culture one

Final essay

2009-11-26T16:14:00.001-08:00

Hi all,

These are the instructions, marking criteria and guidelines to write your final essay:

http://owl.english.purdue.edu/owl/resource/685/01/

http://depts.washington.edu/pswrite/grading.html

1. Write about 1000 words.
2. Write a catchy title that is clearly linked with your writing
3. State your purpose clearly at the beginning. Explain structure of the essay.
4. Each paragraph should contain a clear idea.
5. Use linking words between paragraphs to make the text flow.
6. Give your opinion and clearly explain your rationale behind your thinking.
7. Write a conclusion that clearly summarises the main points you´ve raised, and that shows your critical engagement.

Deadline, Friday 4 at 12.00. Please leave two copies with Normita and upload it to your blog. Also, you´ll have to upload your outline the latest Sunday 29 at midnight.

See you tomorrow,

Claudia

Auden post

2009-11-22T07:50:00.000-08:00

Dear all,

Please remember to post your commentary on Auden´s poem by midnight, and make decisions towards what your final essay will be about so that you write your outline on our last session on Friday.

Deadline to hand in your essays will be Friday December 4 at noon (12.00). You´ll have to upload them to the blog and leave two printed copies with Normita.

Thank you. See you tomorrow,

Claudia

W.H. Auden

2009-11-10T17:34:00.000-08:00

Dear all,

Next session will be devoted to study of one of W.H.Auden´s most famous poems "September 1, 1939" . You´ll find it in the following link

http://www.poemdujour.com/Sept1.1939.html

After reading it discuss the following questions:
1. What do you think the last two lines of the second stanza refer to?
2. What political and historical events does the poems address?
3. What attitudes towards patriotism does the poem take?
4. What do you think the poet means by

"The strength of Collective Man"
"Out of the mirror they state, Imperialism´s face. And the international wrong".
"There is no such thing as the State"

5. What is the relevance of this poem to our times?

Also, remember to post a comment about "The Waste Land" by Eliot. Deadline Sunday15.

See you,
Claudia

T.S. Eliot

2009-11-02T15:29:00.001-08:00

Dear all,

T.S. Eliot was born in the USA but at the the age of 25 went to live in London, and at 35 became a British citizen. He worked as a bank clerk and later became an editor for the publishing house Faber. During World War II, he served as an air-raid warden. His influence on the next generations of English poets was enormous. One of his most well known poems is "The Waste land" written in 1922, in which he complains about the lack of meaning of contemporary city life. In one of his essays about poetry "The music of poetry" 1942, he wrote: "It is not necessary in order to enjoy the poem, to know what the dream means; but human beings have an unshakeable belief that dreams mean something..."

You´ll find the poem in the following link

http://www.bartleby.com/201/1.html

Read it, think of the title, sub-titles, images, characters, date in which it was written....

Also, please remember to write your post about "The Rocking-Horse Winner" and "Odour of Chrysanthemums" by D.H. Lawrence. Deadline Sunday 8.

Claudia

Friday session

2009-10-28T01:48:00.000-07:00

Dear all,

This Friday will be devoted to finishing the last 3 presentations, and to the analysis and discussion of "The Rocking-horse winner".

Attached you´ll find a link to the "Odour of Chrysanthemums" which you should read for Friday too as we will try and draw comparisons between the two stories.

http://shortstoryclassics.50megs.com/lawrencechrysanthemums.html

See you next class,

Claudia

2009-10-22T11:50:00.000-07:00

Dear all,

We will read two stories by D.H. Lawrence. The first one "The Rocking-Horse Winner" can be found in the following link. You should read for Monday 26.

http://www.literature.org/authors/lawrence-david-herbert/the-woman-who-rode-away-and-other-stories/part-12/index.html

1. What do you think is the main conflict in the story?
2. Describe the characters
3. Discuss the opposition between being lucky and rich
4. What does the rocking-horse represent?
5. Discuss the ending of the story.

See you,
Claudia

About Virginia Woolf

2009-10-11T05:58:00.000-07:00

Dear all,

Please remember to post your entry about Virginia Woolf´s "A room of one´s own". Deadline Tuesday 13 at midnight.

You may decide to focus your reflections on the main issues, or on one of them:

1. Gender issues

2. The need to have a space, both real and metaphorical to write

3. The importance of money to have that space

4. The art of writing and the impact of "interruptions" when writing

5. The stream of consciousness

6. Leisure and time to think, etc.

Also, if you wish to refer to the story "The mark on the wall" you are very welcome to do so.

Enjoy the rest of the weekend!!

Best,

Claudia

Oliver Twist

2009-09-27T16:04:00.000-07:00

Hello everybody,

Please remember to post your entry on "Oliver Twist". Deadline tonight!!

You may decide to focus on the metaphors found in Dickens´s writing or on the keystones of the Victorian times. How are they represented in Oliver Twist?

About Virginia Woolf, please listen to the following interview to Norma Clarke (author of The Rise and Fall of the Woman of Letters), and Amanda Craig who is a modern woman writer.

http://www.bbc.co.uk/radio4/womanshour/2004_30_mon_03.shtml

What´s Amanda´s view of having a room of one´s own to write?

What does she think about women writers today?

What does Norma think about the idea of the room? Has it been harmful or not?

Claudia

The signal-man

2009-09-20T14:47:00.001-07:00

Dear all,

As I mentioned on our last session, deadline to write the post about the signal-man is tonight!!

Please remember to do so.

See you tomorrow,
Claudia

The signal-man

2009-09-10T12:15:00.000-07:00

Dear all,

Tomorrow´s session will be devoted to discussing the short ghost story "The signal-man" by Dickens.

To help contextualise its writing, it´s useful to know that "The Signal Man" was written after a railway accident which took place in 1865 that had a great impact on Dickens´s life.

On our discussion of the story think of the following:

What does the train represent?
Think of the opposition between isolation and community.
Think of the issue of social responsibility
How is modernity depicted in this ghost story?

See you in class,
Claudia

http://www.gutenberg.org/ebooks/1289

Keynotes of the Victorian Age

2009-09-06T18:13:00.000-07:00

Before reading Dickens´s stories, please take a look at the following keynotes about the Victorian Age. Discuss the central metaphors in Dickens´s writing. To what extent do you think they depicted the main problems of the Victorian Age?

Keynotes of the Victorian age: progress, expansion, power and mobility (See Poplawski, P. (2008). English Literature in Context. CUP)

1830 Opening of railway lines in Britain: advancement, growth and difussion, awareness of interconnectedness, invention.

Print culture proliferated and literacy rates increased

Influence of the Romantic era on Victorian writers: ideas of liberty, individualism, the nature of subjectivity, emphasis on the self, emotion, imagination, relationship between man and the natural world.

Social responsibility of the artist.

The Victorian age witnessed the boom of economic expansion, transformation and hope in the first period, while in the second, it witnessed uncertainty and doubt.

Dickens´s fiction central metaphors: Fog, contagion, the prison. These three metaphors were best embodied in the word disease, both literal and figurative (cholera was a common disease at the time and it hit working-class communities very hard in the years 1831, 1848, 1853 and 1866). In Dickens´s writings one finds the idea of disease that spread through modern society and it immobilised it. His desire to represent the social realities of urban life are found in most of his writings. In "Oliver Twist" (1837-1838), the author depicts his own suffering during his childhood. At the age of 12 he starts working in a blacking factory. His family is sent to prison due to debt. He isn´t but this traumatic experience would influence his writing very much. At the age of 15 Dickens starts working as a free-lance writer.

Also, please remember to post your entry about Frankenstein. Deadline Sunday 14. You may use the words listed below (Thank you Carolina!!) which were the result of your own reflection and discussions.

Consequences

Regret

Loneliness

Emptiness

Family

Self-esteem

Hate

Senses

Happiness

Marginalization

Frustration

Mistakes

Maternity

Beliefs

Problems

Feelings

Overwhelming

Rejection

Morality

Discrimination

Injustice

Acceptance

Love

Forgetfulness

Emotions

Lack of satisfaction

Identity

Society

See you in class,

Claudia

Frankesntein

2009-08-27T18:09:00.000-07:00

Dear all,

Before we start the analysis of Frankenstein by Mary Shelley, I would like you to take a look at this picture. Think of how many similar pictures you´ve seen based on the novel, have you seen any of the films...?

Now be ready to listen to a fanstatic interpration of the novel...enjoy it!!

For next session please read the article provided in the following link

http://www.kimwoodbridge.com/maryshel/knowledge.shtml

What aspects of Mary Shelley´s novel does the author of the article want to emphasise?

Claudia

Wordsworth

2009-08-25T12:30:00.000-07:00

Dear all,

I have uploaded my latest presentation to the virtual. Please write your personal reflection after reading Keats´s poem "When I have fears that I may cease to be". Deadline Sunday 30.

About Wordsworth, follow the link below...listen to the poem, watch the video and be ready to write your reflection. What do the daffodils mean in the poem? What is the relationship between nature and the poet? Explain the following stanza "A poet could not but be gay, In such a jocund company". Deadline Sunday September 6. You may also decide to draw a comparison between the four Romantic poets/poems we have read.

http://www.youtube.com/watch?v=gS9-tEbv75E

On Friday we will start discussing "Frankenstein". I hope you´ve made progress with the reading.

See you then,
Claudia

Keats

2009-08-20T08:31:00.001-07:00

Dear all,

Tomorrow´s session will be devoted to reading, appreciating and discussing one of the most beautiful poems written by John Keats "When I have fears that I may Cease to be".

Here is a link to a video where you can listen to the poem...its music...its melancholy

http://www.youtube.com/watch?v=asGolDPXMoo

and the written version...

When I have fears that I may cease to be

Before my pen has glean'd my teeming brain,

Before high-piled books, in charactery,

Hold like rich garners the full ripen'd grain;

When I behold, upon the night's starr'd face,

Huge cloudy symbols of a high romance,

And think that I may never live to trace

Their shadows, with the magic hand of chance;

And when I feel, fair creature of an hour,

That I shall never look upon thee more,

Never have relish in the faery power

Of unreflecting love;--then on the shore

Of the wide world I stand alone, and think

Till love and fame to nothingness do sink.

I will upload my previous presentation to the virtual so that you write your post on Coleridge´s poem. Deadline Sunday night. You can choose any of Coleridge´s quotations included in the presentation and discuss how they relate to the poem.

See you,

Claudia

Kubla Khan

2009-08-16T16:12:00.000-07:00

Dear all,

Below you´ll find a Spanish translation of the poem. I hope this helps you understand, appreciate and enjoy this poem better:

Kubla Khan

•En Xanadu Kubla Khan decretó
•Un solemne edicto de la cúpula del placer:
•Donde Alph, el río sagrado, fluía
•A través de cavernas inescrutables para el hombre
•Hacia un mar sombrío.
•Diez mil millas de suelo fértil
•Con muros y torres fueron rodeados;
•Y había jardines que brillaban con sinuosas plantas,
•Donde florecían numerosos árboles de incienso;
•Y aquí, los bosques, tan antiguos como las colinas,
•Abrazaban rayos de luz entre el follaje.
•¡Pero! ! ¡Ese abismo encantador que se inclinaba
•Bajo la colina cubierta de raíces de cedro!
•¡Ese lugar salvaje! Por siempre sagrado y encantado,
•Bajo una luna menguante fue perturbado
•¡Por una mujer que sollozaba por su amante!
•Y del abismo, con furibunda e incesante confusión,
•Como si la tierra respirase atenazada,
•Una poderosa fuente surgió de pronto:
•Entre su rápida cadencia entrecortada
•Grandes fragmentos saltaban como ráfagas de lluvia,
•O como espigas bajo el filo de la guadaña:
•Y en medio de esas rocas danzarinas,
•de una vez y para siempre,
•Brotó el río sagrado.
•Cinco millas serpenteando como un laberinto,
•Entre bosques y valles corría el río sagrado,
•Hasta alcanzar las cavernas inescrutables para el hombre,
•Y se sumergía en un océano sin vida, con gran conmoción:
•¡Y entre el caos formidable, Kubla escuchó lejanas
•Voces ancestrales profetizando guerra!
•La sombra de la cúpula del placer
•Flotaba en medio de las olas;
•Allí se dejaba oír la confusa melodía
•De la fuente y las cavernas.
•Era un milagro, un extraño prodigio,
•Una luminosa cúpula del placer con entrañas de hielo!
•Una doncella con una cítara
•En una visión admiré:
•Era una joven abisinia,
•Y con el instrumento se acompañaba,
•Para cantar la belleza del Monte Abora.
•Podría revivir en mí
•Su melodía y su voz,
•A tal placer yo sucumbiría,
•Y con notas altas y prolongadas
•Aquella cúpula en el aire construiría,
•¡Esa soleada cúpula! ¡Esas cavernas de hielo!
•Y todos los que de ella han oído la verían allí,
•Y todos romperían a llorar. ¡Cuidado! ¡Cuidado!
•¡Sus ojos centelleantes, su cabello flotante!
•Ondean un círculo a su alrededor,
•Y cierran tus ojos con sagrada reverencia,
•Porque él se alimentó del rocío,
•Y bebió la leche del Paraíso.

Claudia

Blake´s world

2009-08-15T14:43:00.000-07:00

Dear all,

Last session we read and tried to understand the poem The Little black boy included in the Songs of Innocence (1789) by William Blake (1757-1827).

As many of you very well pointed out, the poem is full of biblical references, which were very prominent in Blake´s poetry.

According to Trejo (2007), Blake´s world was a unity inhabited by Man and God. Inspiration was a keystone in his poetry as opposed to rationality. But, there was no such thing as black and white in Blake´s world. On the contrary, oppositions such as present and past, eternity and instant, tangible and intangible, coexisted and transformed the understanding of Man in the world. More than oppositions, what Blake´s poetry offered was a binary system where everything was symmetrical. Thus, "I" for Blake was an entity which equated divinity. For Blake Man didn´t differentiate from God in that he is also eternal.

After reading the poem, which of the keystones in Blake´s poetry do you think are present in "The Little Black boy"? Post it on your blog in about 150 words, deadline Sunday 16.

Finally, as next session will be devoted to discussing Coleridge´s famous poem "Kubla Khan", please click on the following link..

http://www.wsu.edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/coleridge.html

Enjoy the reading!!

Claudia

2009-08-09T15:56:00.000-07:00

Dear all,

As we study the so called "Romantic Poets" let´s first consider what Romanticism means (From English Literature in Context by Paul Poplawski (Ed.), 2008).

The Romantic period covers the period between the 1780s and 1830s although some authors argue that the period starts in the 1760s and it finishes in the 1850s.

Romantic refers to a kind of writing in opposition to neo-classicism in which "reason" dominated.
It marked a profound change in sensibility as a violent reaction to 18th century "reason".

The most representative British Romantic poets are William Blake, William Wordsworth, Samuel Taylor Coleridge, Percy B. Shelley, John Keats and Lord Byron.

Romanticism was apparently inspired by te political revolutions of America in 1776 and France in 1789, and therefore the products of Romanticism were often radical.

Characteristics:
Romantic poets affirm the creative powers of the imagination.

They introduce us to a new way of looking at nature which becomes the main subject of their work. The "Unity of being" or transcendence can be achieved through communion with nature: mountains, glaciars, storms, strange and exotic settings.

Romantic poets often write about the nature of the individual self and the nature of individual experience. They also show high regard for the figure of the artists.

Below you will find the poem "The little black boy" by William Blake. Read it, what images does it evoke? What is the relationship between the mother and the boy? Think of the contrast between black and white, how is it presented, what does it represent?

THE LITTLE BLACK BOY

My mother bore me in the southern wild,
And I am black, but oh my soul is white!
White as an angel is the English child,
But I am black, as if bereaved of light.
My mother taught me underneath a tree,
And, sitting down before the heat of day,
She took me on her lap and kissed me,
And, pointed to the east, began to say:
"Look on the rising sun: there God does live,
And gives His light, and gives His heat away,
And flowers and trees and beasts and men receive
Comfort in morning, joy in the noonday.
"And we are put on earth a little space,
That we may learn to bear the beams of love
And these black bodies and this sunburnt face
Is but a cloud, and like a shady grove.
"For when our souls have learn'd the heat to bear,
The cloud will vanish, we shall hear His voice,
Saying, 'Come out from the grove, my love and care
And round my golden tent like lambs rejoice',
" Thus did my mother say, and kissed me;
And thus I say to little English boy.
When I from black and he from white cloud free,
And round the tent of God like lambs we joy
I'll shade him from the heat till he can bear
To lean in joy upon our Father's knee;
And then I'll stand and stroke his silver hair,
And be like him, and he will then love me.

Claudia

your essays

2009-07-11T17:12:00.000-07:00

Hi all,

I´m happy to see that most of you have uploaded and sent your essays to me. The ones who haven´t done so yet, have been in touch and have explained their reasons.

Please remember to send the essay via email to me. Also, please be reminded that I will collect them on paper too to facilitate the marking process. Since there are still some people who haven´t finished because of the flu, I will collect them all on Wednesday after 12.00.

Finally, I have had problems accessing the virtual since yesterday. As I need to finalise the marking of the pending presentations too, could the following people send their presentations to my gmail? Thanks a lot!!

Pamela
Alicia
Salomón
Luis
Victoria
Nataly
Paulina
Patty

I will send the marks to each of you individually once I have finished the marking.

Enjoy the winter break!!
Claudia

Final essay

2009-07-03T07:37:00.000-07:00

Dear all,

Time goes by so...quickly. Last class you did a very good job trying to share your summaries of "Sense and Sensibility" with your classmates. This technique called "story telling" can be adapted to different scenarios and levels.

As we didn´t finish "telling" the whole story, I have asked people to send a message to their classmates or rather post a summary on the blogs.

Finally, if you decide to write your essay on "Sense and Sensiblitity" you may focus on some of the main conflicts:

1. Marrying for love or money
2. Social status and love
3. The development of the opposition between sense and sensibility in the novel

or else

4. How could this Romantic novel be used in an EFL class
5. other

To write the essay you can follow these guidelines and links:

http://owl.english.purdue.edu/owl/resource/685/01/

http://depts.washington.edu/pswrite/grading.html

1. Write about 1000 words.
2. Write a catchy title that is clearly linked with your writing
3. State your purpose clearly at the beginning. Explain structure of the essay.
4. Each paragraph should contain a clear idea.
5. Use linking words between paragraphs to make the text flow.
6. Give your opinion and clearly explain your rationale behind your thinking.
7. Write a conclusion that clearly summarises the main points you´ve raised, and that shows your critical engagement.

Deadline, July 10.

You´ve got to upload your essay on your blog, send it to me via email as a word document, and leave a copy at the English Department.

Good luck!!
Claudia

Sense and Sensibility

2009-06-14T17:07:00.000-07:00

Dear all,

Here is the link to Jane Austen´s masterpiece "Sense and Sensibility"

http://www.gutenberg.org/files/21839/21839-h/21839-h.htm

We will discuss it on the week of June 22.

See you soon,

Claudia

2009-05-24T15:49:00.000-07:00

Dear all,

Here are some ideas that might help you decide what topic to choose for your presentations, but you may very well decide to focus on other issues that are not mentioned in the examples below..

About Beowulf:

1. Discuss the heroic character of Beowulf.

2. Paganism versus Christianity: references to the bible in Beowulf.

3. The importance of the anglo-saxon epic poem for English Literature

About Chaucer:

1. Chaucer has been called the father of English poetry, why?

2. Discuss the poem "Truth". In your opinion, what makes it so contemporary?

3. Discuss the importance of "The Canterbury Tales" in the example of the "The Wife of Bath". Telling the story of laymen and their free will seems to have been an issue of major concern for Chaucer. Why?

About E. Spenser:

1. The Faery Queene: an allegorical poem in favour of Queen Elizabeth.

2. The introductory letter sent to Sir Walter Raleigh: its strategic importance.

About Shakespeare:

1. The Merchant of Venice: racism? Otherness? other issues?

2. The Tempest: colonialism, freedom, etc.

Instructions:

1. The presentation should last between 7 and 10 minutes. It should include an introduction and a clear outline of what you will present. You may use pictures, videos, etc.

2. Include examples and refer to how you would use the work you will present in an English class.

3. Include contextual facts where appropriate, refer to other authors if you deem it necessary.

The marking criteria will be presented to you on Wednesday.
See you then,
Claudia

The Tempest

2009-05-15T05:28:00.000-07:00

Hi all,

Please watch the following films:

http://www.youtube.com/watch?v=2XZ091CEgNU

http://www.youtube.com/watch?v=5xYzRsQBn_M&feature=related

http://www.youtube.com/watch?v=HWa_uhtj0Fk&feature=related

How is Prospero described?
What is his relationship with Ariel? and Caliban? Is it the same? What expressions does Prospero use to refer to each of them?
Where does the action take place?
What happens when the ship arrives to the enchanted island?
Who helps Prospero with his magic?
How is Caliban described when he´s first seen by Trinculo? What words does Trinculo use?
How does the story end?

Themes:
Discuss the opposition between
a. imprisonment and freedom
b. reconciliation and forgiveness
c. illusion and magic

Also,
d. transformation, change
e. appearance versus reality
f. order and disorder
g. colonialism

See you soon,
Claudia

Shakespeare

2009-05-10T06:03:00.000-07:00

Dear all,

As promised, you´ll find below the links to the plays "The Merchant of Venice" and "The Tempest" by W. Shakespeare.

http://www.gutenberg.org/dirs/etext97/1ws1810.txt

http://www.gutenberg.org/dirs/etext97/1ws4110.txt

For our discussion of "The Marchant of Venice" on Wednesday at 20.00, you´ll need to finish watching the film (and .... ideally...read the play).

After the discussion, you´ll have to write a film review, deadline Friday 15, at midnight. But, before writing your reviews, you are asked to write an outline of the issues you will touch upon and the order in which you´ll develop them.

Here is some information on how to write your reviews. Follow the steps suggested in the following webpage, they are very clear. Your review should be about 600 words long.

http://www.angelfire.com/journal2/englishresource/filmreview.html

...and you will find the marking criteria I will use in the following link (same as last year).

http://www.siue.edu/~deder/grrub.html
http://www.siue.edu/~deder/grstand.html

Issues you may decide to focus on:

1. Opposition between characters like Shylock and Antonio (or any other).

2. The place of "otherness" in the film/the play.

3. What do the caskets represent? How are the Prince of Marocco and the Prince of Aragon, who fail to choose the right casket, depicted?

4. Drama, comedy, tragedy? What kind of play is this? What do you think?

5. Description of any particular character, values they represent, how, etc.

Finally, read "The Tempest" for Friday 15.

Good luck!!
Claudia

2009-05-06T07:36:00.000-07:00

Dear all,

Please take a look at the letter sent by Spenser to Raleigh and discuss:

1. Why did Spenser choose to write about King Arthur in his Faery Queene?
2. Why is it called an allegory?
3. What are the characteristics that he is trying to emphasise through his different characters?
4. Why do you think he writes the letter to explain his intentions?

See you soon,
Claudia

2009-04-29T09:23:00.000-07:00

Dear all,

Please discuss the following quotation, do you feel it represents your feelings after reading "The Wife of Bath"? If so, how?

"Chaucer´s text is complex and layered, his position is impossible to pin down, his tone inscrutably ironic. Master of indirection, he refuses to nail his colours to the mast in a gesture that fuses complicity with critique. There is no easy way to align ideological sympathies when medieval men write about women" Poplawski, P. et al., 2008

Claudia

2009-04-26T15:28:00.000-07:00

Dear all,

First, remember to write a 150 word long post with the title "What women love most" as a reflection of your reading of "The Wife of Bath" by Chaucer, our discussion in class and your own experience. Deadline Wednesday 29.

As promised, you´ll find below a link to the letter that Edmund Spenser wrote to Sir Walter Raleigh as an explanation of his intention in writing The Faerie Queene. Read the letter for next class.

http://www.gutenberg.org/files/15272/15272-h/15272-h.htm#letter

See you next week,
Claudia

The Wife of Bath's Prologue and Tale

2009-04-18T17:55:00.000-07:00

Hi everyone,

Juan has found a very good website with an interlinear translation of "The wife of Bath´s" tale and prologue. It will be a lot easier to read!! Read both for Wednesday.

http://www.courses.fas.harvard.edu/~chaucer/teachslf/wbt-par.htm

Thank you Juan!!
Claudia

The Canterbury Tales

2009-04-17T09:02:00.001-07:00

Dear all,

For next session, please visit the following link http://www.librarius.com/ and read "The Wife of Bath´s Tale", which is one of the tales that makes up The Canterbury Tales.

Wednesday class will be entirely devoted to this tale, so please read it.

See you,
Claudia

Chaucer

2009-04-14T10:22:00.000-07:00

Dear all,

In the following link you´ll find a short poem by G. Chaucer. It´s been "translated" into readable English, so you shouldn´t have any problems reading it.

http://www.poemhunter.com/poem/truth-2/

Why do you think Chaucer called this poem "truth"?

What does he mean by "for greed entails hate and social climbing uncertainty? How does it apply to the present world?

What are the religious implications of this poem?

How do you feel after reading it? Does it make sense to you, to your life?

Post your answers and or comment (150 words) before Friday.

See you,
Claudia

Beowulf

2009-04-05T17:42:00.000-07:00

Dear all,

You´ll find attached a link to the epic poem Beowulf. Read the argument, chapters I, II, III and XLIII. We´ll do a series of activites based on the reading. The class will take place in the computer lab. See you then.

http://www.gutenberg.org/files/20431/20431-h/20431-h.htm

Claudia

2009-03-13T03:57:00.000-07:00

Dear all,

Welcome to the literature course. This term we are going to study English literature from the epic poem Beowulf to the 19th century novel. The first and second sessions will be devoted to discussing different definitions of literature. Next we are going to analyse how literature can be used in the EFL classroom. The benefits, and possible approaches are going to be presented and discussed.

After that, we will start reading some of the most representative pieces of English literature to understand the context of production, culture, and critical reception. References will be made to how these pieces of literature could be used in the teaching of English as a foreign language.

See you soon,

Claudia

2008-11-27T08:54:00.001-08:00

Dear all,

This term we started a long trip, from the past to the present. We analysed and discussed key concepts such a culture, civilization, language and modernity. Not only that, we also looked into the relationship between the former and education and your understanding was put forward in the form of presentations and critical essays on your blogs.

I have to say that this was an extremely interesting teaching-learning experience to me. Most of you demonstrated great critical skills and engagement. You managed to make the connection between the course and your future as English teachers. And, most of all, you managed to grow an understanding of the importance of being reflective and critical professionals to improve. Being an English teacher in a country like Chile is a great responsibility, and I think you will do a very good job.

Before finishing, I invite all of you to write a critical assessment of the course in the form of entries on this blog.

Good luck to those who are going to the USA. Bring back all your learning and experience to share with us. Those who stay, take advantage of the summer to rest, have fun and read as much as you can....

Best wishes,

Claudia

2008-11-08T16:27:00.000-08:00

Dear all,

Before saying goodbye, there are several things we need to. So, let´s wait until the end of the term and use the little energy we have left to do a good job, shall we?

Reminders....

1. Group 2 students have to upload the entry about the Victorian age (see previous post for instructions) the latest on Monday 10 by midnight.

2. Both group one and group two students will have to write their film review of "Modern Times" by Thursday 13th at 9 am as I will have to correct them during the day to have the marks ready for Friday 14 (same instructions as previous film review whose mark will be sent to you via webmail shortly).

3. All students will write a 700-word essay IN CLASS based on any of the topics we have discussed during the course. Group two students will write it on Monday 10 and group one on Wednesday 12. It would be wise to bring an outline of your ideas and any articles that might help you write your essay.

Possible topics:

Relationship between civilisation, culture and language

Crtitical thinking, British culture and EFL

Medieval England, culture and language

The shaping of an empire, from Elizabeth I to Modernity

Etc.

Remember to relate your topic to teaching. You will find the marking criteria and instructions on how to write an essay in the following links

http://www.siue.edu/~deder/grrub.html

http://www.siue.edu/~deder/grstand.html

http://www.nd.edu.au/downloads/colleges/arts/res_essayguide.pdf

See you next week,

Claudia

2008-11-04T13:01:00.000-08:00

Dear all,

This is a reminder of what you have to do for Friday (group 2 students only). Paty has got an article which you need to photocopy "The Victorian Age. Industrialism: Progress or Decline?". Read it and compare it with the article by Hibbert: "The Age of Reform". Post an entry on your blog. Deadline, Friday 9 am.

What are the main criticisms made in the first article? What is your opinion?

What big changes took place during the industrial revolution?

What were the working conditions of women and children like then?

Refer to the immigration of workers from towns to industrial towns, what were the consequences?

Visit the following webpage and read the poem "The Cry of the Children" by Elizabeth Barrett Browning (1806-1861)

http://classiclit.about.com/library/bl-etexts/ebbrowning/bl-ebbrown-cry.htm

How does the poem relate to the article, and the picture?

On Friday group 1 will have the recuperation session at 11.30 in K-53, and the following session in E-53. Group 2 will have both sessions in classroom E-53.

See you then,
Claudia

2008-10-24T11:37:00.000-07:00

Dear all,

A few reminders....before we finish the term
1. I will upload the recuperation scheme to the virtual campus so that you know when, what and where we´re meeting.

2. Another article will be left in Agustinas this afternoon for you to photocopy. It covers the period of pre-Victorian to Victorian England.

3. So far, we have discussed until Restoration, which is the period between 1660 and 1780. Group one students have to post a 150-long-post on their blogs about the sub-periods they will present next session.

Here are some of the questions we´ve based our discussion of the pre-Restoration period on (see article by Hibbert)

1. What major scientific and literary events took place at the beginning of the 17th century?

2. What was the Mayflower?

3. Who were the Pilgrim Fathers? Where did they settle down?

4. Why does the text refer to James I way of speaking as "full of dialect of his country?

5. When was the King James Bible translated? Why is this important?

6. Why did James I dissolve Parliament, when did he restore it?

7. How was Charles I described?

8. What was Charles´s relationship with Parliament like?

9. What were his religious beliefs?

10. Why is the period after Charles I called the Commonwealth? How was it different from the monarchy?

11. Why is this period so important in terms of Parliamentary power?

Claudia

2008-10-13T04:44:00.000-07:00

Dear all,

Here is some information on how to write your reviews about the film "Elizabeth". Follow the steps suggested in the following webpage, they are very clear. Your review should be about 300 words long. The deadline to post your reviews is Monday 20, at 09.00 am.

http://www.angelfire.com/journal2/englishresource/filmreview.html

...and you will find the marking criteria I will use in the following link

http://www.siue.edu/~deder/grrub.html

http://www.siue.edu/~deder/grstand.html

Here is a film review of a very good film (2007) called "The Counterfeiters" as an example. I hope you enjoy it. The film is really good!!

http://www.channel4.com/film/reviews/film.jsp?id=163113&section=review

I have also left another photocopy in Agustinas for the period after Elizabeth I. Remember that to write your film reviews you need to read the previous photocopy that covers the period between the reign of Henry VIII and Elizabeth I (article by C. Hibbert on Tudor England left in Agustinas some weeks ago!!!). Remember that this is a review about a film based on historical facts. Therefore, if you refer to history, quote the corresponding sources/authors.

Issues you may focus on:

Opposition between Elizabeth I and Mary Stuart

Why was Elizabeth I called the "Virgin Queen"?

What were the political and religious implications of Elizabeth´s decision to fight Phillip II of Spain?

Good luck!!

Claudia

2008-10-03T06:17:00.000-07:00

Hi everybody,

Today´s class will be devoted to answering some questions about the historical and linguistic development of England/English from the Anglo-saxons to the Middle Ages (15th century).

You will work in groups and will try to answer the following questions based on the article by David Crystal:

The Anglo-Saxon Period 449 AD:

1. According to David Crystal, who are the barbarian invaders that reach the borders of England?

2. Which are three invaders that settled in Britain after the Roman Empire?

3. What happens to the Celtic language during the Anglo-Saxon period?

4. What was Latin used for, who introduced it again in 597 AD? What´s the relationship between Latin and literacy during that time?

5. Was there any standard spelling system?

6. What dialects emerge in England during the Anglo-Saxon period?

The Vikings 787 AD

1. How long do the Vikings raid Britain?

2. Where do they mostly rule during the 100 years until the Anglo-Saxons strike back in 878 AD?

3. What´s the Danelaw?

4. When does Canute rule England?

5. What was the influence of the Danish language on Old English? What words, names, etc, has the English language adopted from that time?

The Norman Conquest 1066

1. What changes does William of Normandy introduce when he invades England?

2. What language is established then?

3. Why does Crystal claim that England was then a trilingual country?

4. What developments does English suffer during the Norman Conquest?

The Resurgence of English 1200-1400

1. What languages, other than English, start being of interest in the 12th century? Why is this important?

2. What universities are established then?

3. What happens to French in this period? Who speaks it?

4. When does English become the language of power? What role does French and Latin have then?

5. How many French words entered the English language during the 14th century? Can you find examples?

In the next session, we will start analysing Tudor England (1485-1603). I will leave a photocopy in Agustinas.

See you later,
Claudia

2008-10-02T10:28:00.000-07:00

Dear all,

I have uploaded an article to the virtual campus for you to read. It´s about the historical development of the English language. As we are working on building the historical and linguistic timeline of England/English, this will be very helpful to understand both processes. Pages 1 to 7 discuss the evolution of language until about 1500. I hope this helps to clarify some of the issues we are now discussing.

See you tomorrow,
Claudia

2008-09-30T08:54:00.000-07:00

Dear students,

Tomorrow we will have a recuperation class at 15.00 in E-26 (section 1 students only). Also, both section 1 and section 2 students please post a comment on the Stonehenge video and the article to be found in the following links:

http://www.boston.com/news/world/europe/arti cles/2008/09/22/uk_experts_say_stonehenge_was_place_of_healing/

http://news.bbc.co.uk/2/hi/science/nature/7625625.stm

What do experts believe Stonehenge was? What evidence makes them believe so? What did people believe Stonehenge was according to the artible by C. Hibbert? What do you think?

Section 2 students, here is the link to the webpage about the ages of English, based on the book "The stories of English" by David Crystal.

http://www.bbc.co.uk/history/british/lang_gallery_01.shtml

On Friday, we will discuss the main events from the Anglo-Saxon period until about the 15th century. We will will also reflect on how those events influenced the evolution of the English language.

Daniela and Juan, you will get your marks tomorrow. Sorry about the delay.
See you tomorrow,
Claudia

2008-09-24T11:58:00.000-07:00

Dear section 1 students,

First I wish to apologise for not having been able to come today as I´m ill. We will discuss how to recuperate these classes on Friday.

Also, section 2 students were expecting me to leave a photocopy of a chapter of the book The Stories of English by David Crystal at the photocopying centre in Agustinas. I´m sorry, but I was meaning to leave it today. Never mind, we will have to do without it. The idea on Friday anyway is that we work on building a Medieval timeline that not only shows the history of England but also how language has evolved. Use your own skills, you´ve got many!!

On Friday, I will also give you the marks of your presentations. As a general comment I have to say that your presentations were really good. The way you approached each of the topics was extremely interesting. Well done!

See you on Friday.

Claudia

2008-09-21T18:03:00.000-07:00

Dear all,

Watch the following videos

http://www.youtube.com/watch?v=GrnXgVTTrCI

What are the differences between old and Middle English?

Try and figure out what the text is about.

How many words from Latin origin do you find?

Now watch the next video

http://www.youtube.com/watch?v=m5ANlFRDhKc

Enjoy!!
Claudia

2008-09-17T16:08:00.000-07:00

Hi everybody,

I wish you all a very happy long weekend!! Just some reminders before next session:

1. Post a comment to evaluate one of your classmates´ presentations. Your comment has to be posted on that person´s blog. See my previous post for guidelines.

2. Read the following article about the Middle Ages (section one students need to read the article by Hibbert first, should you have any doubts see my previous posts).

http://www.middle-ages.org.uk/middle-ages-timeline.htm then click on Middle Ages History. Try to build your own timeline so that you capture the most relevant events.

3. Section 1 students have a recuperation class on Wednesday immediately after the usual session. The class will be held in Almirante Barroso 06 room K57.

Enjoy!!
Claudia

2008-09-15T05:40:00.000-07:00

Dear all,
Take a look at the following timeline, compare it with the article by Hibbert.
http://www.infoplease.com/ipa/A0001198.html

Select one picture, from the article by Hibbert, think of what the different inhabitants and immigrants did with Stonehenge
http://www.viator.com/tours/London/Stonehenge-Private-Viewing-Bath-and-Lacock/d737-2452T2/photos-2?scrollLeft=360

Claudia

2008-09-12T05:00:00.001-07:00

Dear all,
Listen to the following music, what do you know about Celtic music? What images does it bring to you?

http://www.bbc.co.uk/bbcfour/music/celticconnections/prog1/

http://www.bbc.co.uk/scotland/player/?item=44534298

Now, let´s discuss the article about natives and immigrants...
Hope you enjoyed the music.
Claudia

2008-09-09T08:59:00.001-07:00

Dear all,
Please read my previous post about the article that you have to read for the session after the oral presentations. Also, you are expected to write a comment to one of your classmates about his/her presentation. The idea of this comment is that you provide your feedback. Think of the following:

1. How was the presentation organized? Was it easy to follow?
2. Did the presenter know the subject well? Was he or she able to answer questions?
3. Was the choice of images, slides, etc. helpful to understand the presentation?
4. What aspects of the presentation do you think need improvement? Don´t need improvement?
5. More feedback...?

Claudia

2008-09-09T08:48:00.000-07:00

Dear all,
The oral presentations will take one more session. So far, the people who have presented in both groups have done a great job. Congratulations!!.

After the presentations have finished, both section one and section two students should get a photocopy (from the photocopying centre in Agustinas) of chapter 1 of the book The story of England by Christopher Hibbert. We will discuss it in class, so read it beforehand. Section one students should read it for Friday 12, section two students will have to read for Monday 15.
See you in class,
Claudia

2008-09-01T15:10:00.000-07:00

Dear all,
Next session we will discuss the critical thinking articles (the two uploaded so far). Also, you will have to decide on the topic of your presentations and let me know. Presentations will take place on Friday 5 for section one students, and on Monday 8 for section two students.

You can choose to make a presentation on any of the following articles:

1. John Berger (Ways of Seeing chapter 1)
2. Claire Kramsch (The relationship of language and culture)
3. Culture and civilization (links to websites on this blog)
4. Critical thinking (links to websites on this blog)

The presentations will last 5 minutes, allowing for about 5 more minutes for questions and short discussions.

The main idea of these presentations is that you give your account and viewpoint of the articles. You are not expected to tell us what the articles say in detail. It is assumed that everybody has read them already. What is expected from you, is a presentation of your understanding of the article/s and how you relate it/them to your future as an English teacher.

The marking criteria is to be found in the following link

http://www.ncsu.edu/midlink/rub.pres.html

I´m really looking forward to your presentations!!
Claudia

2008-08-29T06:12:00.000-07:00

Dear students,
Today´s class is going to be devoted to "critical thinking".

As it was explained in the previous class, you are expected to have read the article whose link was provided in the latest post. Also, we are going to discuss the following article

http://scholar.lib.vt.edu/ejournals/JTE/v7n1/JTEV7N1.pdf#page=23

together with another article that will be given to you in class.

We will work on definitions of critical thinking and how those can be applied to cultural studies.
See you,
Claudia

2008-08-26T10:27:00.000-07:00

Dear all,
In the following link you will find an article about critical thinking. Section 1 students are expected to read if for Friday 29. Section 2 students will have to read it for Monday, September 1st.

http://chiron.valdosta.edu/whuitt/col/cogsys/critthnk.html

Think of the following:
How can critical thinking be fostered among English language learners at school and university level?
How would you, as a future English teacher, foster critical thinking among your students?
How do you think culture and critical thinking are linked?
Claudia

2008-08-21T12:01:00.000-07:00

Dear all,
I´m happy to see that many of you have managed to create their blogs. Those of you who haven´t done so yet will have to create one the latest during next class as you will be asked to write a summary of your understanding of civilization and culture.

Section one students are expected to write their summaries the latest before tomorrow´s class, i.e. 12.00. Also, you will find the photocopy of the article about culture at the photocopying centre in Agustinas. Section two students will first discuss the article by Berger. After that, a discussion of the definitions of civilization and culture will follow.

Questions to have in mind:
What definitions of civilization have you found?
What´s the relationship between culture and language?.
What´s the relationship between language and social identity? and culture?
Claudia

2008-08-19T09:17:00.000-07:00

Dear all,
So far only 12 people have created their blog and have sent the link to me. Deadline to do so is before next class. You will be asked to write a short commentary as a follow up activity, therefore your blog is essential.

Remember that you are expected to have read the article by Berger and the definitions of culture and civilization provided in the links. A series of follow up actitivies will be done which are based on the assumption that you have read them all.
Claudia

2008-08-13T02:22:00.000-07:00

Dear students,
For the sessions about culture and civilization, please read the articles provided in the link below.

http://en.wikipedia.org/wiki/Civilization. In this article, click on the word "culture" which will take you to another website.

Think of the definitions of culture you came up with last class and compare them with those provided in the articles. What´s the relationship between culture and civilization?

We will do a series of activities based on the articles, definitions and concepts developed, so it is your responsibility to come to class well prepared to participate.
See you then,
Claudia

First class

2008-07-30T03:20:00.000-07:00

Dear students,

Welcome to the course! This semester, we will study the main cultural tenents of the British and American culture. The aim of the course is to foster your critical thinking and an understanding of the importance of cultural diversity for a more egalitarian educational system. As a future English teacher, you will need to understand how the British and American civilizations have emerged and consolidated. Also, the relationship between culture, civilization, language and power will be discussed.

For the first class, please get a photocopy of the introduction to the book Ways of Seeing by John Berger. We will discuss it in the first class along with the course programme. Think of how your own beliefs influence the way you see and approach new things. How have history and works of art been presented to us? By whom?

Also, you will be asked to create your own blog as a way to keep a log of what you do in this course. This will be done together in the first class so don't worry. Some of you may have created a blog for other courses already, or for personal reasons. Whatever is the case, this is going to be a shared blog so that we learn from one another. Therefore your blog will be linked to mine so that everybody in the class has access to everybody's blog. I hope you find this collaborative way of learning useful.
See you soon,
Claudia