Thursday, May 08, 2003

Gatsby Final Commentary   Folks:   In many ways there is a deep ambiguity in New York, a place of exchange, a place of hopes and failures, a place of rich and poor, a city of people moving up, moving down. This dichotomy is suggested in the people and dreams of The Great Gatsby. Take a few moments and write in response to the following: What was Gatsby's gift of hope? How does this echo in your project? What is the "foul dust"? and how does this come into being in your project? …it was an extraordinary gift for hope, a romantic readiness such as I have never found in any other person and which it is not likely I shall ever find again. No--Gatsby turned out all right at the end; it is what preyed on Gatsby, what foul dust floated in the wake of his dreams that temporarily closed out my interest in the abortive sorrows and short-winded elations of men. (6-7) Write in Word and paste in the "comment" section 8:09:35 AM    comment []

	Friday, May 02, 2003

New York -- The Visual Essay: Concept Development As you work on your visual essay on interpretations of New York past and present, you need to think hard about how to weave into your piece the several required threads: the historical interpretations from Homberger, the literary visions of New York we've seen in Doctorow, Fitzgerald, the ideas in Ken Burns and Ric Burns's documentaries. Use this space to conduct the intellectual element of your work, the give and take of ideas thought through diligently. In the three spaces below, deal with IDEAS within your own essay, the ideas that each member of the group wants to weave into the project, ideas that include all your learning. 8:59:09 AM    comment []

The Broadway Group Conduct your conversation on concepts in the comment section below. -- PJClements (1) 8:51:45 AM    comment []

The Lexington Group Conduct your conversation on concepts in the comment section below. -- PJClements (2) 8:50:38 AM    comment []

The 5th Avenue Group Conduct your conversation on concepts in the comment section below. -- PJClements (3) 8:48:40 AM    comment []

	Friday, April 25, 2003

A Visual Essay We've asserted that Ric Burns's piece New York: A Documentary Film is a sort of visual essay, but we've not defined that term, especially in light of our next project assignment. So, let's take a few minutes and comment below on how this piece could be seen as a "visual essay." How should we define the term? How could we think of using it? What might go into the construction of a "visual essay"?  9:12:27 AM    comment []

	Tuesday, April 01, 2003

Ragtime -- Significant Passage Commentary From the chapters at the end of the novel, examine closely the passage assigned from Tuesday's class, and consider the layers of meaning it holds. Following the "Significant Passage Technique," comment on the importance of the passage, paying special attention to how your passage contributes to the layered quality of the novel. Write in Word, and post your commentary on the Weblog. 1:19:48 PM    comment []

	Friday, March 28, 2003

Ragtime -- The Gathering Storm Take a moment and re-read pp 174-177 in Chapter 28 of Ragtime, and focus on two characters and their situations: Coalhouse Walker and either Father or Mother. Then, explore in writing, and post below, what is for them, a “gathering storm.” 9:10:10 AM    comment []

	Tuesday, February 25, 2003

Commentary on the Video Project Process Consider the issues we just discussed in our class brainstorming, and then take some time to compose a commentary on what you learned in this experience: What worked well, and perhaps not as well, for you, not only individually but also as a member of your work group. What did you learn? What skills did you practice? What were your contributions? What did you learn about your colleagues in this process? How is the world just s slightly different shape for you now? -- PJClements Consider writing in MSWord and then pasting your response into the "comment" section below.  10:00:35 AM    comment []

	Thursday, February 20, 2003

Passage Commentary -- The Merchant of Venice -- Act III. In Act III of The Merchant of Venice, as several threads of plot begin to intertwine, Shylock realizes that his daughter Jessica, loaded with riches, has fled him for Lorenzo. At the same time, we all learn that Antonio has “a ship rich with lading” wreck somewhere in the English channel. Shylock replies to Solarino’s hope that Shylock might not “take his [Antonio’s] flesh” if Antonio were to default on his “bond” with Shylock, with a withering speech (III.i.49 et seq.). Reread this fierce speech carefully, especially its conclusion, and then reply thoughtfully to the following questions. What is the cause of the “revenge” that Shylock notes for both Christian and Jew, and how does this help clarify what Shylock means when he says “The villainy you teach me I will execute, and it shall go heard but I will better the instruction”?(III.i.66-7) Though there are clear and obvious differences, in what ways are Antonio and Shylock, or Antonio’s and Shylock’s situations, similar? It might be wise to compose your reply using MSWord. Then click “comment” below, follow instructions, and paste your reply. -- PJC 9:18:10 PM    comment []

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