IN the posts below you will find information on the Nobel Prize in Literature, Steinbeck's Nobel acceptance speech AND an analysis provided from Spark Notes.
What does Steinbeck seem to be saying about the author's importance? About his own outlook on man?
What does Spark seem to suggest about Steinbeck's view of man in Of Mice and Men?
What discrepancy do you find between Steinbeck's speech and the analysis from Spark Notes?
What does this suggest to you about online analyses (or print analyses, for that matter)?
Which outlook do YOU see in the novel? Why?
How do you interpret the ending of the novel? Explain.
Monday, November 28, 2011
From Spark Notes
Themes are the fundamental and often universal ideas explored in a literary work.
The Predatory Nature of Human Existence
Of Mice and Men teaches a grim lesson about the nature of human existence. Nearly all of the characters, including George, Lennie, Candy, Crooks, and Curley’s wife, admit, at one time or another, to having a profound sense of loneliness and isolation. Each desires the comfort of a friend, but will settle for the attentive ear of a stranger. Curley’s wife admits to Candy, Crooks, and Lennie that she is unhappily married, and Crooks tells Lennie that life is no good without a companion to turn to in times of confusion and need. The characters are rendered helpless by their isolation, and yet, even at their weakest, they seek to destroy those who are even weaker than they. Perhaps the most powerful example of this cruel tendency is when Crooks criticizes Lennie’s dream of the farm and his dependence on George. Having just admitted his own vulnerabilities—he is a black man with a crooked back who longs for companionship—Crooks zeroes in on Lennie’s own weaknesses.
In scenes such as this one, Steinbeck records a profound human truth: oppression does not come only from the hands of the strong or the powerful. Crooks seems at his strongest when he has nearly reduced Lennie to tears for fear that something bad has happened to George, just as Curley’s wife feels most powerful when she threatens to have Crooks lynched. The novella suggests that the most visible kind of strength—that used to oppress others—is itself born of weakness.
Steinbeck’s Nobel Prize acceptance speech:
I thank the Swedish Academy for finding my work worthy of this highest honor. In my heart there may be doubt that I deserve the Nobel Award over other men of letters whom I hold in respect or reverence--but there is no question of my pleasure and pride in having it for myself.
It is customary for the recipient of this award to offer scholarly or personal comment on the nature and direction of literature. However, I think it would be well at this particular time to consider the high duties and responsibilities of the makers of literature.
Such is the prestige of the Nobel Award and of this place where I stand that I am impelled, not to speak like a grateful and apologetic mouse, but to roar like a lion out of pride in my profession and in the great and good men who have practiced it through the ages.
Literature was not promulgated by a pale and emasculated critical priesthood singing their litanies in empty churches--nor is it a game for the cloistered elect, the tin-horn mendicants of low-calorie despair.
Literature is as old as speech. It grew out of human need for it and it has not changed except to become more needed. The skalds, the bards, the writers are not separate and exclusive. From the beginning, their functions, their duties, their responsibilities have been decreed by our species.
Humanity has been passing through a gray and desolate time of confusion. My great predecessor, William Faulkner, speaking here, referred to it as a tragedy of universal physical fear, so long sustained that there were no longer problems of the spirit, so that only the human heart in conflict with itself seemed worth writing about. Faulkner, more than most men, was aware of human strength as well as of human weakness. He knew that the understanding and the resolution of fear are a large part of the writer's reason for being.
This is not new. The ancient commission of the writer has not changed. He is charged with exposing our many grievous faults and failures, with dredging up to the light our dark and dangerous dreams for the purpose of improvement.
Furthermore, the writer is delegated to declare and to celebrate man's proven capacity for greatness of heart and spirit--for gallantry in defeat, for courage, compassion and love. In the endless war against weakness and despair, these are the bright rally flags of hope and of emulation. I hold that a writer who does not passionately believe in the perfectibility of man has no dedication nor any membership in literature.
The present universal fear has been the result of a forward surge in our knowledge and manipulation of certain dangerous factors in the physical world. It is true that other phases of understanding have not yet caught up with this great step, but there is no reason to presume that they cannot or will not draw abreast. Indeed, it is part of the writer's responsibility to make sure that they do. With humanity's long, proud history of standing firm against all of its natural enemies, sometimes in the face of almost certain defeat and extinction, we would be cowardly and stupid to leave the field on the eve of our greatest potential victory.
Understandably, I have been reading the life of Alfred Nobel; a solitary man, the books say, a thoughtful man. He perfected the release of explosive forces capable of creative good or of destructive evil, but lacking choice, ungoverned by conscience or judgment.
Nobel saw some of the cruel and bloody misuses of his inventions. He may have even foreseen the end result of all his probing--access to ultimate violence, to final destruction. Some say that he became cynical, but I do not believe this. I think he strove to invent a control--a safety valve. I think he found it finally only in the human mind and the human spirit.
To me, his thinking is clearly indicated in the categories of these awards. They are offered for increased and continuing knowledge of man and of his world---for understanding andcommunication, which are the functions of literature. And they are offered for demonstrations of the capacity for peace--the culmination of all the others.
Less than fifty years after his death, the door of nature was unlocked and we were offered the dreadful burden of choice. We have usurped many of the powers we once ascribed to God. Fearful and unprepared, we have assumed lordship over the life and death of the whole world of all living things. The danger and the glory and the choice rest finally in man. The test of his perfectibility is at hand.
Having taken God-like power, we must seek in ourselves for the responsibility and the wisdom we once prayed some deity might have. Man himself has become our greatest hazard and our only hope. So that today, saint John the Apostle may well be paraphrased: In the end is the word, and the word is man, and the word is with man.
What does it mean for an author to win the Nobel Prize in Literature?
From Wikipedia:
Since 1901, the Nobel Prize in Literature (Swedish: Nobelpriset i litteratur) has been awarded annually to an author from any country who has, in the words from the will ofAlfred Nobel, produced "in the field of literature the most outstanding work in an ideal direction" (original Swedish: den som inom litteraturen har producerat det utmärktaste i idealisk riktning).[1][2] Though individual works are sometimes cited as being particularly noteworthy, here "Work" refers to an author's work as a whole. The Swedish Academydecides who, if anyone, will receive the prize in any given year. The academy announces the name of the chosen laureate in early October.[3] It is one of the five Nobel Prizesestablished by the will of Alfred Nobel in 1895; the others are the Nobel Prize in Chemistry,Nobel Prize in Physics, Nobel Peace Prize, and Nobel Prize in Physiology or Medicine.
Nobel's choice of emphasis on "idealistic" or "ideal" (English translation) in his criteria for the Nobel Prize in Literature has led to recurrent controversy. In the original Swedish, the word idealisk translates as either "idealistic" or "ideal".[2] In the early twentieth century, the Nobel Committee interpreted the intent of the will strictly. For this reason, they did not award certain world-renowned authors of the time such as James Joyce, Leo Tolstoy, Anton Chekhov, Marcel Proust,Henrik Ibsen, and Henry James. [4] More recently, the wording has been more liberally interpreted. Thus, the Prize is now awarded both for lasting literary merit and for evidence of consistent idealism on some significant level. In recent years, this means a kind of idealism championing human rights on a broad scale. Hence the award is now arguably more political.[2][5]
"The highlight of the Nobel Prize Award Ceremony in Stockholm is when each Nobel Laureate steps forward to receive the prize from the hands of His Majesty the King of Sweden. ... Under the eyes of a watching world, the Nobel Laureate receives three things: a diploma, a medal, and a document confirming the prize amount".
Sunday, November 27, 2011
OF MICE AND MEN - ASSIGNMENT
Assignment
The title of Steinbeck’s novel, Of Mice and Men, comes from the poem, “To a Mouse” by Robert Burns, a Scottish farmer poet of 1785. According to legend, Burns wrote the poem after finding a nest full of mice during the winter. Below is a copy of the poem and a modern translation in Standard English. Look up unfamiliar words.
Read the poem (and/or its translation). Paraphrase the poem. Explain the advantage the mouse has over the farmer who disturbs its next, and, finally, explain the relationship between the poem and the novel.
To A Mouse by Robert Burns
Burns original | Standard English translation |
Wee, sleekit, cow'rin, tim'rous beastie, O, what a panic's in thy breastie! Thou need na start awa sae hasty Wi bickering brattle! I wad be laith to rin an' chase thee, Wi' murdering pattle. I'm truly sorry man's dominion Has broken Nature's social union, An' justifies that ill opinion Which makes thee startle At me, thy poor, earth born companion An' fellow mortal! I doubt na, whyles, but thou may thieve; What then? poor beastie, thou maun live! A daimen icker in a thrave 'S a sma' request; I'll get a blessin wi' the lave, An' never miss't. Thy wee-bit housie, too, in ruin! It's silly wa's the win's are strewin! An' naething, now, to big a new ane, O' foggage green! An' bleak December's win's ensuin, Baith snell an' keen! Thou saw the fields laid bare an' waste, An' weary winter comin fast, An' cozie here, beneath the blast, Thou thought to dwell, Till crash! the cruel coulter past Out thro' thy cell. That wee bit heap o' leaves an' stibble, Has cost thee monie a weary nibble! Now thou's turned out, for a' thy trouble, But house or hald, To thole the winter's sleety dribble, An' cranreuch cauld. But Mousie, thou art no thy lane, In proving foresight may be vain: The best-laid schemes o' mice an' men Gang aft agley, An' lea'e us nought but grief an' pain, For promis'd joy! Still thou are blest, compared wi' me! The present only toucheth thee: But och! I backward cast my e'e, On prospects drear! An' forward, tho' I canna see, I guess an' fear! | Small, crafty, cowering, timorous little beast, O, what a panic is in your little breast! You need not start away so hasty With argumentative chatter! I would be loath to run and chase you, With murdering plough-staff. I'm truly sorry man's dominion Has broken Nature's social union, And justifies that ill opinion Which makes thee startle At me, thy poor, earth born companion And fellow mortal! I doubt not, sometimes, but you may steal; What then? Poor little beast, you must live! An odd ear in twenty-four sheaves Is a small request; I will get a blessing with what is left, And never miss it. Your small house, too, in ruin! Its feeble walls the winds are scattering! And nothing now, to build a new one, Of coarse grass green! And bleak December's winds coming, Both bitter and keen! You saw the fields laid bare and wasted, And weary winter coming fast, And cozy here, beneath the blast, You thought to dwell, Till crash! the cruel plough passed Out through your cell. That small bit heap of leaves and stubble, Has cost you many a weary nibble! Now you are turned out, for all your trouble, Without house or holding, To endure the winter's sleety dribble, And hoar-frost cold. But little Mouse, you are not alone, In proving foresight may be vain: The best laid schemes of mice and men Go often askew, And leave us nothing but grief and pain, For promised joy! Still you are blest, compared with me! The present only touches you: But oh! I backward cast my eye, On prospects dreary! And forward, though I cannot see, I guess and fear! |
Monday, November 7, 2011
The Argumentative Essay
Fall 2011 Argumentative/Research Essay Topics
Planning Stage
For an argument essay to be effective, it must contain certain elements. For this reason, you must take a few minutes to plan and prepare before you jump into writing an argument essay.
Find a Good Topic - No, you cannot choose your own
To find good topic for an argument essay you should consider several issues that will have two conflicting points of view or very different conclusions.
While a strong interest in a topic is important, it's not enough to be interested. You have to consider what position you can back up with reasoning and evidence. It's one thing to have a strong belief, but when shaping an argument you'll have to explain why your belief is reasonable and logical.
Consider Both Sides of Your Topic and Take a Position
One of your first objectives in your essay will be to present both sides of your issue with an assessment of each. Of course, you will conclude that one side is the best conclusion.
In the planning stage you will need to consider strong arguments for the "other" side. Then you'll shoot them down!
Gather Evidence
In an argument essay you will have to provide evidence without providing too much emotion or drama. You'll explore two sides of a topic (briefly) and provide proof as to why one side or position is the best one.
Writing Stage
Once you've given yourself a solid foundation to work with, you can begin to craft your essay. An argument essay should contain three parts: the introduction, the body, and the conclusion. The length of these parts (number of paragraphs) will vary, depending on the length of your essay assignment--at least 3 pages.
1. Introduce your topic and assert your side
As in any essay, the first paragraph of your argument essay should contain a brief explanation of your topic, some background information, and a thesis statement or CLAIM. In this case, your thesis will be a statement of your position on a particular controversial topic. State the position in formal English, without using the personal pronoun "I."
Example introductory paragraph with thesis statement/claim:
Since the turn of the new century, a theory has emerged concerning the end of the world, or at least the end of life as we know it. This new theory centers around the year 2012, a date that many claim has mysterious origins in ancient manuscripts from many different cultures. The most noted characteristic of this date is that it appears to mark the end of the Mayan calendar. But there is no evidence to suggest that the Maya saw any great relevance to this date. In fact, none of the claims surrounding a 2012 doomsday event hold up to scientific inquiry. The year 2012 will pass without a major, life-altering catastrophe.
2. Present both sides of the controversy
The body of your essay will contain the meat of your argument. You should go into more detail about the two sides of your controversy and state the strongest points of the counter-side of your issue.
After describing the "other" side, you will present your own viewpoint and then provide evidence to show why your position is the correct one.
Select your strongest evidence and present your points one by one. Use a mix of evidence types, from statistics, to other studies and anecdotal stories. This part of your paper could be any length, from two paragraphs to two hundred pages.
Re-state your position as the most sensible one in your summary paragraphs.
Tips for Your Essay:
· Avoid emotional language
· Know the difference between a logical conclusion and an emotional point of view
· Don't make up evidence
· Cite your sources with in-text or parenthetical citations & works cited page
· Make an outline
· Be prepared to defend your side by knowing the strongest arguments for the other side.
You might be challenged by the teacher or by another student.
You might be challenged by the teacher or by another student.
It boils down to a great deal of work in thinking, planning, drafting, supporting, and writing. Mandatory for the essay:
CLAIM
EVIDENCE - do NOT use faulty reasoning
CONCLUSION
Deductive Reasoning
CONCLUSION
Deductive Reasoning
Topics are listed on a separate post.
Choose Wisely
Argumentative Topics for Fall 2011 – No more than 2 people can select the same topic
1. Should the United States
2. Should juveniles in the United States
3. Should a just society use the death penalty as a form of punishment?
4. Do public health concerns justify compulsory immunization?
5. Should the United States federal government substantially increase public health services for mental health care in the United States
6. Should the United States
7. Should The United States federal government establish a policy substantially increasing the number of persons serving in one or more of the following national service programs: AmeriCorps, Citizen Corps, Senior Corps, Peace Corps, Learn and Serve America, Armed Forces?
8. Should The United States significantly change its foreign trade policies?
9. Should the federal government significantly increase social services to homeless individuals in the United States
10. Should the federal government adopt a nationwide policy to decrease overcrowding in prisons and jails in the United States
11. Should the federal government implement a comprehensive program to guarantee retirement security for United States
12. Should the United States federal government substantially increase alternative energy incentives in the United States
13. Should the United States government substantially strengthen regulation of immigration to the United States
14. Are beauty pageants just a way of objectifying women or do they still serve a purpose in today’s society?
15. Should schools should make it mandatory to teach art and music to its students?
16. Is home schooling is a better option in today's world?
17. Should middle school and high school nurses be able to distribute condoms and other forms of birth control to students?
18. Should foreign language courses be added to the U.S.
19. Should public high schools start to focus more on teaching practical skill sets, such as balancing checkbooks and investing versus subjects like American history and art?
20. Should direct popular vote replace electoral vote in presidential elections?
20. Should direct popular vote replace electoral vote in presidential elections?
Thursday, October 13, 2011
English 1101-17 Oral Presentations
English 1101-17 11:00 T/TH
Be sure to read the assigned essays for each day and be prepared to either make a thoughtful comment OR ask a relevant question about each essay—one of your OWN, not one from the book. I will have index cards at the beginning of class; pick one up when you come in. Put your name on one side and your comment(s) or question(s) on the other side. I will ask for the comments and questions BEFORE presentations begin.
| DATE OF PRESENTATION | Essay & Page Number | Person Presenting |
| T 10/18 | 232 – “Creating a Female Sleuth” | Latesha |
| 10/18 | 238 – “How in the World…” | Jantzen |
| 10/18 | 272 - “I’m Happy With …” | Loewana |
| 10/18 | 275 – “French Sissies vs. German…” | Rotajia |
| TH 10/20 | 329 – “But What Do you Mean?” | Aimee |
| 10/20 | 344 – “People Like Us” | Ditto |
| 10/20 | 351 – “Shades of Character” | Haley |
| 10/20 | 397 – “How to Know…” | Catherine |
| T 10/25 | 446 – “Analyzing the Marriage Gap” | Janey |
| 10/25 | 607 – “”What We Eat” | Laquecia |
| 10/25 | 470 – “Behind the Curtain” | Mitch |
| 10/25 | 615 – “Watching TV Makes…” | Beckie |
| TH – 10/27 | 569 – “Toys for Saps” | Anna |
| 10/27 | 573 – “Don’t Blame Wal-Mart” | Chandler |
| 10/27 | 628 – “The Tipping Point” | Tatyana |
| T - 11/01 | 542 – “Why the Drinking Age...” | Brittany |
| 11/01 | 545 – “The Battle of the Binge” | Krunal |
| 11/01 | 549 – “There’s No Benefit…” | Shelby |
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