Checklist for Last Day of Class

Make sure the following materials are handed to me in class in the following order:

1. Final Augmentative Research Paper

(a) Supplemental materials

                  - Research Worksheet

                  - Outline

                  - Works Cited draft

                  - Workshop Sheets

(b) Final Research Paper

                  - Paper

                  - Works Cited page

2.  Job Materials

(a) Cover Letter

(b) Resume

                  - Make sure you posted your job description on the blog

Job Posting Homework

Reply to this post with a REAL job/internship title, company name, summary of the job description, and link to that job.

Places you to consider conducting your job search:

Idealist.org
UH Manoa Career Center
Political Science Internships
Health & Law Internships
State Jobs/Internships
Internmatch
Government Jobs
UH Employment
Craigslist.org

For example:

Position: Writer Internship
Company: The Borgen Project
Description: This is a 12-week, part-time internship and is unpaid. Ability to work from home with a flexible own schedule, but must be able to meet weekly deadlines/duties which include: writing blog posts, doing research, writing web content, editing, assisting with fundraising, and attend a weekly conference call.
Link: http://www.idealist.org/view/internship/8X4BMgHXSHSP/

Thesis Presentations online.

In the comments section here I have included thesis statements that we did NOT get a chance to discuss in class today. Everyone must comment on ALL of them by replying to the comment! Feel free to ask questions, give suggestions, or give other critically helpful comments to Jason, Andee, Michael, and Megan.

Thesis Statements & Presentations

Post your thesis statements in the comments section of this post.


For your THESIS PRESENTATION you will:

- Read your thesis statement in front of the class
- Answer the following questions:

• What is the research problem?
• What is your claim? Is it disputable?
• How is your thesis like a roadmap?
• What kinds of sources will you be looking for? What kinds of sources do you already have? 
• What challenges to you face going forward for the research paper?

You will answer any questions at the end of the presentations.

HOMEWORK: Topics & Questions

You will be sent a PDF called "Topics to Questions" to read over the weekend. This will help you confirm your research topic, as well as understand why and how it's necessary to ask research questions.

In the comments field below, post your Research topic and THREE research questions you have as now by MONDAY, NOV 11th at 5pm.

Intro - Lit Review

Quiz Intro

The ending of a poem serves as a final thought, but can also be ambiguous which lets the reader participate in making meaning of the poem. The poet Elizabeth Bishop ends her well-known poem The Fish with the line "was rainbow, rainbow, rainbow! / And I let the fish go." (The Academy of American Poets). This ending includes assonance and repetition; two kinds of literary devices that help the audience interpret the ambiguity of the poem. An older poet and contemporary of Bishop, William Carlos Williams, ends his well-read poem This is Just to Say, with the lines: "...so sweet / and so cold" (The Academy of American Poets). Like Bishop, Williams, uses assonance and repetition, in the end of this poem to create ambiguity. While both literary devices both create ambiguity--they also offer different moral possibilities. 


Corrected

The ending of a poem serves as a final thought, but can also be ambiguous. This ambiguity lets the reader participate in making meaning of the poem. The poet Elizabeth Bishop ends her well-known poem “The Fish” with the lines "was rainbow, rainbow, rainbow! / And I let the fish go" (The Academy of America Poets). This ending includes assonance and repetition, two kinds of literary devices that help the audience interpret the ambiguity of the poem. An older poet, and contemporary of Bishop, William Carlos Williams, similarly ends his well-read poem “This is Just to Say” with ambiguity.  The lines “so sweet / and so cold" (The Academy of America Poets) contain assonance and repetition as well.  While both literary devices create ambiguity, they also offer different moral endings as possibilities. 

Sample Conclusion

As discussed in this paper, the ending of a poem is integral to how the reader interprets the poem's entirety. While assonance and repetition aren't the only way to achieve ambiguity at the end of a poem, these literary devices have obvious roots in Bishop and Williams' work. Some people prefer their endings to be neat and tidy, pointing to a singular way of understanding language. Personally, I enjoy an ending that offers ambiguity; I like to mediate on an idea and come to my own conclusions rather than be told what to think. Williams once wrote, "That which is possible is inevitable," which speaks to the value and necessity of individual reader's interpretations of poetry. Without a bit of ambiguity, discovering  a poem's meaning wouldn't be as open to inquiry, nor would it be as pleasurable to read.

Poetry Group Work

Each group will be assigned a poem to analyze. After your group discusses the poem, you will present your work to the class. For your presentation, you will answer the following:

1. Find three SOUND devices (alliteration, assonance, consonance, rhyme, or rhythm) in the poem and explain why that sound is important for your understanding of the poem. How sound contributes to the tone and the meaning of the poem? Also, is there an absence of sound? If so, how does this also contribute to your understanding of the poem?

2. Look at the FORM/STRUCTURE of the poem. How is it composed? Discuss line length, stanzas, syllables, and space. Is there repetition in this poem?  Discuss how the form/structure of the poem helps you understand how this poem wants to be read.

3. MEANING: Who are the characters in this poem? Is there a narrative? Is there ambiguity in the poem? Allusion? An epigraph? Maybe an oxymoron (when contradictory terms are combined)? How do all these elements help you understand the general meaning of the poem?

4. FIGURATIVE LANGUAGE helps us understand the poem in interesting ways. Find THREE examples of figurative language: simile, metaphor, personification (Add this to your list - it's when you give inanimate objects human characteristics. For example, "the lamp shed a tear."), hyperbole (an exaggeration), and cliches. How does each example help you find an under-the-surface meaning?

5. How is the title of the poem significant to your understanding of the poem?