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In-class writing Notes

In-class work 3/15

Draft and revision example number 1

Draft and revision example number 2 and number 3

In-class assignment: group 1

In-class assignment: group 2

In-class assignment: group 3

In-class assignment: group 4

In-class assignment: group 5

In the comments, reflect on this exercise. What did you change, and why? What challenges did you encounter? What did you discover about the editing process? How can you apply this to your own writing and editing?

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In-class writing Notes

3/13 notes

Subject: What is this poem about?

  • It’s about a mountain – Mont Blanc

 

Form:

  • It’s very long
  • Descriptive – that is, not narrative – no story
  • Divided into 5 parts
    • First part:
      • A lot of imagery – paints a picture of the environment – waterfalls, mountains – metaphor for the human mind
      • No sign of Mont Blanc
      • Starts IMMENSE: “the everlasting universe of things” – literally all things for all time
        • Within the human mind
      • Second part:
        • More assonance and consonance
        • Moved from the human mind to the ravine
        • Tone: not very grounded; you feel you are about to fall over
        • Returns to the human mind and the universe of things
      • Third part:
        • First mention of Mont Blanc
        • Comparing the way we experience the view of the mountain – the structure of the mountain – some parts of it are obscure – metaphor for the human mind?
          • But makes you understand it in pictures not words
        • Referencing creation
        • Something inaccessible
        • Creation in the guise of destruction
        • No one can tell us what happened. Probably because they’re dead.
        • Repetition with eternal/everlasting/eternity
        • “wilderness has a mysterious tongue” – wilderness is saying something we can’t understand
        • difference between understanding and feeling – feelings can’t be explained away easily
      • fourth part
        • expanded his view beyond the particular location
        • danger
        • emphasizes “this” – why? Marks a change in the poem? It gets dark
        • trying to explain the beauty of death?
          • Everything that happened already happened – repeats, constantly
          • Man-made imitations of mountains, with powerful associations – city of death
        • No obvious rhyme scheme, but there are rhymes
          • Stream of water making you just think – stream of consciousness – no real logic – irregular rhyme scheme – one idea leads to the next – not trying to structure it in a traditional way – feels like a flowing river
            • But it all kind of falls into place if you read it with the meter
          • Rhythm
            • Iambic pentameter
            • Provides a loose structure that allows freedom for imagery
          • Lots of consonance and assonance

 

Word choice or diction

  • Pairs “gloom” and “glittering” – could be describing night and day in nature?
  • More contrast (in order, moves through the poem): high/low, man-made/natural, life/death, order/chaos
    • Comparing the way we experience the view of the mountain – the structure of the mountain – some parts of it are obscure – metaphor for the human mind?
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In-class writing Notes

3/8 notes and in-class writing

Subject: What is this poem about?

 

  • Historical context: great famine, nightmare, post-apocalyptic – the world was literally dark, the sky was full of ash
  • Begins as a dream – imagines the end of the world
  • Men forgot their passions through anticipation of destruction
  • Fear of the end of the world
  • People burned the world for warmth and light
  • Loss of hope
  • Wild beasts were tame
  • Snakes lost their venom
  • People ate animals, and then each other
  • Last two people were enemies – saw each other and screamed and died
  • Darkness conquered the Universe
  • Earth was a lump of death and chaos
  • Rivers and lakes and oceans all stood still
  • It’s about the end of the world and how people reacted
  • Dark nature of humanity – killing to survive – when there’s no hope anyway
  • We don’t see humanity banding together the way that they do in other post-apocalyptic visions – for example, War of the Worlds, The Walking Dead
  • 28 Days Later – dark
  • Mad Max – world runs out of water – fighting over water
  • Is there a cause for the apocalypse in “Darkness”? Not explicitly – just a “dream” – only “cause” is Byron’s imagination

 

 

 

Form: What is the form of this poem? Consider meter, rhyme scheme, structure, and so on.

 

  • No rhyme scheme
  • Felt more like a speech than a poem – no real pausing point – first-person narration – not divided into stanzas, just one long block of text
  • Iambic pentameter – lots of Shakespeare – Paradise Lost – could be writing into the epic tradition? Or into that elevated kind of heightened emotional register
  • Could the rhythm be mimicking the way your heart beats faster in the dark?
  • Unrhymed iambic pentameter = blank verse
  • Lots of dashes – creates a pause – caesura (that’s a pause in the middle of a line) – processing time – dramatic effect – both reflection and anticipation – dark word generally comes right before or after – give something dark and then jump – how does the pause change the meaning of the phrase it interrupts?
  • Almost feels stream-of-consciousness – lots of ands and very few periods – no real grammatical structures
  • Like dreams – the connective tissue is grammatical rather than narrative
  • Not enough time to take a breath – build anxiety, feel like you’re running for your life – reinforces the dreamer’s effort to hold onto the dream narrative? – when you don’t pause you don’t think – not necessarily rational – but would this undermine the warning – there’s no reason things will be like this? – but it’s a dream to him but it could also already happen – reflecting panic, or preventing us from seeing that panic isn’t necessary
  • Where do the full stops fall – is there significance? – builds from nature to man to the universe

 

Word choice or diction: What is the tone? Is there any repetition? What imagery is used?

 

  • Darkness is gendered female – why? Mother Nature – kills off everything, all human kind, all nature, rivers, lakes, chaos of hard clay? Mother Nature can be cruel?
  • Hell on earth – hell has spread to earth
  • -less words – negating everything – Mother Nature gives life and takes it away – emphasizes the void? – picture the whole world – mentions all the things that are around, and then takes it all away – connection to what it normally is, and then it isn’t
  • Chaotic
  • People who live near volcanoes are the exception – they’re the only people who don’t need to burn things for light
  • Last line – even if we weren’t here, it would continue as it was – without wind and rain and clouds there’s no hope of anything growing back – clouds usually block sunlight, but in this context there’s nothing for the clouds to block – even nature is sort of lacking in purpose
  • Why are some words capitalized?

Prompt: Use this brain storm to begin analyzing the poem. Explain the significance/meaning of one or more elements we observed in this poem.

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Notes

Notes 3/6

Subject: What is the subject of this poem? What is it about?

  • The dangers of bringing a stranger home
  • People are not necessarily what they seem
    • Initially seems that Geraldine is innocent, but she comes to seem evil – people who seem good aren’t necessarily
    • Wariness of blind trust
  • Christabel is in the woods praying by a tree, she finds Geraldine, who says she was kidnapped by a group of men – there are implications that something worse happened – Christabel takes pity on her and brings her home – something bad happens – supernatural confrontation with Christabel’s dead mom – weird naked sleep-over – what is the symbolism of the wine? – did Christabel drug her, or…?
  • No one really knows what’s going on

 

Form: What is the form of the poem?

  • Just cuts off – fragmentary, unfinished, left to readers to imaginatively complete
  • Rhyme scheme – a bit sing-song-y (especially toward the beginning) – not quite regular
  • Meter or rhythm – not quite regular
  • Scansion
  • Why does the rhythm change in particular lines? Could it mark the transition from speaker to speaker?
  • Why does the 4-accent rule break on “a wel-a-day! / … / These words did say”? Could it mark a change of tone in the poem? Or some kind of transformation?
  • Enjambment – makes you expect something else from the conclusion of the sentence

 

Word choice or diction: What do you notice about Coleridge’s choice of words? What’s the tone of the poem? Is there any repetition, whether of a particular word or of an image?

  • “lovely”
  • “Jesu Maria!”
  • “oak tree”
    • what is the significance of an oak tree? Solid, strong, been around for a while? Could indicate something about the power dynamics of the characters?
  • Very gendered – Geraldine and Christabel are both women, even the mastiff is female – call Geradline “maiden” often
  • Speech, power of speech – ability to tell / knowledge / sin
    • Sameness and difference, doubling, self?

 

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Notes

Prompt 2/27

Tell the story of your experience reading “Letters Written During a Short Residence in Sweden, Norway, and Denmark.”

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Notes

Links for 2/22

Google Docs: https://drive.google.com/drive/folders/1BQ5Rla8Wz7hrf8K9lOwzm110bvlny97m?usp=sharing

Caleb Williamshttps://books.google.com/books?id=TsBR5M0i9HwC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false

 

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Notes 2/13

Caleb Williams summary:

  • Caleb Williams is an orphan in the service of Falkland
  • Notices Falkland is very moody
  • Asks Collins (another employee) for Falkland’s history
    • in his youth, Falkland was challenged to a duel, but resolves the issue rationally — ONLY because the challenge was private
    • CW learns that Falkland stood up to the petty tyrant Tyrrell
      • Tyrrell really really hates Falkland
      • Emily becomes enamored of Falkland when he rescues her; Tyrrell gets mad and tries to marry her off to the oaf Grimes; she dies rather than submit (this is debatable — she died of illness)
      • Tyrrell is murdered; Falkland is suspected; two other people (Hawkins) are prosecuted for the crime
  • Something about a secret in a trunk sparks CW’s curiosity

Falkland:

  • extrinsic locus of control — he doesn’t seem to make the decisions of how to act, he acts as he is supposed to
  • adheres to the expectations of his class
  • concerned with public reputation
  • delicate
  • torment of his mind distorts his calculated self-presentation

Caleb Williams:

  • governed by fear and curiosity
  • curious from childhood
  • compulsive curiosity

Tyrrell:

  • apparently has a name from Game of Thrones
  • less qualified from instruction
  • spoiled — mom accommodated him (similar to the indulged infant in Political Justice)
  • used to getting his way
  • barbarian
  • his rules are the rules
  • accustomed to being “loved” for his money, station, etc.
  • can’t adapt when Falkland comes on the scene

Emily:

  • cheerful, playful disposition
  • orphan
  • little bit naive
  • very honest
  • “her own heart was incapable of guile” true to herself

Grimes:

  • rules that govern Grimes are the same rules that would govern an animal
  • “scarcely human”
  • doesn’t know people don’t like him
  • “not spiteful or malicious” — doesn’t know people think he’s the actual worst
  • incapacity of understanding the feelings of others
  • Tyrrell is his master — he goes along with whatever Tyrrell wants