Posted in English 1103, Reading, Teaching

ENG 1103: The Horror, The Horror!

Today in class we read Stephen King’s short story “Strawberry Spring,” which was published in Ubris magazine in 1968 and included in King’s first short story collection, Night Shift (1978).

For the collaborative exercise that you completed after we read the story, I asked you to determine whether you could identify any details that indicate why the narrator may have murdered any of his victims. Although there is no indication that the narrator knew Gale Cermann or Adelle Parkins, he did know Ann Bray, which he reveals after he tells the readers that she was editor of the school newspaper: “In the hot, fierce bubblings of my freshman youth I hade submitted a column idea to the paper and asked for a date–turned down on both counts” (paragraph forty-one).

I also asked you to identify words and phrases that illustrate how the story is not only a horror story but also a commentary on war, the Vietnam War in particular, and the Vietnam era. Some of the words and phrases you may have identified include these:

  • (Ice) sculpture of Lyndon Johnson . . . “cried melted tears” (paragraph four)
  • Civil War cannons (paragraphs five and seventy-four)
  • The dove “lost its frozen feathers” (paragraph five)
  • The fog (paragraphs seven, twenty, twenty-nine, thirty-one, forty-three, forty-four, fifty-two, sixty-four, sixty-six, seventy, seventy-five, and seventy-six)
  • “[W]ho had been drafted” (paragraph thirty-two)
  • SDS (paragraph forty-eight)
  • Quagmire (paragraph fifty)
  • “[A] series of draft protests and a sit-in” (paragraph seventy)

In addition to those questions on your assignment sheet, I asked you to try to identify the two literary allusions in King’s story. The first is an allusion to J.R.R. Tolkein’s The Lord of the Rings trilogy: “You half expected to see Gollum or Frodo or Sam go hurrying past” (paragraph five). The second is an allusion to a poem by Carl Sandburg, titled–perhaps unsurprisingly–“The Fog.”

Posted in English 1103, Scrabble, Teaching

ENG 1103: I Haint Afraid of No . . .

Since today is our last Wordplay Day before Halloween, today’s Scrabble blog post is devoted to words for ghosts. Four of the words are seven letters long, enabling you to Scrabble or bingo, earning you an additional fifty points for the play.

  • banshee: a female spirit in Gaelic folklore that wails to warn of a family member’s imminent death.
  • barguest: a goblin (also barghest)
  • bogy: a goblin
  • daimon: a spirit (also daemon and demon)
  • eidolon: a phantom or specter
  • fairyism: the quality of being like a fairy (not really a ghost but a great word)
  • haint: a ghost
  • kelpie: a water sprite in Scottish folklore known for drowning sailors
  • wraith: a ghost of a person, often appearing just before that person’s death
  • zombi: a zombie (zombify and zombification are both playable but not to be confused with zombiism, a West African and Haitiian belief system involving a rainbow serpent. See Wade Davis’s The Serpent and the Rainbow).
Posted in English 1103, Teaching, Writing

ENG 1103: The Writing Center

As you continue to revise your final essay and annotated bibliography, consider visiting The Writing Center. If you–or one of your group members does so (if you’re collaborating)–you will earn five bonus points for consulting with a Writing Center tutor.

To schedule an appointment, visit https://highpoint.mywconline.com, email the Writing Center’s director, Justin Cook, at jcook3@highpoint.edu, or scan the QR code below. To earn bonus points for your final essay and annotated bibliography, consult with a writing center tutor no later than Thursday, November 3.

Posted in English 1103, Scrabble, Social Media, Teaching, Writing

Left to Our Own Devices. . .

The blog post that follows is my version of the final essay and annotated bibliography, which I wrote as a sample for you.

One Teacher’s Meditations on Walden Zones for the Digital Age

In his recent essay “Scrolling,” physician and writer Gavin Francis recounts a visit to the woods near Concord, Massachusetts, where Henry David Thoreau built his cabin and wrote Walden. Although Francis anticipated that the area—now a tourist site—would be busy, what he didn’t expect “was the forest of arms holding smartphones, taking selfies, engaging in video calls.” Francis opens his essay with that anecdote about his visit to Thoreau’s woods to emphasize the pervasiveness of digital devices in our lives. Not even at a place synonymous with the retreat from daily distractions can we turn away from our phones. Francis observes one of Walden’s visitors, a student perched on a rock, “arms outstretched, angling his phone while shouting out to his retreating companions: ‘I don’t think you guys realize how much this place means to me, I mean privately.’”

Disentangling from our distractions is particularly problematic for those of us who teach, whose role in our students’ lives involves cultivating the undivided attention essential to learning. Seeking a balance between screen time and time away from it is an ongoing process, one that has taken on new importance in the last year and a half, since the onset of COVID-19. Even as the pandemic has required us to spend more hours in front of our screens, we have witnessed the critical need to turn away from them.

That ability to turn away from the screen has substantial benefits for us when we write. In their textbook, Writing Analytically, David Rosenwasser and Jill Stephen detail the problems that present themselves when we begin the process with our fingers on the keyboard:

“Perhaps the most common problem with writing on a computer is that this practice can lock you into a draft or a particular idea too soon. Words that come up on a screen look more like finished text than handwritten words in a notebook, and so, the problem of trying to draft and edit at the same time is more likely to arise, as is the likelihood that   you will close off fruitful options too soon by prematurely hitting the delete button. And then there is what we might call the low-hanging fruit problem: the temptation to keep interrupting ourselves to chase links to other people’s thinking (and any number of funny pet pictures) online” (125).

Rosenwasser and Stephen, professors emeriti at Muhlenberg College, note that “[w]riters tend to be more than a little divided” regarding writing on computers versus writing on paper, and they acknowledge that they “have had students who manage to capture their best ideas by jotting them down on their cell phones” (124). Still, they recommend that “at earlier stages in the writing process, and also, perhaps, in trying to work through a difficult revision, taking pen to paper might be the better tactic” (125).

Though many teachers have moved to all-digital assignments, I still require my students to draft longhand and move to the keyboard during the revision process. My initial reason for  continuing that practice was the benefits it offers us as writers, including the ones cited by Rosenwasser and Stephen. Now I realize that the benefits extend beyond writing. Putting pen to paper means less time in front of the screen. That said, drafting longhand doesn’t eliminate digital distractions for writers; it simply delays them. But the deferral alone is a plus. Even as I wrote these words that you are reading, I struggled to maintain my focus. I found myself returning to pen and paper to develop my ideas, ones that were too easily cut short when I hit the delete key.

Along with drafting handwritten assignments, my students play Scrabble once a week. Initially those weekly games served primarily as companions to their writing, exercises in word building and analysis on a smaller scale. But like writing longhand itself, Scrabble presented another opportunity to turn away from our screens.

In the process of writing this paper, I found minimal research on Scrabble, but I came across one article that focused on Scrabble in the college classroom. It mentioned that “[t]abletop games appeared to receive less attention from game researchers than video games, particularly within the postsecondary context” (289). The author of that study, Mark Hayse, co-director of the Center for Games and Learning at MidAmerica Nazarene University, drew his findings from the reports of three of his colleagues who incorporated tabletop games into their classes in Christian leadership, theology, and history. The professors’ focused their attention on the possible connections between gameplay and twenty-first century “learning and innovation skills,” also known as the “4Cs”: critical thinking and problem solving, creativity and innovation, communication, and collaboration (290).

The MNU professors’ primary research question was, “Does tabletop gameplay require the practice of 21st century skills?” (290). Their secondary question was, “What initial links might be drawn between tabletop gameplay, 21st century skill practice, and undergraduate learning?” They found that two of the four Cs, communication and collaboration, figured prominently, and the students themselves identified collaboration as the primary component of their gameplay. All three professors reported “that tabletop gameplay helped students move from classroom passivity to classroom ‘engagement’” (298). In my own classroom, I have observed the same movement from passive learning to active learning when my students play Scrabble. Sometimes they are so absorbed in their games, they are surprised to hear me announce that it’s time for their five-minute break. I also shared the MNU professors’ observation that “[e]ven though tabletop gameplay technically was coursework . . . the nontraditional nature of it seemed to render it as play more than work” (298). Even though some students don’t like the particulars of the game—such as the rule that prohibits proper nouns, acronyms, and hyphenated words—most of the students enjoy the time collaborating with their classmates on an activity that doesn’t seem like a compulsory task.

Describing the process of gameplay, one student in the MNU study said, “There were those intense suspense moments, but there was also this ‘Oh yeah, we got this’ when we were strategizing [together]” (299).  Those intense moments of suspense occur in my classes during Scrabble games when a team challenges a word and waits for me to find it in the dictionary or deem it unplayable (because it isn’t there). And there are frequent we-got-this moments when a team suddenly sees a possibility that wasn’t apparent to them before; for example: a square between two vowels where they can form two, two-letter words by playing one of seven consonants on their rack. Determining how to move forward with of only consonants or only vowels—or nearly all consonants and vowels—serve as some of Scrabble’s best opportunities for creative problem solving.

The findings of the MNU professors are markedly similar to my own classroom observations. And although adding Scrabble to the English 1103 curriculum has not been a subject of research for me, the process of writing this paper has prompted my interest in building on the study of MNU’s Professor Mark Hayse, perhaps with a project that explores the links between the problem-solving aspects of Scrabble and the writing process.

As I continue to reflect on writing longhand and playing Scrabble and how they figure in my classes, I am grateful that those practices—ones that I chose for skill development—have taken on greater importance as endeavors that lead us away from our screens.

The challenge of turning away from the digital devices that consume more and more of our lives isn’t simply a good habit to aspire to—a mere item on a list of New Year’s resolutions—instead it’s a critical need. Recent revelations regarding Facebook’s own internal research underscore the platform’s harmful effects, ones to which young people are particularly vulnerable. One of Facebook’s research reports found that “social comparison is worse on Instagram” and that the app’s Explore page, “which serves users photos and videos curated by an algorithm, can send users deep into content that can be harmful” (ctd. in Horwitz et al.).

Riana Elyse Anderson, an assistant professor of health behavior and health education at the University of Michigan, observes that “we’re watching college students really get impacted by the comparison that they’re seeing in their classmates online, in social media. They’re using comparison and they’re feeling particularly anxious about it for themselves” (qtd. in Yang).   

While Anderson notes that she’s heartened by Gen Z students’ willingness to seek mental health resources, “[i]t’s another thing, though, when . . . professors like myself are now saying, what do we do? How do we contend with teaching, with meeting, with doing the things we have to do for school” (qtd. In Yang). Many of us who teach college students find ourselves asking the same questions in the face of both our own anecdotal evidence and the reports of mental health crises on college campuses. 

Less than a month after The Wall Street Journal reported the findings of Facebook’s internal research, the University of North Carolina at Chapel Hill canceled classes after student leaders demanded a mental wellness day following the suicides of two students—and the hospitalization of another student after a suicide attempt. A 2021 study conducted by the American College Health Association “found that 48 percent of college students reported moderate or severe psychological distress, 53 percent reported being lonely, and one in four had considered suicide” (ctd. in Yang).

Facebook’s internal research includes an Instagram research manager’s report of teenagers “wanting to spend less time on Instagram . . . but lack[ing] the self-control to do so” (ctd. In Horwitz et al.). I observe that same lack of self-control in some of my students. And to help them overcome it, I follow a variation on a piece of advice from journalist and technologist William Powers. In his book Hamlet’s Blackberry, he recommends that “[e]very home could have at least one Walden Zone, a room where no screens of any kind are allowed” (191). When my students put words on paper and form words on a Scrabble gameboard, they are in the Walden Zone that I have created in the classroom, a place where we become temporarily free of the screens that occupy so many moments of our lives. In his conclusion to Walden, Thoreau remarks on “how easily and insensibly we fall into a particular route” (990). The one that leads us to our screens again and again cannot be abandoned, nor should it be, but the Walden zones we can strive to maintain offer a much-needed detour.

Annotated Bibliography

Francis, Gavin. “Scrolling.” The New York Review of Books, 23 Sept. 2021,             https://nybooks.com/scrolling/?lp_txn_id=1284156.

Gavin Francis’s essay-review “Scrolling” examines three books that explore how technology impacts our lives: Bored, Lonely, Angry, Stupid , Fragments of an Infinite Memory , and The Stars in Our Pockets. Bored, Lonely, Angry, Stupid: Changing Feelings about Technology from the Telegraph to Twitter, by Luke Fernandez and Susan J. Matt tracks changes in social norms and in human emotions occasioned by advances in technology across a couple of centuries and concludes that out twenty-first-century situation is different from earlier shifts both in the rate of change and in the problems introduced by cybertechnologies. Mäel Renouard’s Fragments of an Infinite Memory presents a series of thoughts experiments that circle the Internet’s impact on academia, our social lives, and its near-limitless capacity to fuel both nostalgia and the search for what’s new. Howard Axelrod’s The Stars in Our Pockets explores the author’s anxiety over what our phones are doing to our brains, and builds on the success of his 2015 memoir, The Point of vanishing, an account of his two-year trip to the Vermont woods after an accident in which he lost sight in one eye. His partial blinding occasioned a reckoning, a recalibration with the world.

Francis Gavin is a doctor and an award-winning author whose most recent book is Intensive Care: A GP, a Community & COVID-19 (2021). He contributes articles to The London Review of Books, The New York Review of Books, and The Guardian.

Hayse, Mark. “Tabletop Games and 21st Century Skill Practice in the Undergraduate Classroom.” Teaching Theology & Religion, vol. 21, no. 4, 2018, pp. 288–302., https://onlinelibrary-wiley-com.libproxy.highpoint.edu/doi/epdf/10.1111/teth.12456.

This qualitative study examines three cases from the disciplines of practical theology and history, utilizing the methods of video recordings, written assessments from students and professors, and student debriefing exercises. Undergraduate students and professors reflect on and self-report their experiences playing tabletop games in the classroom. They report that tabletop gameplay appears to intensify active learning, classroom engagement, and student motivation.

Mark Alan Hayse serves as Honors Program Director, Faculty Development Coordinator, and Professor of Christian Education in the Christian Ministry and Formation Department of MidAmerica Nazarene University. “Tabletop Games and Twenty-First Century Skill Practice in the Undergraduate Classroom” is his most recent publication.

Horwitz, Jeff, Deepa Seetharaman, and Georgia Wells. “Facebook Knows Instagram is Toxic for Teen Girls, Company Documents Show.” Wall Street Journal, Sep 14, 2021. ProQuest, https://libproxy.highpoint.edu/login?url=https://www-proquest-com.libproxy.highpoint.edu/newspapers/facebook-knows-instagram-is-toxic-teen-girls/docview/2572204393/se-2?accountid=11411.

In “Facebook Knows Instagram is Toxic for Teen Girls, Company Documents Show,” investigative journalists Jeff Horwitz, Deepa Seetharaman, and Georgia Wells report on Facebook’s three-year study of how its photo-sharing app affects its millions of young users. Repeatedly, the company’s researchers found that Instagram can how young women view and describe themselves.

Jeff Horwitz is a San Francisco-based technology reporter for The Wall Street Journal . He covers Facebook’s business and its impact on the world. His reporting has won repeated recognition, including a Society for Advancing Business Editing and Writing award and a Gerald Loeb Awards finalist citation for articles he produced with two colleagues about Facebook’s struggle to police hate in India. Deepa Seetharaman is a reporter covering the intersection of technology and politics from The Wall Street Journal’s bureau in San Francisco. Her stories explore the way tech companies and executives shape politics and society. Georgia Wells is a technology reporter for The Wall Street Journal based in San Francisco, where she covers the uses and abuses of social media. Her work has won recognition from the George Polk Awards, the Deadline Club, the New York Press Club and the Society for Advancing Business Editing and Writing.

Powers, William. Hamlet’s Blackberry: A Practical Philosophy for Building a Good Life in the Digital Age. Harper, 2010.

With Hamlet’s Blackberry, William Powersaims to help teach people how to connect more wisely. To that end, Powers looked to the past, where he found several precedents to both the current information age and the anxiety that has come with it. For example: The Roman philosopher Seneca, for example, was plagued by the connectedness that came along with living in the capital of a vast empire. Powers observes that “[t]here was noise and there was business,” and that “[t]here was more work, there was paperwork—it was papyrus work at the time, but it was paperwork. There was bureaucracy. There was just a lot of incoming.” Another major figure Powers examines developed his own strategies for coping with overstimulation. In William Shakespeare’s Hamlet, the title character, the Prince of Denmark, is visited by the ghost of his murdered father, who informs Hamlet that his murderer is none other than Hamlet’s uncle.

Powers notes that “Hamlet is so overwhelmed by this news, this new piece of information, that he’s not sure what to do with it.” So, Hamlet reaches into his pocket and pulls out his “tables,” an object Powers describes as a sort of proto-electronic planner. Powers says that in the Elizabethan age, tables were a new gadget designed to help people bring order to their lives. In his words, “It was basically an erasable, plaster-like surface inside of a little booklet,” one that “[y]ou could write notes during the day and then wipe them away clean at night.”

Richard Powers is an American novelist whose works explore the effects of modern science and technology. His novel The Echo Maker won the 2006 National Book Award for Fiction.[1][2] He has also won many other awards over the course of his career, including a MacArthur Fellowship. As of 2021, Powers has published thirteen novels and has taught at the University of Illinois and Stanford University. He won the 2019 Pulitzer Prize for Fiction for The Overstory.

Rosenwasser, David and Jill Stephen. “Writing on Computers vs. Writing on Paper.” Writing Analytically, 8th edition. Wadsworth/Cengage, 2019. pp. 124-25.

In “Writing on Computers vs. Writing on Paper,” David Rosenwasser and Jill Stephen examine the pros and cons of writing longhand and typing on a keyboard, and present the argument that typing, while faster, can “lock you into a draft or a particular idea too soon” (124-25).

Thoreau, Henry David. Walden; or, Life in the Woods. 1854. The Norton Anthology of American Literature: Beginnings to 1865. 9th ed. Robert S. Levine, General Editor. W.W. Norton, 2017. pp. 919-96.

Walden is a work of nonfiction by American transcendentalist Henry David Thoreau. The text is a reflection upon simple living in natural surroundings. The work is part personal declaration of independence, social experiment, voyage of spiritual discovery, satire, and—to some degree—a manual for self-reliance.

Thoreau is considered one of the major figures of Transcendentalism, the nineteenth-century movement of writers and philosophers in New England who were loosely bound together by adherence to an idealistic system of thought based on a belief in the essential unity of all creation, the innate goodness of humanity, and the supremacy of insight over logic and experience for the revelation of the deepest truths. Walden is widely regarded as a literary classic. 

Yang, John. “College Students’ Stress Levels are Bubbling Over.” PBS News Hour, 2 Nov. 2021, https://www.pbs.org/newshour/show/college-students-stress-levels-are-bubbling-over-heres-why-and-how-schools-can-help.

In “College Students’ Stress Levels are Bubbling Over,” PBS News Hour correspondent John Yang reports on how during the pandemic, colleges and universities have been struggling to cope with ever-increasing levels of mental distress among students. He notes that a recent study by The American College Health Association found that one in four students had considered suicide.

John Yang is a special correspondent for the PBS News Hour. He previously worked for NBC as a correspondent and commentator, covering issues for all NBC News programming, including NBC Nightly News with Brian WilliamsToday, and MSNBC. He has also worked for ABC News as a correspondent.

Posted in English 1103, Scrabble, Teaching

Irritable Vowel Syndrome, Part I

Knowing words with multiple vowels proves useful when you’re faced with a rack of mostly, or all, vowels. Here’s a list twenty-five four-letter words with three vowels:

  • aeon: a long period of time (also eon)
  • agee: to one side (also ajee)
  • agio: a surcharge applied when exchanging currency
  • ague: a sickness associated with malaria
  • ajee: to one side (also agee)
  • akee: a tropical tree
  • alae: wings (pl. of ala)
  • alee: on the side shielded from wind
  • amia: a freshwater fish
  • amoa: a kind of small buffalo
  • awee: a little while
  • eaux: waters (pl. of eau)
  • eide: distinctive appearances of things (pl. of eidos)
  • emeu: an emu
  • etui: an ornamental case
  • euro: an Australian marsupial, also known as wallaroo, for being like the kangaroo and the wallaby; also a unified currency of much of Europe
  • ilea: the terminal portions of small intestines (pl. of ileum)
  • ilia: pelvic bones (pl. of ilium)
  • jiao: a Chinese currency (also chiao)
  • luau: a large Hawaiian feast
  • meou: to meow
  • moue: a pouting expression
Posted in Check, Please!, English 1103, Teaching

ENG 1103: Collaboration and Review

Yesterday in class you began planning collaboratively for the group presentations that you will deliver in class next Monday, October 24.

These presentations serve three purposes: 1) They are an exercise in reviewing one of the lessons in the Check, Please!, 2) an exercise in collaboration, and 3) they offer practice in and oral communication.

For more details on the assignment, see the handout that I distributed in class yesterday. If you were absent, you can download a copy from Blackboard.

Next Up

In class tomorrow you will begin planning and drafting your final essay and annotated bibbliography.

Posted in English 1103, Scrabble, Teaching

ENG 1103: Constant Consonants? Hmm

Playable all-consonant words include these:

  • brr: used to indicate that one is cold
  • crwth: an ancient stringed instrument (pl. -s)
  • cwm: a cirque (a deep, steepwalled basin on a mountain, pl. -s, prounounced to rhyme with “boom”)
  • hm: used to express thoughtful consideration (also “hmm“)
  • mm: used to express assent or satisfaction
  • nth: describing an unspecified number in a series
  • phpht: used as an expression of mild anger or annoyance (also “pht“)
  • psst: used to attract someone’s attention
  • sh: used to urge silence (also “shh” and “sha“)
  • tsk: to utter an exclamation of annoyance (-ed, -ing, -s)
  • tsktsk: to “tsk” (-ed, -ing, -s)

Learning these words will enable you to continue the game when you’re faced with a rack without vowels.

Posted in English 1103, Reading, Teaching, Writing

ENG 1103: Writing the Midterm Reflection

This morning in class you will plan and draft a short midterm reflection essay that documents your work in the first weeks of the semester, focusing on what you consider your most significant work and the feature or features of the course that have benefited your development as a writer and a student. Features to consider include the following:

  • Planning, drafting, and revising your literacy narrative and your analysis
  • Keeping a journal
  • Completing Check, Please! assignments
  • Studying one of the readings examined class, including “Blogs vs. Term Papers,” “Skim Reading is the New Normal,” “Me Talk Pretty One Day,” “The Day that Language Came into My Life,” ‘Back Story” (from The Blind Side), “The Falling Man,” the sample literacy narrative and analysis, “Another Way with Words” and “On Its Face, Who Could Disagree with the Transformation?,” and The Competition, The New Yorker cover by Ian Falconer.
  • Writing for an online audience beyond the classroom/creating and maintaining a WordPress blog
  • Collaborating with your classmates on in-class writing assignments
  • Playing Scrabble/Collaborating with your teammates on Wordplay Day
  • Writing longhand
  • Limiting screen time

You will include in your reflective essay the following elements:

  • An opening paragraph that introduces your focus and presents your thesis
  • Body paragraphs that offer concrete details from your work to support your thesis.
  • A quotation or paraphrase from Writing Analytically and a quotation or paraphrase from one additional relevant source. Introduce your quotations/paraphrases with signal phrases and follow them with parenthetical citations where needed.
  • A conclusion that reiterates the thesis without restating it verbatim
  • MLA-style works cited entries for your sources

SAMPLE MLA WORKS CITED ENTRIES

Junod, Tom. “The Falling Man.” Esquire, vol. 140, no. 3, Sept. 2003, pp. 176+. Gale Academic OneFile Selecthttps://link.gale.com/apps/doc/ A106423422/EAIM?u=hpu_main&sid=bookmark-EAIM&xid=ce48797f.

Keller, Helen. “The Day Language Came into My Life.” Chapter Four. The Story of My Life. ttps://digital.library.upenn.edu/women/keller/life/life.html.

Lewis, Michael. Chapter One: “Back Story.” The Blind Side. 2006. Norton, 2009. pp.15-16.

Lucas, Jane. “Another Way with Words.” Jane Lucas, 13 Sept. 2022, https://janelucas.com/2022/09/13/eng-1103-another-way-with-words-2/

—. “On its Face, “‘Who Could Disagree with the Transformation?’: Revisiting Richtel’s Report on the Blog-Term Paper Question.” Jane Lucas, 28 Sept.. 2022, https://janelucas.com/2022/09/28/eng-1103-revising-your-analysis/.

Richtel, Matt. “Blogs vs. Term Papers,” The New York Times, 20 Jan. 2012,  https://www.nytimes.com/2012/01/22/education/edlife/muscling-in-on-the-term-paper-tradition.html.

Rosenwasser, David and Jill Stephen. “Analysis Does More than Break a Subject into Its Parts.” Writing Analytically, 8th edition. Wadsworth/Cengage, 2019. pp. 4-5.

—“Making an Interpretation: The Example of a New Yorker Cover. Writing Analytically, 8th edition. Wadsworth/Cengage, 2019. pp. 84-89.

—. “Integrating Quotations.” Writing Analytically, 8th edition. Wadsworth/Cengage, 2019. pp. 231-33.

—. “Writing on Computers vs. Writing on Paper.” Writing Analytically, 8th edition. Wadsworth/Cengage, 2019. pp. 124-25.

Sedaris, David. “Me Talk Pretty One Day.” Me Talk Pretty One Day. Little, Brown, 2000. 166-73.

Wolf, Maryanne. “Skim Reading is the New Normal. The Effect on Society is Profound.” The Guardian, 25 Aug. 2018, https://www.theguardian.com/commentisfree/2018/aug/25/skim-reading-new-normal-maryanne-wolf.

Posted in English 1103, Teaching, Writing

ENG 1103: From Observation to Implication

Falconer, Ian. The Competition. 2000. The New Yorker, 9 Oct. 2000. Copyright 2000 Condé Nast Publications, Inc.

This morning in class, we examined Ian Falconer’s The Competition, and you read two possible interpretations that the authors of Writing Analytically offer. As a group exercise in moving from observation to implication, you collaboratively composed a statement that included a detail that led you to find the first or second possibility more plausible.

Here are sample claims for each of the two interpretations:

The contrast between the raven hair and eyes of Miss New York and the platinum-blonde and pale-eyed contestants from Georgia, California, and Florida in The New Yorker cover The Competition by Ian Falconer suggests what the authors of Writing Analytically present as the first of two possible interpretations: The cover “speak[s] to American history, in which New York has been the point of entry for generations of immigrants, the ‘dark’ (literally and figuratively) in the face of America’s blonde European legacy” (Rosenwasser and Stephen 89).

The self-satisfied expression of Miss New York in The New Yorker cover The Competition by Ian Falconer suggests what the authors of Writing Analytically present as the second of two possible interpretations: “[T]he magazine is . . . admitting , yes America, we do think that we’re cooloer and more individual and less plastic than the rest of you, but we also know that we shouldn’t be so smug about it” (Rosenwasser and Stephen 89).

As you continue to revise your analysis, review these samples as models for your own shift from observation to implication in your analysis. Also note that each one is a statement that presents a quotation as an appostive, which is a word or group of words that explains the noun it follows. In each case, the noun is “interpretation” and what follows is the specific interpretation itself.

Work Cited

Rosenwasser, David and Jill Stephen. Chapter 3: “Interpretation: Moving from Observation to Implication.” Writing Analytically, 8th edition. Wadsworth/Cengage, 2019. pp. 70-97.