Kevin Young

We're going to be discussing Kevin Young on Thursday, February 25 and then visiting the Manuscript and Rare Book Library (MARBL) on Tuesday, March 2. Coincidentally, Young is both a poet and the curator of the Raymond Danowski Poetry Archive, the largest poetry archive in the world. Watch this film by Emory University to introduce you to both MARBL and Kevin Young. He talks about many of the poets we have read for this class!



This is an optional long video, but it links Kevin Young to Kara Walker. The reading and discussion is presented alongside Walker's exhibit.

Kara Walker

This week as we consider contemporary writers and their reflections on the antebellum South, the Civil War, and Reconstruction, I thought you might enjoy one of my favorite artists, Kara Walker. Walker is noted for her innovative use of silhouettes to depict African-American life during these eras. Her work is visible at the High in Atlanta and you can read about her work here.

Lucille Clifton supplement

As I told you Tuesday, Lucille Clifton passed away last weekend. Read this excellent article from the Atlantic on her and the follow up, "Bad Poetry Will Not Save Black People" published yesterday. The comments are interesting and will help you contextualize some of the information we have discussed in class.

Natasha Trethewey supplement

If you have time, this is a helpful interview discussing Native Guard.

You can watch Trethewey's address "Why I Write: Poetry, History, Justice" at Emory University.

Here is a fan video of "Theories of Time and Space"

Natasha Trethewey

For Tuesday, read:

"Again, the Fields"
Read this page on Winslow Homer, paying attention to the painting "The Veteran in a New Field" (1865).

"Scenes from a Documentary History of Mississippi"


"Native Guard"
Read a history of the Native Guard.

"Southern History"
Here is a helpful synopsis of the film and its contexts.

Long Paper #1

You will have two long papers this semester. One will cover the United States and one will be situated in Northern Ireland.

Each long paper is made up of three grades. The first grade is for your rough draft, the second for a mandatory meeting with me to go over suggested revisions, and the third is for the final draft.You can also find this and additional information on your syllabus.

I will pass around a sign up sheet next week for the meeting times on March 2. If for some reason you cannot meet on that date, we can arrange an alternative time. You will receive your rough draft at your meeting.

NOTE

You MAY want to meet with me or send me a draft before you turn in your rough draft. I will make meetings if you email me at amy.hildreth@emory.edu or I will accept preliminary rough drafts up until noon on Wednesday, February 24. You can send me ideas, paragraphs, whatever you would like.

Each student is given the opportunity at one "free read" before each paper (or rough draft and final draft) is due. This policy will apply throughout the remainder of the semester. It is in your best interest to take advantage of this policy.

DUE DATES

Rough Draft: February 25
Meeting: March 2
Final Draft: March 4

REQUIREMENTS

Each paper should be 5-6 pages long, double spaced in Times 12 point font with standard spacing and margins, and turned in on paper. Students should follow MLA guidelines on the formatting of their paper and in their citation methods. Papers will be evaluated according to the following criteria, although +/- grades may be present in order to indicate the relative strength of the work within these general categories.

A: This paper addresses the question in a manner that demonstrates a comprehension of the assignment as well as the social and political contexts discussed in class. The thesis is clear and concise, allowing the argument to develop in a structured manner. Additionally, the paper is original as it provides a unique perspective. All MLA guidelines are correct and there are minimal technical problems.

B: This paper completes the basic requirements of the assignment, follows MLA guidelines, and is generally clear and concise. It does, however, need to improve in one or a few of the following areas: organization, argument development, or mechanics.

C: This paper answers the question of the assignment, but lacks useful citation from the primary text and contains an underdeveloped thesis statement. MLA citations may be incorrect, and/or other technical problems may be present.

D: This paper does not complete the requirements of the assignment.

TOPIC CHOICES

1. Ekphrasis is the depiction of a visual art in writing. Use the photo of the burning girl from Vietnam to investigate "You and I Are Disappearing" by Yusef Komunyakaa. Choose either metaphors that are not represented in the photograph or those that are (remember our class discussion) then argue how these metaphors confront readers with their own passivity to suffering.

2. Pretend you are deciding whether or not to allow Amiri Baraka to retain his position as Poet Laureate of New Jersey following the publication of "Somebody Blew Up America" after 9-11. Argue one side or the other, using examples from the text.

3. Trace the Western as it appears in Ishmael Reed's "I am a cowboy in the boat of Ra." Why is the Western used in a poem about Egyptian mythology? How do elements of the Western in this poem reveal a uniquely American subjectivity (sense of personal perspective) on the part of the poet?

Revision Assignment 1

The revision of one of your previous short papers is due Thursday, February 18. You must choose the paper with the lower grade, but if you have two papers with the same grade you are allowed to pick which you prefer to revise. Turn in the revision with the previous version of the paper and my comments attached. I want to be able to review your improvement.

(Remember: you also need to read the Baraka poem and compose two thesis statements to also turn in on paper on Thursday!)

This rubric will be used for grading the revision:

REVISION REQUIREMENTS

Each paper should be 3-4 pages long, double spaced in Times 12 point font with standard spacing and margins, and turned in on paper at the beginning of class on Thursday, January 28. Students should follow MLA guidelines on the formatting of their paper and in their citation methods. Papers will be evaluated according to the following criteria, although +/- grades may be present in order to indicate the relative strength of the work within these general categories.

A: This paper addresses the question in a manner that demonstrates a comprehension of the assignment as well as the social and political contexts discussed in class. The thesis is clear and concise, allowing the argument to develop in a structured manner. Additionally, the paper is original as it provides a unique perspective. All MLA guidelines are correct and there are minimal technical problems. Extensive revisions have been noted. The student has incorporated the instructor's comments on both argument and style as well as continued to improve the paper beyond the immediate suggestions provided.

B: This paper completes the basic requirements of the assignment, follows MLA guidelines, and is generally clear and concise. It does, however, need to improve in one or a few of the following areas: organization, argument development, or mechanics. The student has incorporated the instructor's comments on both argument and style, but has not continued to further develop the paper.

C: This paper answers the question of the assignment, but lacks useful citation from the primary text and contains an underdeveloped thesis statement. MLA citations may be incorrect, and/or other technical problems may be present. The student has begun to incorporate the instructor's comments, but may have only considered stylistic revisions or argument suggestions and not both. Additional development is not seen.

D: This paper does not complete the requirements of the assignment. The student has not taken suggestions under consideration and has turned in a paper with the same or additional mistakes.

Amiri Baraka

Read "Somebody Blew Up America" here and print it off to bring as a hard copy to class on Thursday. Then, browse Baraka's website and watch the recording of this poem.

Bring two thesis statements to class on Thursday for your participation credit. Both should be on Amiri Baraka and will be used to prompt discussion. You may include ideas derived from either the print or recorded versions of the poem. These will be turned in at the end of class, so make sure they are typed.

Yusef Komunyakaa

Read these poems from your Komunyakaa book for Tuesday. Supplemental links to help contextualize some of the poems are listed below their titles. Reviewing this material is necessary for you to be fully prepared.

"How I See Things"

The Beatles' "Strawberry Fields Forever"


Across the Universe adaptation of "Strawberry Fields Forever"


"1984"

"Heartbreak Hotel" by Elvis


Skim The Rime of the Ancient Mariner

Trailer for Dr. Strangelove


"You and I Are Disappearing"

Photo from My Lai Massacre

"Report from the Skull's Diorama"

MLK Jr. Explaining why he is against the Vietnam War

Yusef Komunyakaa supplement

Here are a few videos of Yusef Komunyakaa.

Reading "Anodyne"


Giving the Helen Edison Lecture
(Warning: this is long, but great if you're interested in him as a poet)

Ishmael Reed

One of the people Ishmael Reed is inspired by is a Beat-era poet and artist named Ted Joans.



Read a description of Ted Joans and view a gallery of work inspired by working with him by Laura Corsiglia. Then see selections and a description of a gallery at the Museum of Modern Art in New York City inspired by both Reed and Joans.

If you want to browse Konch, Ishmael Reed's online magazine, see it here.

Lucille Clifton at Emory

Lucille Clifton papers fully processed and available for research

See Lucille Clifton's work at Emory in the Manuscript and Rare Book Library on the 10th floor of Woodruff Library!

Lucille Clifton

Watch Lucille Clifton read her famous poem "homage to my hips":



You'll read "homage to my hips," "malcolm," and "lost baby poem" for Tuesday.

The packet in the copy room also includes your reading for Thursday - Ishmael Reed's "I am a cowboy in the boat of Ra." Please read the biographical information provided.

Next Week's Readings

Look in the copy room of the English department (I sent you an email a few weeks ago with its location) for your readings for next week. They should be available by 5 PM on Friday, February 5.

As per your concerns, I've limited our readings to a few poems for each class. We may not make it through every poem, but be prepared to discuss them. If it helps you, go through the list of terms I indicated in my previous post and note examples.

Generate one thesis statement to bring to class on Tuesday on one of the poems assigned for that day. Consider this additional practice after our conversation today. Students who did not turn in thesis statements to me today should turn them in to me via email. In the future, all assignments - including impromptu exercises - should be typed and handed in. If you turned in thesis statements to me today, expect written feedback on Tuesday.

Impromptu exercises are done for your benefit. They will allow you to practice skills you will be graded on during formal writing assignments. Remember, they are assignments designed to help you and count as part of your participation grade.

If you have concerns about your first grade or would like to workshop your upcoming short paper, contact me at amy.hildreth@emory.edu and we can schedule a time. Please contact me as soon as possible, as I am not available on weekends.

Short Paper #2

Due: Thursday, February 11

REQUIREMENTS

Each paper should be 3-4 pages long, double spaced in Times 12 point font with standard spacing and margins, and turned in on paper at the beginning of class on Thursday, January 28. Students should follow MLA guidelines on the formatting of their paper and in their citation methods. Papers will be evaluated according to the following criteria, although +/- grades may be present in order to indicate the relative strength of the work within these general categories.

A: This paper addresses the question in a manner that demonstrates a comprehension of the assignment as well as the social and political contexts discussed in class. The thesis is clear and concise, allowing the argument to develop in a structured manner. Additionally, the paper is original as it provides a unique perspective. All MLA guidelines are correct and there are minimal technical problems.

B: This paper completes the basic requirements of the assignment, follows MLA guidelines, and is generally clear and concise. It does, however, need to improve in one or a few of the following areas: organization, argument development, or mechanics.

C: This paper answers the question of the assignment, but lacks useful citation from the primary text and contains an underdeveloped thesis statement. MLA citations may be incorrect, and/or other technical problems may be present.

D: This paper does not complete the requirements of the assignment.

TOPIC CHOICES

1. Create an argument on why Gwendolyn Brooks used the rhyme scheme she did in "the mother" on page 4 of Selected Poems.

2. How does "The Last Quatrain of the Ballad of Emmett Till" revise your understanding of "A Bronzeville Mother Loiters in Mississippi. Meanwhile, a Mississippi Mother Burns Bacon?"

3. Compare or contrast the depiction of motherhood in Gwendolyn Brooks' "the mother" with Audre Lorde's "Now That I am Forever With Child" from your packet.

4. Why does the protagonist of "poem at thirty" by Sonia Sanchez write "I am not afraid of the night?"

5. How does Gwendolyn Brooks depict the husband in "A Bronzeville Mother Loiters in Mississippi. Meanwhile a Mississippi Mother Burns Bacon?" How does this depiction jar with the wife's desire to see him as a hero?

Terms for Poetry

McGraw Hill provides a useful list of poetic terms you could use for your papers or in class. I assume most of this is a review of what you covered in high school.

Particular terms I am interested in:

- Alliteration
- Assonance
- Characterization
- Connotation
- Enjambment
- Epic
- Free Verse
- Image
- Metaphor
- Narrative Poem
- Protagonist
- Simile
- Stanza
- Symbol

Remember, I am more interested in your papers in reading how you would argue a specific point about the poem. Terminology helps, but this is not a class on how to apply terminology. The internet has a bunch of resources if you need help figuring out definitions of terms or searching for terms, so utilize your search skills.

Maps

Historic post-Civil War map of Confederacy states



Northern Ireland relative to the Republic of Ireland

Sonia Sanchez and Audre Lorde

Check out the Audre Lorde Project.

Watch Sonia Sanchez perform "Middle Passage," a poem not in our packet for Thursday.

Gold Star!

I forgot to ask you for the word I was looking for on Thursday. In case you were wondering if you got it right, it was gentrification.

An example of the word:

"Boston Road Blues" by David Henderson describes the process of gentrification when he illustrates the gradual improvement of the housing along Boston Road.

Literary Terms

Here are the literary terms we have learned so far:

Bildungsroman
Definition: The genre of educational development, or the coming-of-age story of the protagonist.
Example: The film Malcolm X is a bildungsroman that follows Malcolm from his childhood to his death.

Enjambment
Definition: The breaking of a unit between lines.
Example: Gwendolyn Brooks is known for her famous poem "We Real Cool," which relies on enjambment to emphasize the importance of the collective.

Parataxis
Definition: Placing two units side by side to generate a juxtaposition.
Example: "A Bronzeville Mother Loiters in Mississippi" and "The Last Quatrain of the Ballad of Emmett Till" are placed in parataxis to highlight the contrasting mental states of the two mothers.

Here is a summery of the literary concepts we will develop as we move throughout the course:

The Gaze
Definition: A concept introduced by the French philosophers Michel Foucault and Jacques Lacan, the gaze was said to epitomize the idea of power relations. Later adapted by feminists and postcolonial critics, the idea of the gaze was a way to theorize how differences in power lead to perceptual biases.
Example: One example of the gaze in "A Bronzeville Mother Loiters in Mississippi" is the Mississippi mother's determination to see Emmett Till as a fairy tale villain rather than a young boy.

The Other
Definition: The Other is the opposite of the Same. In most cases, the Other is anyone other than yourself. To highlight the abstraction of the idea, the other is capitalized. Usually, this concept is used to describe the dehumanizing aspects of seeing people as units rather than individuals, characterized by their communal characteristics rather than their particular ones. French philosopher Emmanuel Levinas is a notable theorist on this topic.
Example: In "A Bronzeville Mother Loiters in Mississippi," Northern newspapers lament the Emmett Till murder by describing the perpetrators as "barbarians." Here, the Other is inverted. Instead of seeing African-Americans as Other, Southern whites are placed in the uncomfortable position of being judged by their Northern brethren.