Assessment of learning and professional development over this semester:
Over the course of this semester, I've learned a lot about the purpose of education. I am currently finishing my second education block of nine hours (3 classes). In these classes, I've learned that a teacher is not merely a person who knows and loves a certain content or field of study. A teacher needs to love his or her content area, but furthermore, a teacher needs to care about his or her students. So a teacher needs to love his content area and his students is the first thing I've learned about education. The second thing I've learned comes from Senior Seminar. Education exists to preserve culture. This is the reason education began and is why it still exists today. With these two implications in mind, the thought of meeting a student who needs that extra help learning how to write concisely seems appropriate. With these in mind, taking the extra time to add encouraging comments on assignments seems the Most important. My job as an educator will be to preserve culture while loving my students and my field of English.
Also over the course of this semester, I've learned a lot about formality of resumes and cover letters. These are skills everyone needs to learn, things that would be embarrassing to ask for or learn outside of the college environment. So I am also thankful to learn these trades and information as well.
As for this class, it seems as though my time is done.
Thanks for reading this far.
good night and good luck.
Out.
Monday, December 13, 2010
#26 Assigned 12/7
Plan for lifelong learning:
I look up to my girlfriend's grandmother so much. She (Honey) is 77 years old; however, her heart is still beating strong with a passion for life. Last year, Honey decided she need something new to keep her mind active, so she went out and bought an acoustic guitar. She and Melissa's sister took guitar lessons together for at least a few months. And this is just one clear example of this growing zeal for life. Honey is a model reader. She reads more books this month than I've read in the past year! With all of this knowledge, one would think Honey is very smart...and she is. My girlfriend and I believe we can go to Honey for information or insight concerning every avenue of life. But this would not be possible without Honey's lifelong learning habits.
This is something I desire to-lifelong learning. I desire to never cease to learn new tricks, read new books, etc. And Honey will be my inspiration. Many claim "You can't teach a dog new tricks!" I used to agree with this phrase; I mean what's the point of teaching a dog a new trick when they would not be able to use it for very long? Then I met Honey, and I learned the truth: We continue to read hard texts and learn new tricks because stretching one's self causes growth. This applies to knowledge and to relationships.
My plan for lifelong learning:
-Continue to read up on Christian apologetics written by dead men (their writings are the hardest to understand and yet so rewarding)
-Read Newsweek and books by those with opposing world-views
-Stay in the close friendships (Even though they're messy, they can grow me the most and will mean the most)
Out.
I look up to my girlfriend's grandmother so much. She (Honey) is 77 years old; however, her heart is still beating strong with a passion for life. Last year, Honey decided she need something new to keep her mind active, so she went out and bought an acoustic guitar. She and Melissa's sister took guitar lessons together for at least a few months. And this is just one clear example of this growing zeal for life. Honey is a model reader. She reads more books this month than I've read in the past year! With all of this knowledge, one would think Honey is very smart...and she is. My girlfriend and I believe we can go to Honey for information or insight concerning every avenue of life. But this would not be possible without Honey's lifelong learning habits.
This is something I desire to-lifelong learning. I desire to never cease to learn new tricks, read new books, etc. And Honey will be my inspiration. Many claim "You can't teach a dog new tricks!" I used to agree with this phrase; I mean what's the point of teaching a dog a new trick when they would not be able to use it for very long? Then I met Honey, and I learned the truth: We continue to read hard texts and learn new tricks because stretching one's self causes growth. This applies to knowledge and to relationships.
My plan for lifelong learning:
-Continue to read up on Christian apologetics written by dead men (their writings are the hardest to understand and yet so rewarding)
-Read Newsweek and books by those with opposing world-views
-Stay in the close friendships (Even though they're messy, they can grow me the most and will mean the most)
Out.
Sunday, December 12, 2010
#25
An assessment of the role of humanities and the liberal arts in a well-lived life and in society:
While traveling through Laos this summer, the group I was traveling with visited a friend of a friend of mine (actually the friend we were visiting is my friend sara's fiance). Well, the guy we were visiting (let's call him Mark) worked in a school, teaching English and Laotian languages. He showed us the school's library, and a shocking detail rubbed me in an interesting way: The library did not have many books, English or Laotian. I remember asking Mark why, and he answered, "Most of the students don't know how to read." I learned later that, in fact, only 1/4 of the people of Laos can read and write their native language. Therefore, Mark's job is to first teach the students to read and write their own language first, and only then could teach the people of Laos English.
What does this have to do with the role of humanities and liberal arts in a well-lived life and society? Well, let's compare the difference of my life compared to someone of a similar age in Laos. I am in school, I can read and write, produce thoughts for others to process, I can continue to learn whatever I want, whenever I want, by myself. A similar aged person of Laos most likely cannot read or write and therefore depends on others more heavily than I do. His forms of education must be taught and are even then only resonating on one level (the level of lecture from teacher to student). Furthermore, a huge form of entertainment for me rests in reading and writing. A good day for me constitutes having had the time to read and write. Then again, I guess I can afford to spend the time reading and writing. My equal in Laos, on the other hand, cannot spend that time reading, writing, or even learning to read and write because he/she is too busy working in the fields, making food, trying to survive. The fact that I live in America, where I do not have to work in the field and it does Not take me all day to prepare a meal had a definite effect on my ability and opportunities to read and write.
Out.
While traveling through Laos this summer, the group I was traveling with visited a friend of a friend of mine (actually the friend we were visiting is my friend sara's fiance). Well, the guy we were visiting (let's call him Mark) worked in a school, teaching English and Laotian languages. He showed us the school's library, and a shocking detail rubbed me in an interesting way: The library did not have many books, English or Laotian. I remember asking Mark why, and he answered, "Most of the students don't know how to read." I learned later that, in fact, only 1/4 of the people of Laos can read and write their native language. Therefore, Mark's job is to first teach the students to read and write their own language first, and only then could teach the people of Laos English.
What does this have to do with the role of humanities and liberal arts in a well-lived life and society? Well, let's compare the difference of my life compared to someone of a similar age in Laos. I am in school, I can read and write, produce thoughts for others to process, I can continue to learn whatever I want, whenever I want, by myself. A similar aged person of Laos most likely cannot read or write and therefore depends on others more heavily than I do. His forms of education must be taught and are even then only resonating on one level (the level of lecture from teacher to student). Furthermore, a huge form of entertainment for me rests in reading and writing. A good day for me constitutes having had the time to read and write. Then again, I guess I can afford to spend the time reading and writing. My equal in Laos, on the other hand, cannot spend that time reading, writing, or even learning to read and write because he/she is too busy working in the fields, making food, trying to survive. The fact that I live in America, where I do not have to work in the field and it does Not take me all day to prepare a meal had a definite effect on my ability and opportunities to read and write.
Out.
#18
Ancient Literature took place in what's known as the Bronze age. Writing systems date back to this time (3000 BC). Stories filled with strong tribal and familial loyalty, with polytheistic believers, and with pessimistic and powerless characters are all characteristics of Ancient Literature. An example of a work from this time includes The Epic of Gilgamesh. Other Homeric epics fall into this Ancient Literature category.
Classical Literature ushers in the development of drama, history as art, philosophy, and the increasingly sophisticated lyric poetry. Under this umbrella, we find the work of the Greeks: tragedies, comedies, philosophy.
English Literature begins with Beowulf in its Wessex dialect of Old English. Within English Literature division, we find Chaucer's Canterbury Tales.
Renaissance Literature includes many famous works: Cervantes' Don Quixote, Shakespeare's sonnets and plays, King James Bible, and Milton's Paradise Lost.
British Literature includes many important sub-sections: Restoration period, Romantic period, Victorian Era, British Realism, British Modernism. Enlightenment sensibility: balance and harmony; peace and prosperity; satiric wit all helped herald the growing literature in Britain at the time. Another factor that facilitated the growth of British Literature was the publishing of periodic essays for the middle class. Important works from these divisions of literary history include Jonathan Swift's Gulliver's Travels, Daniel Defoe's Robinson Crusoe, Mary Shelley's Frankenstein, Joseph Conrad's Heart of Darkness, and many more.
American Literature can be broken down into many subheadings also: colonial American literature, early American, transcendentalist writings, American renaissance, realism, naturalist writings, and modernist writings and its responses (Multicultural/Contemporary/ Postmodern/Postsecular writings). When most people think of American author's, they probably think first to these from the modern fiction writers:
• F. Scod Fitzgerald, The Great Gatsby
• William Faulkner (Nobel Prize), The Sound and the Fury, As I Lay Dying
• Ernest Hemingway, The Sun Also Rises
• John Steinbeck, The Grapes of Wrath
• Flannery O’Connor, “A Good Man Is Hard to Find”
Out.
Classical Literature ushers in the development of drama, history as art, philosophy, and the increasingly sophisticated lyric poetry. Under this umbrella, we find the work of the Greeks: tragedies, comedies, philosophy.
English Literature begins with Beowulf in its Wessex dialect of Old English. Within English Literature division, we find Chaucer's Canterbury Tales.
Renaissance Literature includes many famous works: Cervantes' Don Quixote, Shakespeare's sonnets and plays, King James Bible, and Milton's Paradise Lost.
British Literature includes many important sub-sections: Restoration period, Romantic period, Victorian Era, British Realism, British Modernism. Enlightenment sensibility: balance and harmony; peace and prosperity; satiric wit all helped herald the growing literature in Britain at the time. Another factor that facilitated the growth of British Literature was the publishing of periodic essays for the middle class. Important works from these divisions of literary history include Jonathan Swift's Gulliver's Travels, Daniel Defoe's Robinson Crusoe, Mary Shelley's Frankenstein, Joseph Conrad's Heart of Darkness, and many more.
American Literature can be broken down into many subheadings also: colonial American literature, early American, transcendentalist writings, American renaissance, realism, naturalist writings, and modernist writings and its responses (Multicultural/Contemporary/ Postmodern/Postsecular writings). When most people think of American author's, they probably think first to these from the modern fiction writers:
• F. Scod Fitzgerald, The Great Gatsby
• William Faulkner (Nobel Prize), The Sound and the Fury, As I Lay Dying
• Ernest Hemingway, The Sun Also Rises
• John Steinbeck, The Grapes of Wrath
• Flannery O’Connor, “A Good Man Is Hard to Find”
Out.
Saturday, December 11, 2010
#27
List of current issues facing higher education:
1) Role of Liberal Arts, English, History in society
2) Surplus of PhD graduates
3) Role of technology in higher education
4) Credibility of distance learning (Devry, Phoenix)
1) Role of Liberal Arts, English, History in society
2) Surplus of PhD graduates
3) Role of technology in higher education
4) Credibility of distance learning (Devry, Phoenix)
#20, Assigned 11/4
Anyone who has traveled across then United States will attest to the changing dialects of English. Scratch that, anyone who has travelled around their state will admit language changes depending on the region. I will; I spent 18 years of my life in Houston, Texas and then moved here, Lubbock. The physical distance between the two seemed to exaggerate when I talked to my first West-Texanite.
Even heading back to Houston for the holidays causes me to step back and re-evaluate my speaking. I always come back home saying more "yalls" than the rest of my family. This osmosis begins to scare me to a greater degree. Even though I'm an English major, has my application of English been so influenced by my surroundings that I would not be hired for a teaching job up north?
Another consideration in teaching involves bilingual issues. While completing a mentoring assignment at Atkins Middle School here in Lubbock, I got a chance to speak with a faculty member. He informed me that Atkins was a certified "bilingual school." I really did not understand what he meant. He explained: Atkins Middle School only hires teachers with backgrounds in bilingual education, for most of their students speak Spanish and yet need to learn English. I asked him how that works, and he responded that in Kindergarten, teachers do their 80% of their lessons in Spanish and 20% in English. He said that native English speakers merely get an introduction into Spanish, while Spanish speakers are taught from the beginning how to read and write in Spanish; basically, all students are starting on the same page. As the students progress through the grades, the percentages of English and Spanish instruction are leveled out to 50/50 and then finally to the point where English instruction is the primary. I remember feeling shocked when told the research showed this was The most effective way to teach. Now though, I think the idea and implications of bilingual education holds endless possibilities.
Out.
#2 A revised version of above paper, Assigned 10/28
J.F.K. Delivers *REVISED*
John Fitzgerald Kennedy uses many tactics to deliver an effective inaugural address to the nation. He uses a logical speech structure, which makes it easy for his audience to follow. Kennedy also uses powerful imagery and repetition in order to captivate his audience. Kennedy uses both of these techniques wisely, informing America and the whole world in a memorable way.
The overall structure of John F. Kennedy’s speech makes it easy for his audience to listen to and understand. Kennedy begins by telling his audience of our current state. He claims, “the world is very different now” (Kennedy, 1961). Kennedy is giving a thesis of what the state of the world currently looks like. Starting his speech out with this claim brings his audience up-to-date and puts them on the same page. After this, Kennedy moves into addressing specific categories of people. He addresses “those new states,” “those people in the huts and villages,” “our sister republics south of our border,” and “that world assembly of sovereign states, the United Nations” (Kennedy, 1961). In addressing these different groups specifically, Kennedy narrows his sights and is able to go deeper in content. This technique is very effective against the natural distance that forms due to the broad scope of many different groups of people.
Another part of Kennedy’s structure that is very effective is when he speaks about America’s adversaries. Through identifying the real enemy as “the dark powers of destruction” (Kennedy, 1961) and not as a specific person or country, Kennedy brings friends and enemies onto the same side. Kennedy boldly states “the trumpet summons us again . . . a call to bear the burden of a long twilight struggle . . . against the common enemies of man: tyranny, poverty, disease, and war itself” (Kennedy, 1961). Kennedy is once again stating the real enemy is war itself, one that all countries can fight collectively against.
The last and most effective structure of Kennedy’s speech is at the end. Throughout the whole speech, Kennedy has brought everyone onto the same page, addressed specific groups, and has brought friend and foe together in order to bring everyone under the central umbrella of “we.” Since Kennedy has brought all of his audience together, he is able to address everyone as a single we in a final push to the end of his speech. Just like Lincoln in his “Gettysburg Address,” John F. Kennedy uses “we,” “our,” and “us” throughout his speech. Kennedy states “we observe today not a victory of party, but a celebration of freedom” (Kennedy, 1961). He later states, “we dare not forget today that we are heirs,” “this much we pledge,” and “divided there is little we can do” (Kennedy 1961). These are just a few examples. In all, President Kennedy uses the word “we” a total of thirty times throughout his speech. He uses “our” seventeen times and “us” twelve times, which is a lot within a fourteen-minute speech consisting of only about 1370 words. Kennedy using “we,” “our,” and “us” is effective in two obvious ways. One, in using these three collective terms, Kennedy reveals his credibility to his audience; he is humbling himself, mentally acknowledging his no different or better than his audience. In other words, these three terms reveal Kennedy’s belief that he and his audience are “all in this together.” Two, using these three terms throughout the speech isolates the few times Kennedy does use the individual “you” and “I.” Kennedy only uses the word “I” four times in his inaugural address. Each one of these stands out more than the normal “we.” So, by using “we” more often than “I,” Kennedy accomplishes two things: one, stating “I” fewer times causes it to stand out more, two, using “we” most of the time reveals Kennedy’s humility. Kennedy reveals his ethos and capitalizes on using “I” through using the words “we,” “our,” and “us” in his speech.
President Kennedy uses powerful imagery to help his audience better relate to his message. Kennedy states early how “the torch has been passed to a new generation of Americans” (Kennedy, 1961). From the Olympic torch of competition or pride in one’s country, to coming of age, to a never-ending flame of life of this country, a torch communicates many things. All of the latter instills a sense of courage and focuses the audience to the task-at-hand within the nation. Through this image, Kennedy is striving to ignite a zeal for country in the heart of the American people. Another example of imagery within Kennedy’s Inaugural is when he is speaking of the common enemy of humanity. Kennedy states that the world needs to seek peace “before the dark powers of destruction unleashed by science engulf all humanity in planned or accidental self-destruction” (Kennedy, 1961). These loaded words underline a horrible evil. Kennedy uses such descriptive words as “dark,” “destruction,” “unleashed,” and “accidental” in order to paint fear and disgust within his audience. Kennedy uses such strong imagery within in his speech in order to deliver his message clearly to his audience.
Another tactic Kennedy uses in his Inaugural Address is repetition. Kennedy repeats specific words throughout his speech in order to point to the central tone of his message. Words that are highlighted are “freedom,” “peace,” “pledge,” and “anew.” The words “freedom” and “pledge” are two words that come to mind in thinking about America in general. These two are what America has represented for a long time. “Anew” points to a new birth or rebirth. Kennedy even states that today is “an end, as well as a beginning” and later we should “join in creating a new endeavor . . . a new world of law” (Kennedy 1961). Peace is the main topic of Kennedy’s speech. He spends a while describing a new world where “peace is preserved” (Kennedy, 1961). These four words combined truly represent the aim of Kennedy’s speech, pledging for a rebirth of peace and freedom throughout America and the whole world.
Throughout his first address to the nation as president, John F. Kennedy takes his audience through a logical progression of where America and world currently are and where America and the world are headed using carefully chosen words, powerful imagery, and repetition. His overall structure is easy to follow by his common audience member and is therefore very effective. Kennedy’s power and clarity in speech makes it clear why this speech is one of the most remembered speeches of American history.
Works Cited:
Kennedy, John F. “Inaugural Address.” Washington, D.C. 20 Jan. 1961.
John Fitzgerald Kennedy uses many tactics to deliver an effective inaugural address to the nation. He uses a logical speech structure, which makes it easy for his audience to follow. Kennedy also uses powerful imagery and repetition in order to captivate his audience. Kennedy uses both of these techniques wisely, informing America and the whole world in a memorable way.
The overall structure of John F. Kennedy’s speech makes it easy for his audience to listen to and understand. Kennedy begins by telling his audience of our current state. He claims, “the world is very different now” (Kennedy, 1961). Kennedy is giving a thesis of what the state of the world currently looks like. Starting his speech out with this claim brings his audience up-to-date and puts them on the same page. After this, Kennedy moves into addressing specific categories of people. He addresses “those new states,” “those people in the huts and villages,” “our sister republics south of our border,” and “that world assembly of sovereign states, the United Nations” (Kennedy, 1961). In addressing these different groups specifically, Kennedy narrows his sights and is able to go deeper in content. This technique is very effective against the natural distance that forms due to the broad scope of many different groups of people.
Another part of Kennedy’s structure that is very effective is when he speaks about America’s adversaries. Through identifying the real enemy as “the dark powers of destruction” (Kennedy, 1961) and not as a specific person or country, Kennedy brings friends and enemies onto the same side. Kennedy boldly states “the trumpet summons us again . . . a call to bear the burden of a long twilight struggle . . . against the common enemies of man: tyranny, poverty, disease, and war itself” (Kennedy, 1961). Kennedy is once again stating the real enemy is war itself, one that all countries can fight collectively against.
The last and most effective structure of Kennedy’s speech is at the end. Throughout the whole speech, Kennedy has brought everyone onto the same page, addressed specific groups, and has brought friend and foe together in order to bring everyone under the central umbrella of “we.” Since Kennedy has brought all of his audience together, he is able to address everyone as a single we in a final push to the end of his speech. Just like Lincoln in his “Gettysburg Address,” John F. Kennedy uses “we,” “our,” and “us” throughout his speech. Kennedy states “we observe today not a victory of party, but a celebration of freedom” (Kennedy, 1961). He later states, “we dare not forget today that we are heirs,” “this much we pledge,” and “divided there is little we can do” (Kennedy 1961). These are just a few examples. In all, President Kennedy uses the word “we” a total of thirty times throughout his speech. He uses “our” seventeen times and “us” twelve times, which is a lot within a fourteen-minute speech consisting of only about 1370 words. Kennedy using “we,” “our,” and “us” is effective in two obvious ways. One, in using these three collective terms, Kennedy reveals his credibility to his audience; he is humbling himself, mentally acknowledging his no different or better than his audience. In other words, these three terms reveal Kennedy’s belief that he and his audience are “all in this together.” Two, using these three terms throughout the speech isolates the few times Kennedy does use the individual “you” and “I.” Kennedy only uses the word “I” four times in his inaugural address. Each one of these stands out more than the normal “we.” So, by using “we” more often than “I,” Kennedy accomplishes two things: one, stating “I” fewer times causes it to stand out more, two, using “we” most of the time reveals Kennedy’s humility. Kennedy reveals his ethos and capitalizes on using “I” through using the words “we,” “our,” and “us” in his speech.
President Kennedy uses powerful imagery to help his audience better relate to his message. Kennedy states early how “the torch has been passed to a new generation of Americans” (Kennedy, 1961). From the Olympic torch of competition or pride in one’s country, to coming of age, to a never-ending flame of life of this country, a torch communicates many things. All of the latter instills a sense of courage and focuses the audience to the task-at-hand within the nation. Through this image, Kennedy is striving to ignite a zeal for country in the heart of the American people. Another example of imagery within Kennedy’s Inaugural is when he is speaking of the common enemy of humanity. Kennedy states that the world needs to seek peace “before the dark powers of destruction unleashed by science engulf all humanity in planned or accidental self-destruction” (Kennedy, 1961). These loaded words underline a horrible evil. Kennedy uses such descriptive words as “dark,” “destruction,” “unleashed,” and “accidental” in order to paint fear and disgust within his audience. Kennedy uses such strong imagery within in his speech in order to deliver his message clearly to his audience.
Another tactic Kennedy uses in his Inaugural Address is repetition. Kennedy repeats specific words throughout his speech in order to point to the central tone of his message. Words that are highlighted are “freedom,” “peace,” “pledge,” and “anew.” The words “freedom” and “pledge” are two words that come to mind in thinking about America in general. These two are what America has represented for a long time. “Anew” points to a new birth or rebirth. Kennedy even states that today is “an end, as well as a beginning” and later we should “join in creating a new endeavor . . . a new world of law” (Kennedy 1961). Peace is the main topic of Kennedy’s speech. He spends a while describing a new world where “peace is preserved” (Kennedy, 1961). These four words combined truly represent the aim of Kennedy’s speech, pledging for a rebirth of peace and freedom throughout America and the whole world.
Throughout his first address to the nation as president, John F. Kennedy takes his audience through a logical progression of where America and world currently are and where America and the world are headed using carefully chosen words, powerful imagery, and repetition. His overall structure is easy to follow by his common audience member and is therefore very effective. Kennedy’s power and clarity in speech makes it clear why this speech is one of the most remembered speeches of American history.
Works Cited:
Kennedy, John F. “Inaugural Address.” Washington, D.C. 20 Jan. 1961.
Thursday, December 9, 2010
#17, Assigned 11/2
Popular periodicals that someone who majored in English should know about include:
I love reading Newsweek Magazine. While in Laos this summer, reading Newsweek allowed me to reorient myself to American issues in the midst of culture shock. And even though I do not agree with the biases filtering the Newsweek staff's writings, I enjoy comparing their world-views to mine. I love defending my point of view against such intelligent arguments.
I love reading Newsweek Magazine. While in Laos this summer, reading Newsweek allowed me to reorient myself to American issues in the midst of culture shock. And even though I do not agree with the biases filtering the Newsweek staff's writings, I enjoy comparing their world-views to mine. I love defending my point of view against such intelligent arguments.
#8
A list of 3-5 journals or other resources relevant for literature and language study with a brief assessment of one:
1) The Review of English Studies
"The Review of English Studies is the leading scholarly journal in the field of English literature and the English language from the earliest period up to today. Emphasis is on historical scholarship rather than interpretive criticism, though fresh evaluation of writers and their work are also offered in the light of newly discovered or existing material" (JSTOR website).
2) Studies in English Literature
"Studies in English Literature, 1500-1900 (SEL) focuses on four fields of British Literature which rotate quarterly as follows: Winter-English Renaissance, Spring - Tudor and Stuart Drama, Summer-Restoration and Eighteenth Century, and Autumn - Nineteenth Century. SEL was founded in 1961 by Carroll Camden at Rice University and is now edited by Robert L. Patten. It includes historical and critical essays that contribute to the understanding of English Literature" (JSTOR website).
3) Texas Studies in Literature and Language
"TSLL is an established journal of literary criticism publishing substantial essays reflecting a variety of critical approaches and covering all periods of literary history" (ProjectMUSE website). This assessment is sort of broad; however, after looking further into the website, a main reason it's titled with "Texas" is because it is a part of the University of Texas Press.
1) The Review of English Studies
"The Review of English Studies is the leading scholarly journal in the field of English literature and the English language from the earliest period up to today. Emphasis is on historical scholarship rather than interpretive criticism, though fresh evaluation of writers and their work are also offered in the light of newly discovered or existing material" (JSTOR website).
2) Studies in English Literature
"Studies in English Literature, 1500-1900 (SEL) focuses on four fields of British Literature which rotate quarterly as follows: Winter-English Renaissance, Spring - Tudor and Stuart Drama, Summer-Restoration and Eighteenth Century, and Autumn - Nineteenth Century. SEL was founded in 1961 by Carroll Camden at Rice University and is now edited by Robert L. Patten. It includes historical and critical essays that contribute to the understanding of English Literature" (JSTOR website).
3) Texas Studies in Literature and Language
"TSLL is an established journal of literary criticism publishing substantial essays reflecting a variety of critical approaches and covering all periods of literary history" (ProjectMUSE website). This assessment is sort of broad; however, after looking further into the website, a main reason it's titled with "Texas" is because it is a part of the University of Texas Press.
#7
List of three to five journals or materials about higher education with a brief assessment of one:
1) The Journal of Higher Education
"Founded in 1930, The Journal of Higher Education is the leading scholarly journal on the institution of higher education. Articles combine disciplinary methods with critical insight to investigate issues important to faculty, administrators, and program managers" (ProjectMUSE website).
2) The Chronicle of Higher Education
This newspaper is "subscribed to by more than 70,000 academics and has a total readership of 350,000" (Chronicle of Higher Education website).
3) The Review of Higher Education
"The Review of Higher Education provides a forum for discussion of varied issues affecting higher education. The journal advances the study of college- and university-related topics through peer-reviewed articles, essays, reviews and research findings, and by emphasizing systematic inquiry, both quantitative and qualitative, and practical implications. Considered one of the leading research journals in the field, The Review keeps scholars, academic leaders, and public policymakers abreast of critical issues facing higher education today" (The Johns Hopkins University Press website).
1) The Journal of Higher Education
"Founded in 1930, The Journal of Higher Education is the leading scholarly journal on the institution of higher education. Articles combine disciplinary methods with critical insight to investigate issues important to faculty, administrators, and program managers" (ProjectMUSE website).
2) The Chronicle of Higher Education
This newspaper is "subscribed to by more than 70,000 academics and has a total readership of 350,000" (Chronicle of Higher Education website).
3) The Review of Higher Education
"The Review of Higher Education provides a forum for discussion of varied issues affecting higher education. The journal advances the study of college- and university-related topics through peer-reviewed articles, essays, reviews and research findings, and by emphasizing systematic inquiry, both quantitative and qualitative, and practical implications. Considered one of the leading research journals in the field, The Review keeps scholars, academic leaders, and public policymakers abreast of critical issues facing higher education today" (The Johns Hopkins University Press website).
#15- Research/locating library materials
Below, I have posted the beginnings of an annotated bibliography I completed for Professional Report Writing. The report centered around a discussion of whether or not C.S. Lewis should be taught in public schools.
Usable:
Walter Hooper. "Narnia: The Author, The Critics, and The Tale." Children's Literature 3 (1974): 12-22. Project MUSE. TTU Library, Lubbock, TX. 9 Jul. 2009
Walter Hooper, the literary advisor for Lewis’ estate and once private secretary to Lewis speaks highly of C.S. Lewis’ writing ability while breaking down his affinity for The Narnia Books. Hooper states “Lewis is generally thought to have been the best-read man of his time” (13). Hooper attributes “the combination of his vast learning, his superior abilities as a prose-stylist, and his rich and vivid imagination” to the reasons for the success of Lewis’ Narnia books (13). Hooper goes on to describe the different attitudes readers can work-up from C.S. Lewis’ work, also uncovering some of the praiseworthy symbolism throughout Narnia. Hooper’s article is useful to this (my) report in giving an academic account of C.S. Lewis’ ability to write fiction, appeal to his audience, and use the literary element of symbolism in order to make his point.
Dennis B. Quinn. "The Narnia Books of C. S. Lewis: Fantastic or Wonderful?." Children's Literature 12 (1984): 105-121. Project MUSE. TTU Library, Lubbock, TX. 6 Apr. 2009
Dennis Quinn offers “a few cautionary words about the genre [fantasy] itself and about one of its most popular practitioners, C.S. Lewis”, while trying “to apply the distinction between the wonderful and the fantastic to Lewis’ Chronicles of Narnia” (105, 108). To carryout his purpose, Quinn identifies and explains “the literary context in which Lewis wrote” to be in the neoplatonic tradition (108). He compares Lewis’ story with other classic poems and children’s books to reveal why the Chronicles are more a hybrid of wonder and fantasy by mere definition. Even though Quinn states his strong dislike for Lewis’ Chronicles of Narnia, this article is useful to this report. This article provides solid insight into C.S. Lewis’ literary academicism within Narnia from the not-so-favoring point of view of Dennis Quinn, who ends up conceding, “the fantasy of Lewis is popular” (118).
Wain, John. "C.S. Lewis." American Scholar 50.1 (1980): 73. Humanities International Complete. EBSCO. Web. 3 Nov. 2009.
John Wain gives a brief and concise bibliography of C.S. Lewis within his essay. As a pupil of Lewis at Oxford, Wain is able to compile facts and personal experiences and observations of the literary genius. Lewis’ broad range of knowledge from everything philosophical and historical prevented what John Wain calls “parochiality, faddishness, and general loss of perspective” (78). John Wain proves Lewis to be a legitimate literary giant through his life-style and teaching from the perspective of a literary academic and student of C.S. Lewis, a man Wain claims “thought literature was something to rejoice in” (80).
Huttar, Charles A. “C. S. Lewis, T. S. Eliot, and the Milton Legacy: The Nativity Ode Revisited.” Texas Studies in Literature and Language 44.3 (2002): 324-348. Project MUSE. TTU Library, Lubbock, TX. 3 November 2009.
Charles Huttar speaks highly of C.S. Lewis’ literary ability through his adaptation of Milton’s Nativity Ode. While comparing Lewis and Milton, Huttar states that “Lewis’s eminence as scholar and critic has always been acknowledged, but in much of the academy his fiction and poetry have yet to receive the attention they deserve” (325). Huttar even makes the case that T.S. Eliot was also “acknowledging Lewis’s contributions to a degree that seems not yet to be fully appreciated” during Lewis’ reign (324). All in all, Huttar offers good support to C.S. Lewis’ academic credibility.
Still to be reviewed:
http://www.emeraldinsight.com/Insight/ViewContentServlet?contentType=Article&Filename=Published/EmeraldFullTextArticle/Articles/1710270403.html
Wheat, Andrew The Road Before Him: Allegory, Reason, and Romanticism in C.S. Lewis' The Polgrim's Regress.
Why We Always Need Socrates: Some Unfashionable, Unprogressive Thoughts on Teachers, Teaching, Curriculum, and the Theory of Knowledge, with Reference and Thanks to Socrates, Pascal, and C.S. Lewis. By: Aeschliman, M. D., Journal of Education, 00220574, 2007, Vol. 188, Issue 3
"IN LIVING COLOUR." Saturday Evening Post 278.2 (2006): 23. Health Source: Nursing/Academic Edition. EBSCO. Web. 1 Nov. 2009.
Usable:
Walter Hooper. "Narnia: The Author, The Critics, and The Tale." Children's Literature 3 (1974): 12-22. Project MUSE. TTU Library, Lubbock, TX. 9 Jul. 2009
Walter Hooper, the literary advisor for Lewis’ estate and once private secretary to Lewis speaks highly of C.S. Lewis’ writing ability while breaking down his affinity for The Narnia Books. Hooper states “Lewis is generally thought to have been the best-read man of his time” (13). Hooper attributes “the combination of his vast learning, his superior abilities as a prose-stylist, and his rich and vivid imagination” to the reasons for the success of Lewis’ Narnia books (13). Hooper goes on to describe the different attitudes readers can work-up from C.S. Lewis’ work, also uncovering some of the praiseworthy symbolism throughout Narnia. Hooper’s article is useful to this (my) report in giving an academic account of C.S. Lewis’ ability to write fiction, appeal to his audience, and use the literary element of symbolism in order to make his point.
Dennis B. Quinn. "The Narnia Books of C. S. Lewis: Fantastic or Wonderful?." Children's Literature 12 (1984): 105-121. Project MUSE. TTU Library, Lubbock, TX. 6 Apr. 2009
Dennis Quinn offers “a few cautionary words about the genre [fantasy] itself and about one of its most popular practitioners, C.S. Lewis”, while trying “to apply the distinction between the wonderful and the fantastic to Lewis’ Chronicles of Narnia” (105, 108). To carryout his purpose, Quinn identifies and explains “the literary context in which Lewis wrote” to be in the neoplatonic tradition (108). He compares Lewis’ story with other classic poems and children’s books to reveal why the Chronicles are more a hybrid of wonder and fantasy by mere definition. Even though Quinn states his strong dislike for Lewis’ Chronicles of Narnia, this article is useful to this report. This article provides solid insight into C.S. Lewis’ literary academicism within Narnia from the not-so-favoring point of view of Dennis Quinn, who ends up conceding, “the fantasy of Lewis is popular” (118).
Wain, John. "C.S. Lewis." American Scholar 50.1 (1980): 73. Humanities International Complete. EBSCO. Web. 3 Nov. 2009.
John Wain gives a brief and concise bibliography of C.S. Lewis within his essay. As a pupil of Lewis at Oxford, Wain is able to compile facts and personal experiences and observations of the literary genius. Lewis’ broad range of knowledge from everything philosophical and historical prevented what John Wain calls “parochiality, faddishness, and general loss of perspective” (78). John Wain proves Lewis to be a legitimate literary giant through his life-style and teaching from the perspective of a literary academic and student of C.S. Lewis, a man Wain claims “thought literature was something to rejoice in” (80).
Huttar, Charles A. “C. S. Lewis, T. S. Eliot, and the Milton Legacy: The Nativity Ode Revisited.” Texas Studies in Literature and Language 44.3 (2002): 324-348. Project MUSE. TTU Library, Lubbock, TX. 3 November 2009.
Charles Huttar speaks highly of C.S. Lewis’ literary ability through his adaptation of Milton’s Nativity Ode. While comparing Lewis and Milton, Huttar states that “Lewis’s eminence as scholar and critic has always been acknowledged, but in much of the academy his fiction and poetry have yet to receive the attention they deserve” (325). Huttar even makes the case that T.S. Eliot was also “acknowledging Lewis’s contributions to a degree that seems not yet to be fully appreciated” during Lewis’ reign (324). All in all, Huttar offers good support to C.S. Lewis’ academic credibility.
Still to be reviewed:
http://www.emeraldinsight.com/Insight/ViewContentServlet?contentType=Article&Filename=Published/EmeraldFullTextArticle/Articles/1710270403.html
Wheat, Andrew The Road Before Him: Allegory, Reason, and Romanticism in C.S. Lewis' The Polgrim's Regress.
Why We Always Need Socrates: Some Unfashionable, Unprogressive Thoughts on Teachers, Teaching, Curriculum, and the Theory of Knowledge, with Reference and Thanks to Socrates, Pascal, and C.S. Lewis. By: Aeschliman, M. D., Journal of Education, 00220574, 2007, Vol. 188, Issue 3
"IN LIVING COLOUR." Saturday Evening Post 278.2 (2006): 23. Health Source: Nursing/Academic Edition. EBSCO. Web. 1 Nov. 2009.
Friday, December 3, 2010
#12 Assigned 11/30
And now, the moment you have been waiting for: my acknowledging that I like the Harry Potter series. Harry Potter came out recently so I guess I will to (...haha, or was Dumbledore the one with a partner?): I have read one and a half of J.K Rowling's novels and have enjoyed them very much. I wish I had read the books earlier, especially before the movies became Blockbuster hits.
I can remember watching Harry Potter and the Sorcerer's Stone in theaters with my family. Just in time for the holidays, magic was in the air:
However, I am glad I was not as let down when viewing the movie for the first time like those devoted readers. This is normally the trend. Even in my own experience, reading a book and then watching an interpretation of the book in film form Always causes discomfort.
In fact, we held discussions class today ove the reasons for being upset. It was interesting how most of the answers revolved around imagination. Those who have read the books prior to seeing the films have more invested in the stories. They have not been given faces for characters; every time I read the word harry potter, I see Daniel Radcliffe's face because I have first seen the movies, just now reading the books. What conclusion can we draw, if any? Every time a movie comes out, don't see it first but watch the movie? That seems a little dumb.
How about a better conclusion--a challenge. If you might dare seek a more challenging, imagination facilitating, and rewarding activity, don't simply flip on the tube to watch dumb people doing life. Live your own life and read.
I can remember watching Harry Potter and the Sorcerer's Stone in theaters with my family. Just in time for the holidays, magic was in the air:
However, I am glad I was not as let down when viewing the movie for the first time like those devoted readers. This is normally the trend. Even in my own experience, reading a book and then watching an interpretation of the book in film form Always causes discomfort.
In fact, we held discussions class today ove the reasons for being upset. It was interesting how most of the answers revolved around imagination. Those who have read the books prior to seeing the films have more invested in the stories. They have not been given faces for characters; every time I read the word harry potter, I see Daniel Radcliffe's face because I have first seen the movies, just now reading the books. What conclusion can we draw, if any? Every time a movie comes out, don't see it first but watch the movie? That seems a little dumb.
How about a better conclusion--a challenge. If you might dare seek a more challenging, imagination facilitating, and rewarding activity, don't simply flip on the tube to watch dumb people doing life. Live your own life and read.
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