Skype conversation with Amardeep Singh, Associate Professor of English at Lehigh University, about postcolonial literature and his class's project, Harlem Shadows: Claude McKay's Early Poetry.
Working in pairs, you will transcribe or review an existing transcription of a letter for the 1916 Letters Project. Review the instructions for transcribing and editing letters. In reviewing an existing translation, you can add to other readers' findings.
We will return to W.B. Yeats’s poem “Easter, 1916” in light of our immersion in the correspondence of the time, interpreting its language and response to the Easter Rising.
Working in groups, today we will collect and interpret instances of sound in the texts that we have read, particularly Salman Rushdie's story "The Free Radio" from his collection East, West. How do sounds function in different texts we have read? What do they sound like? How has sound been addressed in other texts? Working in groups, we will collect instances of sound from Rushdie, Louise Erdrich, Jean Rhys, Claude McKay, and other readings this term. Using The Postcolonial Studies Dictionary, we will consider how to interpret these instances. We will then compare our findings, which could create the basis for a chart, diagram, or digital archive.
Working in small groups. divide up the tasks. Have two group members search the texts we have read, finding and analyzing passages. Another group member should investigate Project Muse and Google Books (see, for instance, Perloff and Dworkin, ed. The Sound of Poetry / The Poetry of Sound on Google Books), looking into how sound has been addressed in literary studies. Another group member will search the existing British Library Sound Archive for comparison and address how to interpret the group's findings using some of the terminology in the Postcolonial Studies Dictionary.
Please either make a twitter account for our class or use an existing one.
Using the hashtag #JaneEyre2016
Post three tweets addressing connections between the film of Charlotte Bronte's 1847 novel Jane Eyre (2011) and Jean Rhys's 1966 novel Wide Sargasso Sea.
Your tweets might address such topics as:
Perspective, gender, geography, identity, class distinctions, and power.
Working in groups, students will contribute to a class map of Senegal in Mariama Bâ's So Long a Letter (1981) using Google Maps. Each group will be assigned a cluster of letters in the book. Google's features allow for annotation of maps with historical information, images, analysis of quotations, and media that shed light on the places then and now.
Map annotations must analyze at least two quotations from the novel in light of the locations to which they refer. The map might include street views of the locations, images of buildings, links to video footage, or any information readers would find useful.
For examples of students’ maps of Virginia Woolf’s novel Jacob’s Room, see here.
You should attribute sources of images and content on the map itself. In any text on the map, including captions, you must use your own words, incorporate quotations effectively, and cite all sources.
We will discuss your findings after 25-30 minutes.
Group 1: Letters 3-4
Group 2: Letters 7-8
Group 3: Letters 8-9
Group 4: Letters 10-11
Group 5: Letters 12 and 14
Group 6: Letters 15-16
You can walk in or make an appointment online here: http://nyit.mywconline.com
Drawing on the examples in Issues 2 and 4 of Understanding Rhetoric, work in small groups to explore the manuscripts and videos in Agha Shahid Ali’s digital archive, The Beloved Witness. What do these materials teach you about the development of Ali’s poetry, including the form and content of poems, Ali's word choice, and the role of geography and historical contexts in his work?
Return to “A Postcard from Kashmir” in light of its drafts. What do you learn in light of knowing its history?
Collect your findings and compose an argument that you will introduce to the class.
Drawing on Issue 1 of Elizabeth Losh, et al's Understanding Rhetoric, we will break into four teams:
Team 1: Logos
Team 2: Ethos
Team 3: Pathos
Team 4: Kairos
Each team will spend ten minutes preparing a one minute dramatization of its concept for the class. Then each team will present.
Working in small groups, create a Snapchat video posting interpreting Agha Shahid Ali’s poem "Postcard from Kashmir." First work through the poem together, deciding what you would like to depict by combining images, video, and text (lines from the poem or interpretations of them). As you discuss the poem, consider its form, content, and imagery.
At least one member of the group should create a separate Snapchat account for this course and share the results with the instructor.