All dates are when reading is assigned, you are responsible for the reading the next time class meets for discussion. Wiki assignment is here.
Thursday, April 9 Pages 1-33, “Night” and “Shopping”
Friday, April 10 Meet in Seibel computer lab
Monday, April 13 Pages 27-66, “Night” and “Waiting Room”
Tuesday, April 14 Pages 67-106, “Nap,” “Household” and “Night”
Wednesday, April 15 No reading homework, work on wiki content
Thursday, April 16 Meet in Seibel computer lab
Friday, April 17 Meet in Seibel computer lab / content and rough layout due at end of period
Monday, April 20 Pages 143-188, “Night” and “Soul Scrolls”
Tuesday, April 21 Pages 189-217 (end ch. 33), “Night” and first half “Jezebel’s”
Wednesday, April 22 No reading homework, work on wiki
Thursday, April 23 Meet in Seibel computer lab / complete layout and content draft due at end of period. For Monday, read pages 218-250 (chs. 34-38), Second half “Jezelbel’s” and first half “Night”
Friday, April 24 No School
Monday, April 27 Pages 251 (ch 39)-288, second half of “Night” and “Salvaging”
Tuesday, April 28 Finish book, “Night” and “Historical Notes”
Wednesday, April 29 No reading homework, work on wiki
Thursday, April 30 Meet in Seibel computer lab / peer editing of wiki
Friday, May 1 Meet in Seibel computer lab / final wiki due end of day Monday, May 4
Monday, May 4 Final draft of wiki due by 4 pm. / Extended book talks / wiki presentations (order TBA)
Tuesday, May 5-Tuesday, May 11 Extended book talks / wiki presentations
Tuesday, April 7, 2009
Thursday, April 2, 2009
Short Story Unit & Reaction Paper Assignment
Wed 4/1 Kurt Vonnegut, Tomorrow and Tomorrow and Tomorrow (1953) and J. G. Ballard, Billenium (1962)
Thur 4/2 Robert Silverberg, Pain Peddlers (1963) and Harlan Ellison, “Repent Harlequin!” Said the Tictockman (1965)
Mon 4/6 Harlan Ellison, I Have no Mouth but I Must Scream (1967)
Tue 4/7 Ursula Le Guin, The Ones Who Walk Away from Omelas (1992), introduction to The Handmaid’s Tale. Reaction paper due.
In small groups you will be responsible for teaching one of these short stories. You will need to find some brief biographical information about the author (what genre does he or she primarily write in, what is the overall critical and popular reception to his or her writing, etc.) to share with the class and then lead a 20-30 minute discussion of the short story (for I Have no Mouth…the discussion will likely take the full period as it is a longer, more complicated story). As a group you should read the story and discuss what you think is important about it and then work together to craft open-ended questions that will generate discussion about those important elements among your classmates. You should also have back up questions in case people answer your questions more quickly than you anticipated.
As teachers for the class period, you may plan to give reading quizzes, assign brief reflective writing activities (i.e. begin class with a five minute write on a specific topic) or other creative activities that are relevant to the discussion of your story. You will be evaluated on the quality and depth of your discussion questions as well as your preparation for teaching class.
Some general questions to think about asking for all stories:
• Is this a dystopia? Why or why not?
• How does it relate to the works we have already read? Does it offer a different future prediction about the same core issue?
• What warning to society is present in the story? Is it one that we need to consider today?
• How does the form of a short story dystopia differ from a novel? Does that difference help or hinder the message of the dystopia?
Reaction paper: Instead of writing a reaction paper for Player Piano, I would like you to choose one of the short stories that you read this week and write your reaction paper about that. I would assume that the story you teach would be the easiest one to write a reaction to, but you can feel free to write a reaction to any of the stories and our discussion of them in class. This is an open ended reaction paper (I’m not giving you any topic expectations) but I do expect it to be well thought out, proof-read and conform to traditional expectations of grammar. This reaction paper is due Tuesday, April 7.
Thur 4/2 Robert Silverberg, Pain Peddlers (1963) and Harlan Ellison, “Repent Harlequin!” Said the Tictockman (1965)
Mon 4/6 Harlan Ellison, I Have no Mouth but I Must Scream (1967)
Tue 4/7 Ursula Le Guin, The Ones Who Walk Away from Omelas (1992), introduction to The Handmaid’s Tale. Reaction paper due.
In small groups you will be responsible for teaching one of these short stories. You will need to find some brief biographical information about the author (what genre does he or she primarily write in, what is the overall critical and popular reception to his or her writing, etc.) to share with the class and then lead a 20-30 minute discussion of the short story (for I Have no Mouth…the discussion will likely take the full period as it is a longer, more complicated story). As a group you should read the story and discuss what you think is important about it and then work together to craft open-ended questions that will generate discussion about those important elements among your classmates. You should also have back up questions in case people answer your questions more quickly than you anticipated.
As teachers for the class period, you may plan to give reading quizzes, assign brief reflective writing activities (i.e. begin class with a five minute write on a specific topic) or other creative activities that are relevant to the discussion of your story. You will be evaluated on the quality and depth of your discussion questions as well as your preparation for teaching class.
Some general questions to think about asking for all stories:
• Is this a dystopia? Why or why not?
• How does it relate to the works we have already read? Does it offer a different future prediction about the same core issue?
• What warning to society is present in the story? Is it one that we need to consider today?
• How does the form of a short story dystopia differ from a novel? Does that difference help or hinder the message of the dystopia?
Reaction paper: Instead of writing a reaction paper for Player Piano, I would like you to choose one of the short stories that you read this week and write your reaction paper about that. I would assume that the story you teach would be the easiest one to write a reaction to, but you can feel free to write a reaction to any of the stories and our discussion of them in class. This is an open ended reaction paper (I’m not giving you any topic expectations) but I do expect it to be well thought out, proof-read and conform to traditional expectations of grammar. This reaction paper is due Tuesday, April 7.
Tuesday, March 10, 2009
1984 Projects
*post updated 3/11 to include students' descriptions of projects*
A couple weeks ago, Ms. Bluhm assigned a summative 1984 project. Students could write a fairly traditional analysis to a reference to 1984 in pop culture, or they could make their own, creative reaction to 1984. Ms. Bluhm has barely started grading the projects, but I couldn't wait to share two of my favorite projects that so beautifully illustrate the passion and creativity of the students who made them.
From Vivan R. comes this portrait of Big Brother in beads! It turns out he's creepy even when he is pearlescent.
Here is Vivian's description of her project:
Here's a description of the cake in Maddy's words:
A couple weeks ago, Ms. Bluhm assigned a summative 1984 project. Students could write a fairly traditional analysis to a reference to 1984 in pop culture, or they could make their own, creative reaction to 1984. Ms. Bluhm has barely started grading the projects, but I couldn't wait to share two of my favorite projects that so beautifully illustrate the passion and creativity of the students who made them.
From Vivan R. comes this portrait of Big Brother in beads! It turns out he's creepy even when he is pearlescent.
Here is Vivian's description of her project:
My original work of art directly references 1984 with a beaded representation of Big Brother. I started with a Big Brother propaganda poster, pixilated the image, and changed the medium from a large inked piece to a small glass one. I think the pixilated effect of the beads makes the image a little harsher, and the metallic color with pastels makes the image more interesting than black on white. I originally created this piece working with the theory that if an item seems to be watching you, you are less likely to steal or tamper with it. Along that line, the suitcases most recently acquired by my family have staring eyes painted on. You are not really being watched, but if you feel like you are, you may act the part. This matches 1984's use of telescreens and propaganda posters to keep inhabitants in line. If Big Brother's face can deter thoughtcrime in 1984, perhaps his face can deter theftcrime in 2009. Opening one flap gives a better emphasis on BB himself, opening the other reveals the caption from the propaganda poster. When both flaps are open, the beadwork hangs in the center window, letting light pass through.And from Maddy L., who will be going to culinary school next fall, we have the social hierarchy of 1984 in cake form.
Here's a description of the cake in Maddy's words:
For my representation of 1984 I made a cake creation. There are three layers which represent the prole, outer circle, and the inner circle. The first layer is the prole. I made a box cake because their food is controlled by the government so they do not get to make things from scratch. Also, it is just a plain yellow cake which represents their boring food. There is no icing because they are limited on how much sweet things they can eat. The next layer up is spice cake with cream cheese icing. The outer circle gets slightly more privileges and so they have a slightly more complicated cake with icing. There are less people in the outer circle and so they have more individuality so they are represented by cupcakes. The final top layer is mini chocolate truffle cakes. This shows how superior the inner circle is because they get the richest and best cakes. There are few members of the inner party so there is not much cake in the top layer.What I like so much about these two in particular is that they took the project in a direction that is authentically their own. Cake? Beads? Who would have thought it possible?
The cake has all the components of the social structure shown by the type and flavor of each layer of cake. The increasing deliciousness of each layer can also represent the amount of power that each person has. The richness of the cake increases as you get to the inner circle where people have the most power. The message of the cake is to show how different the separate social groups are.
The cake of course simplifies the complex fight for power in 1984. However, it does get at the really message of inequality of the social classes and the superiority of the inner party.
Wednesday, March 4, 2009
Blog Commenting Instructions and Link
Remember that blog commenting assignment? Here's the link to my reflective teaching blog: http://reciprocalteaching.blogspot.com/
For those of you who are confused: many of you responded positively to my request for your input on my blog. We all agreed that you would each comment on a specific day's proceedings/activities three times during my placement here at Uni. Your feedback is important not only for me to learn and improve but also for you to learn to be advocates for what you need, specifically in the classroom. So comment away! The settings do require you to be logged in when you comment. This will enable me to give you credit for your comments and also might deter you from falling prey to the effects of internet anonymity on your otherwise kind nature. :) I do welcome criticism, but there is a distinct difference between constructive criticism and complaints. I look forward to reading what you think. Thanks!!
For those of you who are confused: many of you responded positively to my request for your input on my blog. We all agreed that you would each comment on a specific day's proceedings/activities three times during my placement here at Uni. Your feedback is important not only for me to learn and improve but also for you to learn to be advocates for what you need, specifically in the classroom. So comment away! The settings do require you to be logged in when you comment. This will enable me to give you credit for your comments and also might deter you from falling prey to the effects of internet anonymity on your otherwise kind nature. :) I do welcome criticism, but there is a distinct difference between constructive criticism and complaints. I look forward to reading what you think. Thanks!!
Updates to the Syllabus
A few changes were made in class on Tuesday. The 1984 projects will now be due Monday, March 9th. The five annotations are still due by the end of class on Friday, March 6th. Also, we will be doing a jigsaw style discussion in class on the following dates: Wednesday, March 4th; Monday, March 9th; and Wednesday, March 11th. See the description below for how these classes will function and what is expected of you (extra preparation is required).
Preparation:
In the class prior to a jigsaw day, I will assign you one of four themes. You will be responsible for completing that night’s reading while paying special attention to that particular theme. You will also be responsible for writing one quality discussion question that relates to your theme and references a specific moment in the text (a page number is required).
My expectation in requiring only one question is that you will give some real thought to developing this question. Although it may be handwritten, it must be completed before entering the classroom. Though it should go without saying, a discussion question should prompt interpretation and analysis. There is not necessarily one right answer to a discussion question and the question should not be phrased in a manner that elicits a simple yes-or-no response.
I will occasionally collect these questions unannounced for a grade and will also check to make sure you have them in class daily.
Jigsaw day proceedings:
The first portion of the class period will be an opportunity for you to meet in a small group setting with the other students that focused on your theme. This discussion should consist of group members sharing their discussion questions and highlighted passages. It is also an opportunity for the group to discuss the theme’s development over the course of the novel. Each group member should take notes detailing their peers’ ideas and their group’s discussion.
After meeting in these groups, I will reassign you to a new small group. This group will consist of one student from each theme group. Each student will act as the expert on his/her theme by summarizing their first group’s discussion and posing a discussion question to the group. The discussion question could be the student’s own or one of the other discussion questions shared in the first group. Each student will act as the discussion facilitator while the group considers his/her question.
We will follow these discussions up with a whole-class review or a brief writing activity, depending on the amount of time remaining in the period.
Preparation:
In the class prior to a jigsaw day, I will assign you one of four themes. You will be responsible for completing that night’s reading while paying special attention to that particular theme. You will also be responsible for writing one quality discussion question that relates to your theme and references a specific moment in the text (a page number is required).
My expectation in requiring only one question is that you will give some real thought to developing this question. Although it may be handwritten, it must be completed before entering the classroom. Though it should go without saying, a discussion question should prompt interpretation and analysis. There is not necessarily one right answer to a discussion question and the question should not be phrased in a manner that elicits a simple yes-or-no response.
I will occasionally collect these questions unannounced for a grade and will also check to make sure you have them in class daily.
Jigsaw day proceedings:
The first portion of the class period will be an opportunity for you to meet in a small group setting with the other students that focused on your theme. This discussion should consist of group members sharing their discussion questions and highlighted passages. It is also an opportunity for the group to discuss the theme’s development over the course of the novel. Each group member should take notes detailing their peers’ ideas and their group’s discussion.
After meeting in these groups, I will reassign you to a new small group. This group will consist of one student from each theme group. Each student will act as the expert on his/her theme by summarizing their first group’s discussion and posing a discussion question to the group. The discussion question could be the student’s own or one of the other discussion questions shared in the first group. Each student will act as the discussion facilitator while the group considers his/her question.
We will follow these discussions up with a whole-class review or a brief writing activity, depending on the amount of time remaining in the period.
Thursday, February 26, 2009
Internet as Utopia
Earlier this semester, I asked students to respond to the concept of utopia on the internet--either the idea that the internet will bring about a more utopic form of education and community or how the concept of utopia is used to market products. For the first question, notions of the internet as a utopia, I asked students to read Will Richardson's article World Without Walls: Learning Well with Others published on Edutopia (itself an example of using the concept of utopia for marketing purposes).
I left the response assignment intentionally vague, hoping that students would feel free to respond in creative ways. I was not disappointed. The response that most perfectly melded form and content was Jasmine's Facebook note (*disappointed sigh* for the school district that just outlawed teachers and students communicating via web 2.0 software)
Below is Langton's brilliant (and artistically rendered) response to Richardson's article (click images to view full-sized):
One thing that surprised me was how emphatically my students argued for the role of teachers in mediating the online educational experience. I don't think that Richardson suggests that the internet makes teachers obsolete, but he does suggest that it requires a significant redefinition of teaching and learning. They also felt that Richardson ignores the vast swamps of dreck (primarily anonymous youtube comments, 4chan users and pornography) that seem to thrive on the web.
What do you think? I would be particularly curious to hear from my students if I am representing your view correctly.
I left the response assignment intentionally vague, hoping that students would feel free to respond in creative ways. I was not disappointed. The response that most perfectly melded form and content was Jasmine's Facebook note (*disappointed sigh* for the school district that just outlawed teachers and students communicating via web 2.0 software)
Below is Langton's brilliant (and artistically rendered) response to Richardson's article (click images to view full-sized):
One thing that surprised me was how emphatically my students argued for the role of teachers in mediating the online educational experience. I don't think that Richardson suggests that the internet makes teachers obsolete, but he does suggest that it requires a significant redefinition of teaching and learning. They also felt that Richardson ignores the vast swamps of dreck (primarily anonymous youtube comments, 4chan users and pornography) that seem to thrive on the web.
What do you think? I would be particularly curious to hear from my students if I am representing your view correctly.
Tuesday, February 24, 2009
Wikitopia
Wikitopia: the collected wisdom of Uni High students about popular and not-so-popular utopian and dystopian fiction.The assignment for the research project you will be working on for the next few months just dropped. You can preview the assignment here or wait until Thursday when it is introduced in class.
We will be meeting in Seibel 0218, a PC lab in the basement of the Seibel Center, Thursday and Friday of this week to begin our research. In preparation for the assignment, please join my wiki by clicking on the "join this wiki" link in the upper left hand corner of any wiki page. Once you have requested membership, I will approve you before class on Thursday and you can start editing.
I'm looking forward to seeing the work you produce!
Monday, February 23, 2009
1984 Project
Your final project for 1984 aims to synthesize much of what we’ve discussed in class and does so in a format that allows you to be creative. We have discussed the prevalence of the suffix “topia” on the internet and how it is used (accurately or not) in order to sell products or convey a certain message. We have also talked about 1984 as a warning and how its themes are both applicable today and potentially applicable in the future. This project allows you to engage with both these ideas: how 1984 is used or misused to convey a message and how those messages apply to today’s world and the future. This project will be due Wednesday, March 4th.
Your project can take on one of two forms.
1. Find an example of art/media/pop-culture which explicitly or implicitly references 1984. Compose a written analysis of the messages and themes conveyed in your chosen piece. Your analysis should address the following questions:
2. Compose an original work of art that utilizes 1984 in some way. It could reference it explicitly or it could incorporate one of the fundamental ideas from the text. If you choose this option, you still must have a written analysis explaining your intent with the creation (and your analysis should generally cover the subtopics outlined in option one). However, the expectations for the written analysis will not be as high as in option one, as with this route your creation is primary and the analysis is secondary.
Regardless of the option you choose, you must attach a sample of what is being analyzed. This could be in the form of a photocopy, url, cd, sketch, etc. depending on your topic.
Please feel free to talk with me if you are unsure about your ideas.
Though I am not requiring that each student work with a different piece, I will be reading your analyses carefully and will notice if you have not done your own work.
Your project can take on one of two forms.
1. Find an example of art/media/pop-culture which explicitly or implicitly references 1984. Compose a written analysis of the messages and themes conveyed in your chosen piece. Your analysis should address the following questions:
- How is 1984 referenced? This should include direct quotes from both your chosen piece and the original text.
- What is the general theme or message of your piece? This part will vary greatly based on what form your chosen piece is. A song, for example, might have a message that you can pinpoint. If you were to choose a piece of architecture for your piece, the theme of the work would be interpretative in terms of the mood conveyed by the design and aesthetics of the structure.
- Based on your interpretation of 1984, is the reference/allusion that you are analyzing “correct?” Does the piece oversimplify the ideas that it is referencing? Perhaps it misinterprets them? Or maybe it is an incredibly effective use of 1984? What do you think?
- How does the specific form of the piece (visual art, music, television, cinema, etc.) affect the message?
2. Compose an original work of art that utilizes 1984 in some way. It could reference it explicitly or it could incorporate one of the fundamental ideas from the text. If you choose this option, you still must have a written analysis explaining your intent with the creation (and your analysis should generally cover the subtopics outlined in option one). However, the expectations for the written analysis will not be as high as in option one, as with this route your creation is primary and the analysis is secondary.
Regardless of the option you choose, you must attach a sample of what is being analyzed. This could be in the form of a photocopy, url, cd, sketch, etc. depending on your topic.
Please feel free to talk with me if you are unsure about your ideas.
Though I am not requiring that each student work with a different piece, I will be reading your analyses carefully and will notice if you have not done your own work.
Player Piano Syllabus
All dates are when you are responsible for the reading and vocabulary.
Tue, Feb 24 George Orwell’s Politics and the English Language
Thu, Feb 26 Siebel 0218—wiki project assigned and time to research
Fri, Feb 27 Siebel 0218—research time (5 annotated bibliographic entries due 3/6)
Mon, Mar 2 No School—parent/teacher conference
Tue, Mar 3 Chapters 1-3, vocab: patois (1), ennui (4), Rube Goldberg machine(5), éclat (19), patina (23)
Wed, Mar 4 Chapters 4-6, vocab: commensurate (34), Dubonnet (38), enervating (43), cretin (43), assuage (48) / 1984 projects due
Thu, Mar 5 Chapters 7-9, vocab: supernumerary (90)
Fri, Mar 6 Siebel 0218—research time / 5 annotations due
Mon, Mar 9 Chapters 10-12, vocab: soporific (106), potentates (115)
Tue, Mar 10 Chapters 13-16
Wed, Mar 11 Chapters 17-19
Thu, Mar 12 Chapters 20-22, vocab: lazaretto (224), De mortuis nil nisi bonum. (225)
Fri, Mar 13 no reading homework / work on 5 more annotations, due 3/20
Mon, Mar 16 Chapters 23-26
Tue, Mar 17 Chapters 27-30
Wed, Mar 18 Chapters 31-end
Thu, Mar 19 no reading homework / work on 5 more annotations, due tomorrow
Fri, Mar 20 Siebel 0218—research time / 5 annotations due
Tue, Feb 24 George Orwell’s Politics and the English Language
Thu, Feb 26 Siebel 0218—wiki project assigned and time to research
Fri, Feb 27 Siebel 0218—research time (5 annotated bibliographic entries due 3/6)
Mon, Mar 2 No School—parent/teacher conference
Tue, Mar 3 Chapters 1-3, vocab: patois (1), ennui (4), Rube Goldberg machine(5), éclat (19), patina (23)
Wed, Mar 4 Chapters 4-6, vocab: commensurate (34), Dubonnet (38), enervating (43), cretin (43), assuage (48) / 1984 projects due
Thu, Mar 5 Chapters 7-9, vocab: supernumerary (90)
Fri, Mar 6 Siebel 0218—research time / 5 annotations due
Mon, Mar 9 Chapters 10-12, vocab: soporific (106), potentates (115)
Tue, Mar 10 Chapters 13-16
Wed, Mar 11 Chapters 17-19
Thu, Mar 12 Chapters 20-22, vocab: lazaretto (224), De mortuis nil nisi bonum. (225)
Fri, Mar 13 no reading homework / work on 5 more annotations, due 3/20
Mon, Mar 16 Chapters 23-26
Tue, Mar 17 Chapters 27-30
Wed, Mar 18 Chapters 31-end
Thu, Mar 19 no reading homework / work on 5 more annotations, due tomorrow
Fri, Mar 20 Siebel 0218—research time / 5 annotations due
Saturday, February 14, 2009
Floating Utopias
Anyone can build a game-changing social-network platform or a virtual community or a set of open APIs. But the people here want to start a nonmetaphorical revolution by creating their own independent nations. In the middle of the ocean. On prefab floating platforms.Check out this article by Chris Baker from Wired Magazine about Seasteading. It describes the efforts of the Seasteading Institute to create their own version of utopia.
Saturday, February 7, 2009
"Proactive Merchandising" or Big Brother?
"Small cameras can now be embedded in the screen or hidden around it, tracking who looks at the screen and for how long. The makers of the tracking systems say the software can determine the viewer's gender, approximate age range and, in some cases, ethnicity — and can change the ads accordingly."Check out this article, When you watch these ads, the ads check you out, about the use of cameras to gather feedback about the person watching the advertisement.
What do you think?
Friday, February 6, 2009
On a previous subject
“To me, this is the real world,” she said. “And it’s a very peaceful world. I don’t hear anything except the leaves falling. I get up in the morning, I go out on my front deck and I dance and I say, ‘It’s another glorious day on the mountain.’ Men are violent. The minute a man walks in the dynamics change immediately, so I choose not to be around those dynamics."
--Winnie Adams as quoted in the NY Times
Check out this NY Times article, My Sister's Keeper, which discusses the fate of lesbian separatist communities. While Gilman didn't mention lesbianism in Herland, the assumptions about gender, masculinity, femininity, and utopia that allow for the creation of these communities would sound very familiar to her.
What do you think?
1984 Reaction Paper
Due: Thursday, February 12
I expect your reaction papers to be 1-2 pages in length (typed, double-space) and for you to pick a topic that you find thought provoking and that you can say something about.
While a reaction paper does not need to be as formal as a multi-draft essay, it should have a clearly articulated point and that point should be supported with evidence from the book (in the form of quotations) and that evidence should be properly formatted, punctuated and cited (MLA format). Ms. Bluhm is a reported “grammar nut” and will be evaluating these papers, so you should plan accordingly.
Here are some possible topics, you may write on others:
1. Dystopian literature often involves a protagonist who is consciously aware of the problems with his society and feels compelled to rebel against it. Though this protagonist may not be the only individual with dissentious thought, he often perceives that he is alone in his discontent. Why do you suppose Winston resists a passive acceptance of the society of 1984? What about him as an individual creates this opportunity for resistance?
2. We have identified in class the tools for societal control in 1984 and the possible functions and intentions of these tools. In what ways do you see these tools in action in today’s society? Choose one context that requires social control with which you are familiar (e.g. a classroom or school, a religious institution, a retail store, etc.) and discuss the ways in which our society maintains social order and control. What tools are present in both worlds? Which are exaggerated in 1984 but still present in our reality? Which do not apply? Once you have considered the similarities and differences between these two instances of social control, speculate on the why that Winston questions in 1984.
3. In our discussions of Herland, we considered Gilman’s text as a possible utopia. Our reading of 1984 has been based on an acknowledgment of it as a dystopian text. In two seemingly opposite societies, sex for non-procreative purposes is rejected. How is the acceptance of sexuality threatening/dangerous to both a utopian and dystopian society?
I expect your reaction papers to be 1-2 pages in length (typed, double-space) and for you to pick a topic that you find thought provoking and that you can say something about.
While a reaction paper does not need to be as formal as a multi-draft essay, it should have a clearly articulated point and that point should be supported with evidence from the book (in the form of quotations) and that evidence should be properly formatted, punctuated and cited (MLA format). Ms. Bluhm is a reported “grammar nut” and will be evaluating these papers, so you should plan accordingly.
Here are some possible topics, you may write on others:
1. Dystopian literature often involves a protagonist who is consciously aware of the problems with his society and feels compelled to rebel against it. Though this protagonist may not be the only individual with dissentious thought, he often perceives that he is alone in his discontent. Why do you suppose Winston resists a passive acceptance of the society of 1984? What about him as an individual creates this opportunity for resistance?
2. We have identified in class the tools for societal control in 1984 and the possible functions and intentions of these tools. In what ways do you see these tools in action in today’s society? Choose one context that requires social control with which you are familiar (e.g. a classroom or school, a religious institution, a retail store, etc.) and discuss the ways in which our society maintains social order and control. What tools are present in both worlds? Which are exaggerated in 1984 but still present in our reality? Which do not apply? Once you have considered the similarities and differences between these two instances of social control, speculate on the why that Winston questions in 1984.
3. In our discussions of Herland, we considered Gilman’s text as a possible utopia. Our reading of 1984 has been based on an acknowledgment of it as a dystopian text. In two seemingly opposite societies, sex for non-procreative purposes is rejected. How is the acceptance of sexuality threatening/dangerous to both a utopian and dystopian society?
1984 Syllabus
All dates are when the reading is assigned. The reading should be completed for the next class period. We are reading this book pretty quickly in order to finish it up before Agora Days. Please make sure that you stick to the reading schedule and do not fall behind.
Thurs 1/29--Book I, ch. 1-2
Fri 1/30--Book I, ch. 3-5
Mon 2/2--Book I, ch. 6-8
Tue 2/3--Book II, ch. 1-3
Wed 2/4--Book II, ch. 4-7 / reaction paper assigned
Thur 2/5--Book II, ch. 8-the beginning of ch 1. of Emmanuel Goldstein’s book “Ignorance is Strength”
Fri 2/6--Begin reading Emmanuel Goldstein’s book, read to the end of Book II
Mon 2/9--Book III, ch. 1-2
Tue 2/10--Book III, ch. 3-end of book
Wed 2/11--appendix and afterword
Thur 2/12--reaction paper due
Fri 2/13--pre-registration day, class does not meet
Mon 2/16--President’s Day—no school
Tue 2/17-2/20--Agora Days
Thurs 1/29--Book I, ch. 1-2
Fri 1/30--Book I, ch. 3-5
Mon 2/2--Book I, ch. 6-8
Tue 2/3--Book II, ch. 1-3
Wed 2/4--Book II, ch. 4-7 / reaction paper assigned
Thur 2/5--Book II, ch. 8-the beginning of ch 1. of Emmanuel Goldstein’s book “Ignorance is Strength”
Fri 2/6--Begin reading Emmanuel Goldstein’s book, read to the end of Book II
Mon 2/9--Book III, ch. 1-2
Tue 2/10--Book III, ch. 3-end of book
Wed 2/11--appendix and afterword
Thur 2/12--reaction paper due
Fri 2/13--pre-registration day, class does not meet
Mon 2/16--President’s Day—no school
Tue 2/17-2/20--Agora Days
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