Tone: The first thing that came to mind when considering the form of the play was the tone.  This could have just been my observation, and I don't know if anyone else got this feel, but I got the sense that the play wasn't very emotional.  It was written about cancer and death, but I did not feel emotionally attached at all.  I think this was due to the fact that the play is written from the perspective of the one with the cancer, and she is such a scholar.  Throughout the book she keeps her scholarly perspective on everything happening.  

  • Characters: I thought the character development was really important as well.  I felt like, as the reader, I was fairly distant from all of the characters, even Vivian.  I feel like I didn't know any of the characters or how they would react in certain situations.  I felt like this contributed to the tone of the play.  

  • Language: Vivian uses a lot of sophisticated language throughout the play.  She also quotes a lot of english from the plays of John Donne.  There was also a lot of english used, and it seemed like the author didn't expect anyone to understand it, because it was just a bunch of crazy medical terms I had never heard of.  

  • Setting:  There were a lot of flash backs.  The main scene took place in the hospital rooms, but there were also a lot of scenes at the college where Vivian taught.

for what is the point of living, if you aren't truly present?

While reading Wit, I found myself stepping into Vivian's shoes and looking at the possibilities of life that one can only see when it ends. This play led me to contemplate my life, my decisions, and my goals which can either lead to tragedy or happiness. It was tragic to see someone so brilliant, in such a weak place and have no where to go.. no one to lean. And in the end the only one who ended up caring, was the Susie, the one that Vivian felt was so plain and dumb. I guess what I am trying to say is that this play was about hiding behind our intellect and being afraid to live- to be human. And in the end, we realize that we missed out on truly living.

Throughout the play I was completely fascinated with the literary devices used. I loved to see how they worked within the play and produced a whole new meaning. Some of these included:

- Personification: "Now I know how poems feel" I thought that it was interesting how Vivian drew the parallels between her being physically examined to the point of it being unbearable and how we do the exact same things to poetry and all other forms of literature. It gave the constant analysis more meaning.
Dialogue, Inter-monologue: I absolutely loved how Vivian's thoughts were portrayed as the doctors examined her. It was witty and so SASSY! I liked how I could get a glimpse into her mind and how she was one step ahead as when she thought, "Excellent command of details" as Jason points to the different parts of her body... right before the doctor says the same thing. Except for I believe she is sarcastic in contrast to the doctor actually praising Jason's intellect.
Diction: Wit, is it or isn't it? Professor says not, she says it is… Some definitions said are "[the] sharpening mental faculties"and, "a way to see how good you really are." But when the student gives the insight by saying that John Donne "hides behind this wit," the word has a whole new meaning. Almost like the bully who is insecure, Donne uses wit because he feels unsure. And at the very end when Vivian says, "I want to hide," the realization that her wit couldn't save her is heartbreaking.
Stage Directions: so open to interpretation while still keeping a uniform almost of what should be going on.
Setting: Simple, but gets the point across
Juxtaposition: Jason as foil in regards to other fellows, "(the fellows trying to catch up)"… "She's tough. She can take it" Both Vivian and Jason are in this thought process of always pushing, even past the point of no return. They take away the human aspect of life, and as Vivian realizes her mistakes of the past and the lack of sympathy she conveyed, one can see the same traits in Jason.
Flashbacks: Irony of the time wasted, what led her to where she is "I can recall the time- when I knew words would be my life's work." All of her flashbacks show her in almost a regretful stage. Each moment led her to where she is now and unfortunately, it's tragic end.
Simile: "It seemed like magic" how words look when paired with pictures and seem to come alive. I felt that Vivian perfectly described how I felt when I learned that I wanted to do English for the rest of my life. This use of simile shows the caring qualities of Vivian and makes her more personable. Showing that she has more sides than just the scary professor, and even allows the reader to be able to identify with her on a small level.
Irony: "I am in isolation because I am being treated for cancer." I loved how this brought up how it's not the disease that kills, it's the cure.
Repetition: "How are you feeling today" "Fine." "That's great. Just great." I loved how this phrase was constantly repeated and how it showed how routine it really is... that no one actually cares, but rather it is just another formality that must be gone through... sad really how we can give off the impression of caring but really have other motives in mind

Metaphysics: Living life, without living "So anything's okay, as long, as life continues." Susie is one character that I felt was really real (for lack of better words). She didn't put on an act and in the end- like the clown in a Shakespeare play- was the only one to truly understand the point of John Donne. She had the ability to respect the living but also the living's choice of death, because unlike Jason, Susie realized that sometimes living isn't the best route... especially when it's not truly living at all.




Tuesday, January 26, 2016

Hiding Behind the Wit

As I was reading this play, I knew the very moment I started what to expect from the ending.

Didn't make it any less painful.

Anyway, I thought Margaret Edison did a brilliant job of telling this story through the drama genre. There were things accomplished through this format that wouldn't have been possible through any other genre. The actions scenes were raw and powerful. Here are some of the other things I noticed while reading:

Wit's End

I wasn't sure what to expect when I started reading this play. But, as soon as I began, I was sure that Vivian would be a character I could relate to. Here are my 10 observations: 

1. The fellow, Jason, was a parallel of Vivian. His constant pursuits for knowledge and obsession over understanding cancer mirrored her obsession for Donne's work. 
2. While reading, I interpreted Susie as Vivian's foil. Vivian was terse and cold-hearted within her profession while Susie was compassionate and kindly. 
3. Toward the end, we see Vivian aching for human compassion and kindness and the way Jason fails to give it. This, juxtaposed with Vivian's flashback revealing lack of compassion in the classroom, really completes the parallel between Jason and Vivian.
4. The setting was an intriguing one. The intro to the play specifies that the play is continuous, no intermissions, and in one room. This setting enhances the idea of change without movement. It represents an emotional progression rather than situational. 
5. Jason also represents the student that she always appreciated in her class. He is bright, determined, and unabashed. This emphasizes the disconnect Vivian had from her students and, in some ways, helped her realize that the students that did well grew up to be like her.
6. The separation of Vivian's character from the play also creates a unique feel. By having her address the audience, she is taking away some of the emotion of the situation and replacing it with her own internal dialogue which, I believe, was meant to be a greater focus than the cancer. It forces the reader/audience to approach the story with an objective view. 
7. I particularly enjoyed that, when a literary device was used, Vivian would pipe up and explain it. She particularly enjoyed pointing out ironies and paradoxes. 
8. Clinical - the idea of these 'clinical' or bed side manner necessities is a constant theme. The "how are you feeling today?" Question was given throughtout the whole play. Vivian's response, "fine" is telling of her character. I would love to consider this theme more closely. 
9. "Cancer is the only thing I ever wanted" Jason's candor here made me cringe. His longing and desire to understand this disease were so powerful as compared to Vivian's desire to understand Donne. This line was a great irony because, while it was Jason's greatest love, it was Vivian's worst nightmare. 
10. When Dr. Ashton visits Vivian. She was, in my interpretation, her angel. She instilled in Vivian her career and passion and now, when Vivian is alone, crying, and dying, she brings out a children's book, cradles her, and lets her die. It was fitting that Dr. Ashton was the last to be with Vivian, for she is the one that gave Vivian the life she loved.  

First Thoughts on TLC

I thought this was a fascinating play. These are a few of the formal elements that stood out to me throughout the course of the play:

Tone:
  • The tone supports the words that each of the characters speak. 
  • Vivian knows herself to be highly respectable professional and prides herself on her well-earned reputation of being very strict but also successful and intelligent. She uses stiff and highly intellectual words whenever she can. 
  • Jason is also very professional but flippant and apathetic when speaking about the needs of others. 
  • Susie uses many affectionate terms and has a careful but open tone.
Language:
  • Vivian uses elegant, elaborate vocabulary to express herself, and takes words very seriously. They are important enough for her to research, memorize, and understand the medical terms that she must hear so often. 
  • She builds these walls of words around herself to make herself feel comfortable and important, but ultimately, words can't save her. During some of her most vulnerable moments, she can't seem to find words at all. 
  • She comes to realize that the words aren't enough to make her feel loved, and although she never loses her love for literature and beautiful language, she does turn more and more towards human kindness and love.

Characters:
  • The characters seem to relate to each other--Jason and Susie represent Vivian at different points of the play.
  • Jason is so engrossed in his work that he is self-absorbed.
  • Susie is compassionate and cares for the needs of others without pride.
  • Vivian had slipped into an obsession with words and had forgotten how to love others, but as the play progresses, we see her becoming more sensitive to her own emotions.

Shown, Not Told

Death is something that makes people reevaluate their lives and their priorities.  In Margaret Edson’s play, Wit, Dr. Vivian Bearing is made to reevaluate life just like she does the poetry of John Donne. 

One of the best parts of reading this as a play, I think, was being able to get insight about Dr. Bearing’s character from descriptions by other people.  For example, in most works, you’re able to understand the protagonist because of the way that they think or describe events that happen in the storyline.  While Vivian does give insight to the audience by monologues sprinkled throughout, we are able to learn so much about her from the way that she interacts with the doctors and nurses that care for her. 

Tuesday, January 19, 2016

Writing Plan and Record: Rebekah Hartshorn

Jan 19, 2016. 10:15 pm
Observations: The poems are similar in that they are both about love, have overtones of death, and deal very much in the abstract (or dare I say metaphysical, obviously).
Possible direction: I don't know how to talk about both poems in the same paper. Perhaps, the similarity of the experience of love in death from A Valediction: Forbidding Morning and the transcendent experience of love in The Extasie.

Writing Plan and Record: Sage Madsen


7:30, January 19

So I'm just going to come out and say it: I've been putting this part off because frankly, it's a little embarrassing to put your brainstorming ideas out in the open. It's like wandering outside of your apartment with half your make-up on, or missing your pants. It's just not natural for me. I'm fine with putting the finished product up... but the untested theories, the unproven drafts of the drafts... not so comfortable. But I could keep complaining, or I could actually start getting some of my brainstorming out there.

Writing Plan and Record: Lizzi Perkins


Writing Plan and Record: Jonah Byers

Apparently I've been clicking the "Save" button instead of the "Publish" button for my writing record, so none of it has actually been appearing on the blog itself in the past three days. *facepalms* Anyway, hopefully you guys will still have enough time to read it.

January 17, 2016, 6 p.m
It's becoming easier to read through Donne's poetry, despite some of the words being spelled differently than they would be in modern times. One thing I noticed specifically about "A Valediction" as opposed to "The Extasie" is that the latter gives the reader almost a picture in their head of these two people lying on a river bank, gazing into one another's eyes, whereas with the former, it isn't so much an image as a feeling, one that can be universally understood due to the lack of concrete images, allowing the reader to imagine their own scenario of lost love. I think at least part of my analysis will be a comparison/contrast of the ambiguity or lack thereof between these two poems.

January 18, 6:30 p.m

After listening to the poem, there are more differences that I can add to the compare/contrast prompt given. Besides just the imagery and ambiguity in the poem, there are very clear aural differences between the two poems. "A Valediction" combines alliteration and a clear rhyme scheme to give the feeling of the lines rushing forward but stopping suddenly at the last word, much like the abrupt end to love that Donne is describing within the poem. "The Extasie" Uses a lot of enjambment, so that rather than each line giving the impression of an end or stopping, each line flows into the next, creating a flowing poem that can be a metaphor of the river the two are sitting by or the constant flow of emotions between them as they gaze into each other's eyes.

January 19, 1:30-ish p.m
Here's a screenshot of the pre-writing I did. I'm not that good of a pre-writer because I never feel like I go into detail about what I plan to write; it's always more of an outline of how I'm what I'm going to write then how I'm going to write it. Oh well, hopefully it helps.

January 19, 2:30 - 3:40 p.m

Just finished writing the paper (it ended up being 1009 words), and took me an hour and ten minutes to write. I feel that my explanation of the poems' differences is very clear and well-written, but I'm still worried that it may sound like I'm rambling and the conclusion might be too short. Well, only one way to find out. See you guys tomorrow!



Writing Plan and Record: Nicole Anne Ratliff

The beautiful thing I find about poetry, as well as all other forms of literature, is its ability to be read and re-read it thousands of times with new meanings created each time. Although it took me longer to start this assignment, once I was immersed in the literature I felt at home. Taking into consideration what was discussed in class as well as in the last blog posts, I found it completely mind blowing how these pieces seemed to change right before my eyes.

 Unfortunately this time around I lent my whiteboard to a friend and so my scatterbrained thoughts were written directly on the poem and in my handy dandy notebook. Not as much fun as using different colored expo markers, but it does the job just fine!




1/19/2016- 10:53am 

I realized that while reading these poems, there were a few points that really stuck out for comparison. Those included the differences between genres- lyric and ballad- as well as how these genres influenced my expectations of what was written as well as how it was given. As well as the language used, such as the repetition in both poems of the words "two" and "one," "souls," as well as the point of a "refin'd" love. I also noticed how each poem brought in the metaphysical concept of how a temporal love turns eternal and where those lines meet.

1/19/2016- 12:46pm

Listening to the audio, brought a whole new experience to the poetry. It's so interesting to notice how different the words sounded in my head, in my own voice, compared to another's. For A Valediction: Forbidding Mourning, the speaker brought the poem to life. I felt almost a reverence while listening to his soft but firm words and could imagine Donne speaking the same way. It was smooth and gentle but portrayed a certain level of passion and firmness that he really meant what he was speaking. For The Ecstasy, Burton spoke as if he was still in the moment, as if the poem were a dream like moment. His voice was smooth and had a musical, almost lulling like quality. As the explanation of the metaphysical world comes about in the poem, his voice rises and one can hear as the passion increases. He is articulate in his pronunciations which adds to the delicate but also unyielding tone of the poem.

1/20/2016- 11:30am
Well that was a lot harder than I thought... I had an idea of what I wanted to do but this time around I really felt as if though I couldn't put my thoughts on paper! Maybe it was the topic of sappy love poetry or maybe it was because I didn't really know what I was supposed to be saying, but I couldn't help but be reluctant while writing this #thereasonwhyIprocrastinated... On a more serious note, it took me about 2 hours to write, but I have never felt so unsure and lacked so much confidence in a paper before. While writing though, I did realize that it was nice to talk to my coworkers and roommates about my ideas and sort a few of the things out in the jumbled mess I call my thoughts.



Monday, January 18, 2016

Writing Plan and Record: Veronica Whelan

I'll start off by warning everyone that I've had a migraine off and on for that past 24 hours, but I can't put this off any longer...so if my writing is completely disjointed or complete gibberish, I am dreadfully sorry. Feel free to tell me I don't know what I'm talking about, because at this point, odds are I might not.

Writing Plan and Record: Kayla Nelson

1/18/2016 11:57 PM:

After rereading both poems, it was clear that this essay would be brimming with comparisons between the two. I want to focus primarily on the similar language use and the different extended metaphor's that John Donne uses in both poems (the compass and the armies). I also noticed that, in different parts of the poems, there are different references to virtue. I am going to analyze how John Donne uses virtue to further his ideas and make his points.

1/18/2016 12:12 PM:

Being exposed to the aural form has offered more points to consider. Hearing it read out loud I was able to notice more of the rhymes at the end of lines and in the middle of lines as well. It also helped me to understand how smoothly the lines flow and the mastery it required to create. I was also able to recognize a few more literary elements that I had not noticed before. I will be focusing greatly on John Donne's language and the devices that he uses.

1/18/16 4:51 PM:



1/18/2016 7:45 PM:

It took me about 2.5 hours to write my essay. And, as I generally do with my writing, I am getting a good night sleep and rereading, editing, and, basically, revamping the whole entire thing tomorrow. I will update the time it took tomorrow!

1/19/2016 11:30 PM:

After editing and looking over my paper again, my greatest concerns lay with redundancy, successful analysis, and flow. I am having a hard time delving deep into a topic without feeling as though I am giving extremely redundant and shallow analysis. I did feel that I found a lot of material to work with, however! The longer I studied, the more things I found to analyze! 

Saturday, January 16, 2016

Writing Plan and Record: Courtney Smith


(4) 1/16/16, 10:12p

Specifically in regards to genre and language, these poems are fascinating. Both are lyric poems, with an emotional transparency; this clear expression of emotion is often portrayed in metaphors. They also have aspects of metaphysical poetry, especially "The Exstasie"--there are complicated and even obscure metaphors and the thought process is very intellectual. There is also an almost paradoxical relationship set up between the spirit and the body (or the spiritual/emotional and the physical). With both poems, the beautiful and emotionally-charged language make the metaphors/conceits meaningful the reader; where the comparisons could have been confusing, they instead help the reader to understand the relationships in the poems and recognize what they are feeling.

(6) 1/18/16, 8:21p

Both poems are beautifully written and clearly meant to be spoken out loud--this is an indication of it being a lyric poem, as it almost sounds like music. There is a more complete feeling to the poems when they are read as snapshots of stories--Richard Burton read the lines as sentences, without stopping awkwardly at the end of every line, which made it more real and complete. The tone was more clear this way, which heightened the emotion of the pieces. It was easier to hear the narrator's sincerity and love as we (the readers) follow his thought process through the poems.

(8) 1/18/16, 11:03p
Prewrite--essay outline
(10) 1/19/16, 9:42p

The first draft of this paper took me about 45 minutes to write.
I was able to get all my thoughts on the paper in a relatively organized way, which was good. I think I did thoroughly support all my points and have all these points lead to a solid conclusion.
I am worried, however, that I didn't completely fulfill the purpose of the assignment--which is, of course, the point. Did I look at formal elements? Yes. Did I do a complete formal analysis? I'm not sure. In the past, this would have been a good essay, but who knows what good that'll do me here. At least I tried!

Writing Plan and Record: Justin Rich

1/16 1:30 PM

I think one of the most important elements that I want to focus on is the genre.  This is considered lyric poetry and lyric poetry is meant to express emotion.  Both of these poems convey a lot of emotion, each in their own way.  Lyric poetry is meant to express the thoughts or emotions of the narrators/author.  In one of these poems the narrator is talking about himself, while in the other he is describing another couple's situation, but in both poems the narrator expresses his own emotions about the situation.  I also think the narrator is an important element in each of these poems.  In "A Valediction: Forbidding Mourning" the narrator is more involved in the poem, and in "The Extasie" the narrator seems to be very involved.  I also think the tone of each poems plays an important role in expressing the ideas, and the diction contributes to setting this tone.

1/18 1:34 PM

I noticed in listening to the poems that the rhyming and rhythm are fairly consistent but not completely.  It seemed to me that the poem would flow really well and rhyme for a few lines and then, every one in a while, there would be a few lines that would not have the same flow.  This seems to be more true for "A Valediction: Forbidding Mourning" than for "The Extasie."  The Extasie seemed very lyrical, almost as if it were a song when read by Richard Burton.  It flowed really easily, and it even seemed to have a climax about 2/3 of the way in, similar to most songs.

1/18 9:01 PM


1/20 11:32
I finished writing my paper last night.  I think it took me about an hour and a half, maybe a little less. The hardest part for me was not really knowing exactly what a formal literary analysis is suppose to sound like.  I struggled to come up with a thesis because I lacked clarity on exactly what that was supposed to sound like.  I knew it was important to identify the formal elements and then explain their function, but I wasn't sure to what end.  So I just ended up writing about the formal elements and how they contribute to the ideas Donne is trying to express in each poem.  



Thursday, January 14, 2016

Writing Plan and Record: Shelby Dana

Thursday, January 14, 2015 - 11:39 am.

There are a few ways of analysis that came to mind as I reread The Valediction: Forbidding Mourning and The Extasie.  Clearly, the genre of lyric poetry needs to be mentioned.  What these poems lack in length, they make up for in emotion (hallmarks of a lyric poem.)  Since both fall into this category, that could be a good place to start comparing their similarities and explore why Donne chooses to create some key differences as well.  Language is also a big player here and contributes greatly to the tone.  I could choose to go off of the metaphysical ideas that we discussed in class and highlight the use in each poem.  In The Extasie, I could discuss the reason why Donne creates a sexual undertone in order to help readers understand the intimacy of the speaker's non-physical relationship with his beloved.

11:50 am

The Valediction: Forbidding Mourning
After listening to Richard Burton read this work, I was able to better understand the rhyme patterns in the poem.  I really liked how Burton didn't read it and pause after each line, like most readers, but he carried ideas all the way through and then gave pause (if that make sense.)  To me, the poem had a fairly steady rhythm throughout that matches the consistent rhyme scheme.  The iambs are consistent as well here and, since the poem is meant to be comforting, Donne avoids any jarring discrepancies.

The Extasie
Since this poem is not separated by stanzas of four lines, it seemed to me that Donne grouped ideas in lines of two when I listened to Burton's reading. Though the rhyme scheme is ABAB, the main concepts of the phrases can be understood in groups of two.  Again, this poem is very similar to the first in reference to its aural qualities.  The meter is steady and gives a pleasing lilt to the words.  In this reading, it was easy for me to pick out the change in direction of the poem when Donne says "But O alas, so long, so farre Our bodies why doe wee forbeare?" and begins talking about the physical aspect of intimacy.

12:40 am

The brainstorm and initial evidence of the draft:


January 19th, 7:42pm

So I actually finished up my paper last Saturday night and forgot to blog about it.  It ended up being around 900 words and took about an hour and a half or so to write.  I didn't think it was as bad as I expected, mostly because I was able to think of the ideas as I read and annotated the poem.  After that, it was just carrying it along. It wasn't exactly the most fun experience of my life, but it's progress!

Assignment: Short Literary Analysis

I'd like my students to write a brief literary analysis comparing John Donne's "A Valediction Forbidding Mourning" to "The Ecstasy" by following these steps:

  1. Start a blog post here titled "Writing Plan and Record: [Your Name]." Use the label "writing plan and record 1" as well as "posted by [Your name]." The idea for this post is for you to narrate your process and to be more self aware of your writing. You'll be coming back to it a few times with updates, each of which should be short. Go ahead and post it, even though it is incomplete, then re-publish it after each time you update it.
  2. Reread both "A Valediction Forbidding Mourning" and "The Ecstasy"
  3. Review formal elements identified in "A Valediction Forbidding Mourning" by you and other class members from the "preliminary formal analysis" assignment. Focus especially on genre and language.
  4. Write one short paragraph in your "Writing Plan and Record" blog post in which you make some observations about the poems so far and any possible direction you might go. Don't make this very long, and precede it with a day/time.
  5. Practice listening for aural form (rhythm, rhyme, tone, alliteration, assonance, repetition) by listening to both poems read by Richard Burton: "A Valediction Forbidding Mourning" (look for three files listed under the photo, and listen to the middle one--though any by him are okay); and "The Ecstasy." 
  6. Add another short paragraph to your "Writing Plan and Record" post giving additional observations about aural form after having listened to both recordings. These don't have to be tightly connected to your prior observations. As before, precede it with a day/time.
  7. Do prewriting for the essay. This could be marking up the poem, creating an outline, or whatever other kind of thinking-in-writing you'd like (see, for example, Nicole's use of a whiteboard in this post). 
  8. Update your "Writing Plan and Record" with this prewriting -- either a photo of handwritten prewriting you've done, or a link to a Google Doc (make it publicly viewable) with your outline or preliminary written thoughts. Don't put the prewriting itself into the post, unless it's a photo. Link to it with something like "Here's the brainstorming and initial drafting I did." Again, precede this with the day/time. If you link to a document, don't use that document for the final, formal version of the paper (so that it's possible to preserve your earlier drafting stage).
  9. Compose your literary analysis of 3-4 pages (750-1000 words). The paper should be thesis-driven, refer to formal elements, and should directly quote passages of both poems. No research is required, though you can draw upon general resources to help you with form. If you do make use of others' observations about form from their blog posts, please cite them and their blog post. Use MLA format for a formal paper. 
  10. Make one last update to your "Writing Plan and Record Post" in which you indicate how long it took you to write the formal paper, and what worked well and/or what you remain concerned about. Be sure to post your blog post.
  11. Read and comment on three other students' "Writing Plan and Record" posts before 2pm on Wednesday, January 20th.
  12. Bring a printed copy of your paper to class on Wednesday, January 20th.


Wednesday, January 13, 2016

Fast Formal Analysis Outline

1. Genre An example of metaphysical poetry. It used the juxtaposition of ideas that are seemingly unrelated. In this case it astronomy and a compass to describe their love.

2. Narrator/Persona
 A man who is leaving his lover, reassuring her that their love is stronger than their separation.

"There Is No Try"


Where I Begunne!

1. Genre
This is a lyrical sonnet, presented in rhyming, parallel stanzas. It depicts the speaker's words or thoughts as directed to a close friend or lover, using metaphor and simile to convey a message of comfort amidst loss and parting. "Such wilt thou be to me, who must Like th'other foot obliquely run;"
2. Speaker/Narrator
The speaker can be assumed to be John Donne, though the specific identity isn't as important as their relationship to the audience and their state of being, those being a very close friend or lover and close to death or other parting, respectively: "But we by a love, so much refin'd. That our selves know not what it is,"
3. Setting
The setting of this poem is not clear because it is not indicated in any way. It might possibly be presumed to be the speaker's deathbed, but might just as easily be at a writing desk in a ship's cabin many miles away from the audience.
4. Diction
This poem is notable for its prosaic metaphors, similes, and adjectives. Even though the metaphors, from "Moving of th'earth" to the continuing simile of two feet, are described with terms of grandness and scale, the diction of the poem as a whole feels wistful, almost sleepy. "So let us melt, and make no noise,"
5. Character
There are two characters involved in this poem, though not ever described: the speaker and the audience, both single people. Similes like "two feet" and words like "twin" strongly imply that the two characters are very close, a pair of some sort, likely lovers. The speaker, soon to be parted from the audience by death or something else, is urging or wishing for the audience not to mourn his loss. "Though I must goe, endure not yet A breach, but an expansion,"
6. Audience
As with the sonnet addressed to death, the speaker's message is delivered with support and examples, almost like an argument, so it strongly feels like an argument meant to convince the audience to his position. In this case, convincing the audience not to mourn his loss but to look forward to the next meeting, implying the audience currently feels otherwise, being depressed at the oncoming parting. "No teare-floods, nor sigh-tempests move,"
7. Tone
Through language like "melt" and "Dull sublunary" and abundant commas, inverted phrases and short lists, the poem feels restful and almost floats along, while numerous imperative phrases, both to the audience and in similes, reinforce the persuasive tone. "Care lesse, eyes, lips, and hands to misse."
8. Metaphor
The points of the speaker's "argument" are presented mostly through simile and metaphor, such as comparing the perceived greatness and actual impact of great events ("Moving of th'earth") with those of humanly worries and fears ("trepidation of the spheares"), and especially comparing the two characters to a pair of feet, where one foot leaves while the other stays planted, then moves to rejoin its companion.
9. Visual Design
As a sonnet, the poem is divided into nine stanzas of four lines each, rhyming loosely in an ABAB pattern by line. Each stanza generally consists of two contrasting or complementing ideas that together form a standalone point in the larger argument, and the ideas can be divided in several different ways within the stanza.
10. Plot
While the poem doesn't describe a sequence of events, it does continue from one theme to another: it starts by discussing opinions and fears shared by all of humanity related to death, then transitions to a description of the speaker's relationship with the audience and how the two ideas relate, ending on a sweet farewell. "Thy firmness drawes my circle just, And makes me end, where I begunne."

Frogs and Wheelbarrows

So confession time... I love poetry. I love reading it, I love writing it, and I especially love to take it apart. Not the way you would dissect a frog, mind you. There is a good chance that if you make one wrong move, the whole project is ruined and there goes a perfectly good dead frog. But a poem? You don't have to kill the poem before you take a peak inside. You don't have to worry about "messing up," because a poem can be interpreted in more than one way. A frog is a frog, and there isn't any hidden symbolism tucked behind the left ventricle.

I Hope This Makes Sense

Preliminary Formal Analysis

1. Genre: This poem is lyric poetry.  This is a poem in which the author uses his words to express his emotions, in this case to a person he loves.  This is clear in many of the lines including in the second to last stanza when it says, “It leans, and hearkens after it, And grows erect, as that comes home.”

2. Narrator: The narrator of the story is someone that is parting with their lover.  It seems to be the author John Donne, but it could be anyone.  Having this option, that the narrator could be any person parting with their lover, makes the poem more applicable to other people.  

3. Setting: The setting is difficult to determine.  It is not clear what time or place the poem is meant to be.  It is clear that the poem is taking place at a time of life when a separation is happening.  The setting is wherever the lovers are together at the time.  

4. Plot: There doesn’t seem to be much of a plot to this poem.  It is mainly just thoughts expressed about the separation and how one should deal with and act at the time of the separation.  The actual act of the people separating is not described.  Just the emotions connected with it.  

5. Characters: This poem has two main characters.  The first is the narrator, and the second is his lover from whom he is being separated.  He also expresses another character when he says, “Our two soules therefore, which are one.” You could technically say that their collective soul is another character that does have a part in the poem.

6. Tone: Considering that this is a poem about the separation of two lovers, it doesn't seem to have a very sad or depressing tone.  It seems to have a tone of acceptance.  The narrator is not excited to see his lover go, but he has accepted that it is going to happen.  

7. Word Choice/Diction: The diction in this poem give it a soft or mellow feel.  It is evident in the very first stanza when it says, “As virtuous men passe mildly away, and whisper to their soules, to goe.”  The words “mildly” and “whispers” make it seem calms from the very start and this carries throughout the rest of the poem.  

8. Visual Design: The poem is broken up into four-line stanza with a total of 36 lines.  This seems to be the original layout of the poem.  This relates to the content in that it keeps the poem simple, easy to read, and calm, just like the content of the poem.  

9. Textual Awareness: The author seems to be strictly expressing his thoughts and feelings.  He doesn’t make it clear that the narrator knows he is writing a poem and doesn’t refer to literature in any way.  


10. Rhetoric: The audience in this poem is the lover to whom he is writing.  He uses the words “we” and “our” to make it clear that he is talking to someone in particular.  The situation that is taking place, the separation, effects how the author writes.  He is focused on one person.  

A (Preliminary) Formal Analysis: Forbidding Mourning

Preliminary Formal Analysis of John Donne's (A Valediction: Forbidding Mourning)

1. Genre - Considering the rather personal nature of the lines and stanzas in this poem, its genre is a lyrical poem, one which focuses on the speaker's own emotions, feelings, inner thoughts, etc. The line that most indicates this reading is the final stanza, which reads:
"Such wilt thou be to mee, who must
Like the other foot, obliquely runne
Thy firmnes drawes my circle just,
And makes me end where I begunne."

2. Speaker/Narrator - The narrator in this piece does not necessarily have to be Donne himself; he could be portraying the general emotional state of any lover at their lovers' parting. The ambiguity of the narrator is what makes this poem more universal in its meaning and message. "So let us melt, and make no noise..."

3. Setting - The setting is quite ambiguous, allowing any and all people who know the pain of lost love, regardless of what environment or country they live in, to understand Donne's message and relate to it.

4. Structure - The poem is structured in stanzas of four lines each, with the rhyme scheme being consistently ABAB through each and every stanza, which gives a feeling of solidarity and consistency to the speaker's thoughts.

5. Character - Much like the analysis of the speaker, the characters portrayed in this poem are two lovers at the moment of their parting. They haven't quite stopped loving each other, as evidenced by the line "But we by a love, so much refin'd // That our selves know not what it is."

6. Audience - As with the setting, the audience is never strictly defined, but from the almost universally relatable nature of the poem, one can assume that the audience could be anyone and everyone who knows the pain of parting from a lover.

7. Tone - The title proclaims the piece to be on the subject of mourning, and the lines of the poem themselves emphasize this theme. Some lines that sound mournful and melancholy are:
"Dull sublunary lovers love
(Whose soul is sense) cannot admit
Absence, because it doth remove
Those things which elemented it."

8. Metaphor - The theme of death and mourning is a metaphor in the case of this poem, as the first line states "As virtuous men pass mildly away," but Donne uses death as a comparison for the death of love described in the rest of the stanzas.

9. Thesis - It's unclear whether a poem can truly have a thesis or not, but in this case the thesis could be said to be either the meaning of the poem as a whole or the main point. The final two lines are where one can find this point the best, where it says "Thy firmnes drawes my circle just // And makes me end where I begunne." The point in these lines is that losing love only makes him go backwards, not moving forward like he should be.

10. Plot - As with the thesis, poetry does not necessarily have a plot to it, which is the case with this poem. Instead of a plot, the poem takes a sort of snapshot of the speaker's reality: the moment of his and his lover's parting. The thoughts at this exact point make the moment more real to the audience.

We're Not Done Here

A Preliminary Formal Analysis of John Donne's "A Valediction: Forbidding Mourning"

1.       Genre. This is a poem of the lyric genre, and therefore shows the emotions and affections of an individual speaker, much like a song. The focus remains on the speaker’s thoughts for the duration of the poem, and is very personally emotional:

      Such wilt thou be to me, who must

      Like th’other foot, obliquely runne;

      Thy firmness drawes my circle just,

      And makes me end, where I begunne.

Tuesday, January 12, 2016

Long- Distance Relationship To-Be

This is the "preliminary formal analysis" of John Donne's "A Valediction: Forbidding Mourning." 

Genre: This has characteristics of a metaphysical poem.  Firstly, it is a poem about love. There are also unusual or obscure metaphors, such as the comparison of their love with the movement of two compasses. He explains that because they are in love, they both “[make] no show/ To move, but doth, if the’other doe.” It is a sonnet, with 36 lines broken into four-line stanzas written in an ABAB pattern.

Narrator: A man, assumingly John Donne, leaving his love as he goes on a trip. He cares deeply for this woman and softly proclaims their love to be “so much refin’d” and not limited by physical distance.

Setting: The setting of the sonnet is ambiguous; what we do know is that the two lovers will be in different places—“moving of th’ earth” – very soon (since this is a poem for a moment of parting). If we assume that the narrator is John Donne, then the author’s setting is most likely late 16th- early 17th century England.

Characters: There are two characters in the poem. One is the narrator, who is leaving on a trip. He seems to be a man of conviction who is very much in love. He gently discloses to his lover with a certain amount of pride that their love goes beyond a “dull sublunary” love so that they are “two soules…which are one,” even when they are separated by distance. Readers can assume that this woman returns the speaker’s love and “hearkens after [him].” They both seem young and clearly devoted to each other.

Plot: There is no immediate plot during this poem. It gives the sense of being on the edge of an event, perhaps an event about to begin, which is the man’s trip away from his love. There is more focus on the emotion of the scene, with the narrator comforting his love to not “sigh-tempests move” as he travels away, but to be assured that he will return “where I begunne.”

Diction: Donne uses figurative language to paint a picture of the relationship shown in the piece. There are many metaphors, such as their love being  “like gold”—most spread out but still precious and beautiful—and their souls being like compasses, always pointing in the same direction. He even starts the work with the imagery of “virtuous men [passing] mildly away” to assure his love that she should not fear, but should be happy and have hope in a bright future together.

Tone: Generally, the piece is tender and reassuring. The tone shows a quiet but complete confidence in his (the narrator’s) relationship. He is familiar and affectionate with his lover, with whom he shares a love he describes as “much refin’d.”

Rhetoric: The narrator is using a primarily persuasive tone. It is gentle but encouraging as the speaker tries to convince his lover that they truly are meant to be, and that this distance will never hinder their love. He wants this for her, so she will not weep "teare-floods" as his absence, and also for himself and his piece of mind as he is away and upon his return.

Visual Design: Again, the poem is split into nine four-line stanzas. The ABAB pattern is laid out in the format. Each stanza is also separated to make the piece more reader-friendly.


Textual Awareness: There are no direct references to other poems or pieces of literature. There are certainly comparisons made, but nothing to connect this piece directly to another work.

...Well, I tried!

Preliminary Formal Analysis AKA Reading a Poem 500 Times

    Although daunting, this is excellent practice for the literary criticisms to come. These observations about form from the close reading of John Donne's "A Valediction: Forbidding Mourning" will aid immensely in setting the framework for a literary critique. Here are the ten observations I listed:
  1. Genre/Subgenre. This is a rhymed poem with nine stanzas. It may be considered a lyrical poem due to its emotional nature, rhyming, and general musicality. The musicality is evident in the line, "if they be two, they are two so / as stiff twin compasses are two; / thy soul, the fixed foot makes no show / to move but doth, if the other do."
  2. Narrator/Persona. Based on history, we can assume that the narrator of this poem was John Donne. When he wrote this poem, he was leaving to go to Europe, leaving his wife behind in England. He wrote this for her before he left, making his persona and voice far more personal and touching, as shown in the last two lines of the poem: "Thy firmness makes my circle just, / and makes me end where I begun."

Slightly Unstable

A whiteboard or DaVinci notebook. They are the same to me.

While reading A Valediction: Forbidding Mourning, my hand flew across the whiteboard, filling every open space with different colored EXPO markers trying to write down every bit of analysis of the poem that I could find. After reading it once, I fell in love with Donne's writing, the imagery, the theme, and after analyzing it, I was sold. I guess you could say, my notes on first glance looked like a blur of colors and the thought process of the mentally unstable. But that's just the way that I think..



  1. Genre: This poem followed the ABAB rhyme scheme and was separated into nine quatrains. As a ballad it contained a music like element and therefore was plot driven. The abstraction of love was used to tell the story of a couple whose love would last, and even if they became separated, the two lovers would always find their way back.
  2. Narrator/Persona: In this poem Donne is speaking to his, at the time, pregnant wife Anne. He is telling her his biased point of view that because of their refined love that she should not worry about it falling apart while he goes away to travel the Continental Europe.
  3. Setting: Historically this was written to Anne before Donne left to travel the continental Europe, so one can assume that sometime in Britain in the early 1600's this poem took place. If the reader though, takes a step back from Donne's life, the poem can be placed in more than one setting. While reading I could just see two lovers at a train station where the husband is leaving for war and the wife watching the train long after it had left, or the husband telling his wife his last goodbyes on his deathbed as she weeps about the uncertainty of the eternities. While these could all be possibilities, there is not one setting in which Donne places the poem.
  4. Tone: Donne's tone throughout the poem is one filled with raw emotion. His words are loving and soothing. Although it is a sore subject for the woman he is leaving behind, he displays his confidence in the words he says and shows that he is firm in his belief that their love will last forever.
  5. Character: As previously stated, one can assume that the characters are Donne and his wife Anne, but with another look the lovers in the play can represent many other characters. Those being like the husband leaving for the military or on his death bed as previously described in the setting section.
  6. Symbolism: One of the most beautiful aspects of this poem is Donne's symbolism of the compass. During the 1600's the compass was not only meant as a device to guide individuals but also meant eternal perfection. Donne uses it to describe to his wife, that not only is she the center of his world- his everything- but also that no matter what happens he will always come back to her. As the circle is never ending, so is their love.
  7. Style: Donne's style can be used in many ways. Some words that first came to mind were: beautiful, lyrical, and articulate. Beautiful because there is something so pure about the love he expresses. Lyrical because of the rhythm throughout and the way the words portray his love. And finally articulate because he knew what he meant and there was no way to confuse his feelings.
  8. Historical Background: In order to fully understand the thoughts and worries of the lover Donne is feeling the reader must look at what was going on throughout the 1600's. This time period not only had the plague and deaths upon the young, but was also a time of exploration and scientific revolution. Donne and many other individuals were full participants of this era and living up the exploration that came with it. So many things though could go wrong, especially with mortality rates so high, and so it only makes sense that the lover is concerned when he leaves. This increase in exploration also further explains Donne's use of the compass, as a symbol of the era and his love.
  9. Audience: Donne's intended audience was his wife, the woman he wanted to proclaim his never ending love and reassurance. Although now days, this poem's audience ranges from hopeless romantics who can't help but be love sick, to English majors who are required to read it for their class and analyze it.
  10. Persuasion: Throughout the poem, Donne is trying to and is pretty successful in his persuasion to his lover that his leaving is not the end but rather just another moment that will bring them back together again. He uses pathos as a key strategy, because it is his emotions, his thoughts and feelings that will keep them together, or bring them back together in the end.

So I hope that no one was too bored reading my analysis, and that some of it made sense! I'm a little new to this whole Donne world haha but I really enjoyed looking a little deeper into the why behind the beautiful poem.


And yes that is a picture of my whiteboard of notes that I took today.

Let's Give It a Shot!

Here's a first attempt at literary analysis of John Donne's poem Valediction: A Forbidding Mourning.  Coming up with all the aspects of the analysis was difficult, but I'm glad that we'd gone over a few of them in class.  I did, however, have some difficulty finding quotes from the poem for some points.

1.       Genre
        This is a 36-line poem broken into nine stanzas with an ABAB rhyme scheme.  This is an abstract poem, since it describes love, which can't be seen.  However, Donne uses various rhetorical tools and concrete images, like "stiff twin compasses" or "gold beat to airy thinness" to help readers understand the depth of his feeling.
2.       Narrator
         The narrator of this poem can be assumed as Donne.  He wrote it to his wife, Anne, before leaving on a long trip as a way to comfort her.  Donne is very tender in these lines, as opposed to his saucier poems like The Flea; especially when he refers to their separation as “not yet a breach, but an expansion.”

Assignment: Preliminary Formal Analysis

Identifying the formal elements present in a passage of literature is a fundamental step in literary analysis, and this is what I wish my students to practice. I want them to find form, though stop short of interpreting it, in what can be considered prewriting for a more complete analysis.

They are to do a close reading of Donne's "A Valediction Forbidding Mourning," perhaps marking up their text (or even recopying it to slow down their reading). Then, they are to compose a bulleted list of observations of form (about 10 items) in the format modeled below.

The 10 items of form should be varied across different types of literary form. However, for this exercise I want all students to begin with the three elements of form recently reviewed in class: genre, narrator/persona, and setting. After that, they are free to select any aspects of form they can observe. (Consult my presentation on formal analysis of literature to get some ideas of the range of formal elements to be identified.)

For format, bold the formal element at the start of the bulleted item, followed by a brief sentence that includes a quotation, as in these examples analyzing a different text, Donne's "Meditation 17":

  1. Genre / subgenre. As a "meditation," this is a prose genre of tentative, personal, sober reflection, as evident in the opening when the narrator repeats the words "perchance" and "I" and talks about illness: "Perchance he for whom this bell tolls may be so ill, as that he knows not it tolls for him; and perchance I may think myself so much better than I am, as that they who are about me, and see my state, may have caused it to toll for me, and I know not that."
  2. Narrator / persona. We can assume the narrator to be Donne himself, who was preoccupied with illness and death. In this meditation, the narrator sounds a bit brainy or academic as he is making or explaining an elaborate comparison: "...when one man dies, one chapter is not torn out of the book, but translated into a better language he is making"; and at other times, the narrator sounds more personally involved: "any man's death diminishes me, because I am involved in mankind."
(and so on, making 10 in total)

Monday, January 11, 2016

White Chocolate


Amazing. Just saying. 

Well-Written but Under-Analyzed

As the title of the post suggests, Jonah Byers' strengths and weaknesses in academic writing are quite oxymoronic in their nature. You see, much of the critiques he received in the rough draft of his senior year literary criticism paper on Hamlet was that his analyzation was well-written, but the analyzation itself was lacking in depth and perhaps he should go back and read the text some more in the mindset of his topic.
As you could imagine, it was a bit crushing to Byers to hear his work so criticized. The compliments on his writing were encouraging, but he had felt that there was nothing more he could analyze from Hamlet that would add to his paper. Still, he knew that to make his final draft worthy of an A+, he should probably do what the teacher said and go back through the play again. As he did, he discovered the following:

  • His teacher had been correct (of course)
  • His analyzation had been severely lacking
  • There was so much more to be criticized and analyzed in terms of his topic
As you can imagine, that came as quite a shock to Byers. He had always hated the ideas of writing a rough draft, fully believing that one could do well enough on the first to never merit revising said draft again. How stupid he had been. What he came to decide about his own academic writing was thus:

  1. Never assume you've analyzed everything
  2. Always revise drafts with the new information you've found
  3. Revise the writing itself as well. Never assume your language is as perfect as it could be.
With these realizations, Byers came to more fully understand what he excelled at and what could be worked on some more. Far more qualities fell into the latter category than the former.

Confessions of a Procrastinator


In a recent interview, Rebekah discussed with us her struggles and difficulties with writing.
“I am a procrastinator of the first degree,” she claimed. She was quick to reassure us that it was not that she dislikes doing the work. There is something in the massive amounts of energy required to start a piece, which fills her subconscious with dread. Her conscious, of course, is too busy distracting itself to notice that a project is being put off. It takes so much thought before she can even start that she needs to create a clear picture of where she is going. After that she somehow needs to jump-start the creative process with a small shot of excitement to launch herself over the anxiety it causes. For her, that anxiety is all but insurmountable. That conflict of procrastination and anxiety is enemy number one in Rebekah’s academic writing career.

Writer's Block

If someone were to ask Sage Madsen about her writing, she'd probably try changing the subject. It makes her uncomfortable. When it comes to her writing, Sage would rather you left that subject well alone, thank you very much. 

If Sage were theoretically writing this, she would feel the starting feelings of that uncomfortableness that was mentioned earlier. But Sage isn't here right now; she's taking a break and so let's continue before she comes back. 

Sunday, January 10, 2016

The Dreaded Paper

Nicole has always been pushed by competition. Whether it was against her sisters, friends, or even herself, she has always been driven to work harder than expected- than she ever thought she could. It was during her junior year of high school that her outlook on academic writing changed. It wasn’t just a competition but instead became something more. It was as if though something lit up inside of her when she was writing.

It all started with the DREADED TERM PAPER. Every junior in Mr. Powell’s AP English Language and Composition course was required to write fifteen pages full of literary analysis and criticism on one of the books that was reviewed during the course. Nicole was nervous but up for the challenge.

This paper was one of the most difficult things Nicole has ever done in her high school career. Wanting to challenge herself, Nicole chose to write her paper on The Grapes of Wrath a book that the class had not yet covered but Nicole had read a couple of years earlier.

Never before had Nicole stayed after school for hours to discuss a book and an assignment with her teacher. Nicole was the only one who had chosen to write the paper on The Grapes of Wrath and so these hours spent were necessary for a full understanding of the novel.

Steinbeck’s words opened up a whole new world for Nicole. The views portrayed and rhetorical devices used in the text made Nicole fall in love with literature and the powerful way it can change society. Looking up literary criticism was more difficult than expected. Using resources at the local college library, Nicole set out with many and many rough drafts incorporating the criticism in her analysis.


Each time she wrote, Nicole’s analysis and assimilation of criticism in the paper continued to improve. Her teacher was patient as she continued to bring in drafts and work with him after school. It was long, and Nicole put all of her effort into this assignment.

Finally the paper was due. All of the stress, hard work, and time had brought Nicole to this point. And two weeks later Nicole received not only the grade she had been hoping for but also gained the experience needed for success in future endeavors.

Looking back Nicole realized that some of her strengths while writing these types of academic papers included:
·         Determination
·         Ability to realize the resources she had and use them correctly
·         Not be afraid to ask for help

Her weaknesses included:
·         Difficulty with incorporating resources
·         Time management


Nicole looks forward to working on and improving her academic writing throughout the semester.

It's Been A While

Kayla is an extremely particular writer. Conditions must be perfect for her creative processes to begin. And, her high school Advanced Placement Literature class has instilled in her a false sense of security. Although she did manage to learn a lot in this class about literary dialogue and criticism, it was also 4 years ago. The English classes she has taken up until this point have been “back to the basics” and, because of this, Kayla managed to excel. Now, with higher expectations, higher reading levels, and more intense grading, she feels overwhelmed by the prospects of a literary criticism. Out of practice and suffering from intense perfectionism, it is sometimes difficult for Kayla to even write a sentence because the fear of using a less than perfect word or phrase is debilitating.

The Rookie

Justin hasn’t done as much writing in his day as he probably should have done.  He has never considered himself the creative type, so when it came to writing stories, he never had much success.  He has written his fair share of research papers and essays, but past that has not done much. 

The Past and the Future



                Throughout high school, Courtney was exposed to plenty of literary analysis. For example, during junior year she wrote an in-class essay every week; she looked at poetry, short stories, even articles. One would think this experience would make her an expert, but sadly, she still has a lot to learn.

Courtney has both strengths and weaknesses as an academic writer. Some of her strengths are
·         organization and structure of the paper
·         strong diction
Some of her weaknesses include
·         honing in on the most important aspects of the piece
·         lack of confidence in her creativity


Courtney knows how to tell a teacher what they expect to hear. She likes being right—as human beings do—so she learned early on how to repeat back any themes, genres, or figurative language that the teacher has explained in class, of course with solid diction and in logical paragraphs. She does this very well, in fact. But as she grew older, teachers began expecting her to “think on her own” and “express creative ideas.” However, she recognized that when a teacher says that “there is no wrong answer,” they really mean that “there is more than one right answer.” There are clearly incorrect analyses. And as a perfectionist, she is often afraid to meander off the well-used paths of past analyses and come up with something “new” or “creative” in case it is incorrect or even insignificant. She did learn how to express her own ideas with time and practice during her later high school years, though that seems insufficient for college-level formal analysis.

 Even for this assignment, Courtney feels inadequate. She hasn’t written literary analysis since last year, and even then it felt brief. She feels like she won’t be completely sure what skills she’s retained and lost until she begins the writing process. Will it be like riding a bicycle? Will she miss the mark completely? That option wouldn’t be so bad if it didn’t affect her grades. But either way, this will be an important literary experience.