Billion Dollar Question

Please affirm, expand, or revise your reflections on English Studies, given our morning's discussion.

Faculty Views of English Studies and The Disciplines

How do you see your discipline within the general institution of English Studies? What is its street identity, its institutional identity, its self identity? Any current issues, conflicts, or developments in terms of how your discipline relates to the whole? Where's your discipline headed and where would you like it to go? Any thoughts you'd like to share on English Studies here at NDSU? On English Studies generally?

Million Dollar Questions (for morning of June 25th)

1. So, what is "English Studies"?
2. What is the future of English Studies? Where is it going?
3. What are options for advanced degrees in this field?
4. What have you gained to date from your English Studies experience here at NDSU?
   

Poetry Reading

I enjoyed your poetry reading tonight very much. All of you did an excellent job and should be very proud of yourselves. I look forward to hearing you present again on Friday.

Eavan Boland questions and responses

Respond to the questions provided by Ms. Oster. Post your answers as comments to this post.

In Visiting Scholar's Literacy Class

Governor's School Reflection #3

Pretty self-explanatory.

Explaining the difference between high school and college writing

Gov. School students visit Dr. Anne Gere's graduate course

Here are the questions for Wednesday's blog

Blog entry about today’s experience visiting a graduate course to talk about the differences between high school and college writing

What did you find most interesting/surprising/perplexing about the visit to the graduate English course?

How has your thinking changed about what English teachers do or will be doing in the future?

What questions remain as we finish the day?

Questions

1. i found the fact that we had to work with college students interesting and the fact how all of our ideas and perspectives were different and not the same. Also, it was cool how the college students seemed not much different from us.

2. I think that english teachers will be more lenient instead of someone who gives really long essays. i also not believe that college would be a more fun experience for me.

3. no. not for now.

Graduate Students and Grace

1.I thought it was most surprising that they were so interested in what I had to say.
2.I didn't know that they were trying to create writing communities across the country.
3.I have no questions, and I'm not as scared of big college papers anymore.

Graduate Course Reflection

For me, the most interesting aspect of the entire affair was how enthralled the graduates were with what I had to say. They genuinely seemed interested in my experiences in English, and they wanted to hear all that I had to discuss. They also treated me as an equal, which I was rather impressed with. I was also surprised as to how they were able to relate to everyone and express themselves clearly and articulately.

The future teachers are going to need to be more educated in the technology that will be involved in these studies. With technology constantly increasing at an alarming rate, many will find that the conventional ways of writing and studying will be replaced with more advanced procedures.

I do not have any questions at the moment. I am quite overwhelmed by this experience and what I have learned about this field. I feel that I have learned a lot in a relatively short amount of time.

Mia's answers on visiting English graduate course

1) The genuine interest in what we had to say was the most interesting to me. For example, they intently watched me talk and even watched me when I wasn't talking, maybe to the point of making me uncomfortable... but it was fine. I found it flattering. The most surprising part was how relaxed they were. It wasn't just the professor lecturing the entire time, it was more of a discussion. The only part I found perplexing was when they asked if I had any questions...

2) I pretty much know what English teachers do, on account that I have had them for the past eleven years. As for the future, I was surprised how excited they are about new technology that is used for teaching. When I mentioned a Wiki, the guy in my group started asking questions and seemed very interested. English teachers have the stereotype of being really old-school ladies with their gray hair up in a bun so it was nice to see this stereotype proven wrong.

3) None right now.

Questions after English Grad. Visit

1)Personally, what I found most interesting and perplexing, was just how interested the grads seemed to be in my peers and I. I think that youth are generally disregarded by older, more articulate people, so when they took notes on what we said, or probed us for our input, I felt flattered, but a little confused.

2)My thinking has been slightly altered as to what I think an English teacher does. I found the demeanor of the professor we saw as friendly, but very in control of the class when she spoke to us. I now see that more then just teaching, they stand as a bit of a role model, and as someone to look to in the ways of a student's education.

3) I don't have any remaining questions really. Well, other then the fact that I'm still stunned that the class had such an interest in us.

Ashley's Graduate Reflections

1. I was surprised how I was able to understand them and how they were able to understand me. It was perplexing to write my paper and then to read their own papers and see how much more detailed they were.

2. English teachers today incorporate the many facets of English, such as grammar and literature as well as writing. I think that that English teachers will expand more on the subject and bring in more aspects, including using English with technology.

3. No questions remain. I am question free.

Graduate Course Visit Reflection

1. I found that the enthusiasm that people have with grammar suprising. It was intresting learning about the different media that people use when writing things. It was perplexing to see the extreme intrest the students had in what we had to say.

2. I think that the english teacher of the future is going to need to know as much about computers and multi-media outlets as they need to know about english studies. This was not much of a shock to me since we are in the age of technology and everything is evolving at such a rapid pace.

3. In all honesty, i do not have any further questions at this point in time. I might develop more after i have a chance to thoroughly digest all of the information we went over today.

Thoughts on the day

1) I think the most perplexing thing about the day's work was my realization of my false perceptions. I gather from talking to the other Gov's School students, teachers, and students in the graduate course we visited, that my ideas of what will be expected in college and what my peers English studies involve wasn't as accurate as I expected.

2) I now realize that being an English teacher doesn't simply mean one teaches English. There is a lot more opportunity for research and creative writing than I formerly thought, and it furthermore, it seems very common.

3) I think at this point a lot of my questions will have to be answered through trial and error, and hands-on experience in the fields I am interested in for a college major/career.

Meeting with the NDSU English students

1. I found a lot of interesting facts during my visit. The most interesting fact I learned is that in college, the content is more important than the grammar, mechanics, or spelling.

2. I always thought that English teachers are all serious and strict, however, today I learned that English teachers are just like us, and some are really nice. In the future, I believe that English teacher will make use of the modern-day technology to aid their teachings.

3. What are the possible jobs one can apply for after finishing a bachelor's degree in English Studies?

Self-Study II Questions

1. Read the poems carefully to each other; be sure to read out loud.
2. Research the poems online and jot down a few of the things that you think are important. (How do you know they are important?)
3. Present your findings to the class and discuss why these poems are important? What is it that they convey? And how do they go about conveying their (various?) messages?

Self-Study Questions

1. Read the two stories carefully and prepare a dramatic reading for the class.
2. Why did you choose to read the story the way you did?
3. How did you select actors/narrators?

Application Questions

1. Discuss the similarities/differences you find in the texts.
2. What might be the purpose of these similarities/differences?
3. If the theme is the same/similar, why choose different ways of conveying it?

Analysis Questions

1. Jot down some of the elements of literature?
2. How do we know which of the elements of literature to look for in a text?
3. In which wasy can and do we respond to literature?

Introduction Questions

1. What is literature?
2. Why do we study literature?
3. How do we study literature?

Brief Web Explorations of Rhetoric as a Discipline or Field

Do some web browsing for sites which tell you something about Rhetoric as a area of study you might pursue in college. You might also look for journals, books, important spokespersons, organizations, etc. Simply name the sites you found and a little information about them.

Responses to Hitchens-Hitchens Videos (Rhetoric)

Riotous Randomness

Post all or any small segment of your morning's randomriting.

Poems by Frank Bidart

Click here for poems by Frank Bidart.

Poetry and Form

Click here for a crash course in poetry and form.

This site includes MANY links to poems in all forms.

Poems by W.S.Merwin

Click here for poems by W.S. Merwin.

Poems by Pablo Neruda

Click here for poems by Pablo Neruda.

Poems by Lisa Lewis

Click here for poems by Lisa Lewis.

Poems by Tony Hoagland

Click here for poems by Tony Hoagland.

Governor's School Reflections #2

• How's the week been going?
  
• Best and worst moments?
• What, so far, has been most interesting to you?
• Any new questions?
  

5 Factors and the Magazine

Reply to this post...
List FOUR possible genres you are interested in for the magazine. List FIVE conventions of each genre.
Also identify audience, voice, purpose, and social context for each.

Sedaris Selection for Wednesday 6-11

We will listen / read in class... no worries. Just trying to save a tree :-)



http://www.powells.com/biblio?show=TRADE%20PAPER:USED:9780316776967:10.50&page=excerpt

Thinking about Fiction: Tim O'Brien

In groups of 3, respond to some questions about "How to Tell a True War Story."

The questions are located HERE.

Governor's School Reflections #1

• How's it going so far?
• Best and worst moments?
• What, so far, has been most interesting to you?
• What questions, if any, do you have?

Skittish Libations

Read through the quotations in Skittish Libations.

Pick your favorite.

Post it here, and explain why you like it.

Reminder

Please don't forget to check the email you received from Cindy on Sunday the 7th which included a questionnaire.

We'd like you to complete that questionnaire and send it back. Thanks!

Some Fiction and Poetry to Read for June 9th

Please read the following for Tues., June 9th:

1) Tim O'Brien's "How to Tell a True War Story"

2) Select three of the authors on this list and read their "flash fiction" (very, very short fiction). You may need to actually print some of it out to make it readable.

3) Your choice of poems by any one of the poets on this list.

Creative Writing: What IS This Stuff?

Add a comment to this posting in which you do the following:

1) Define "creative writing."
2) Define "Creative Writing."
3) Answer these questions:

• What is the purpose of creative writing (or any art, for that matter)?
  
• Whom is creative writing mainly for--the writer or the reader?
  
• Should Creative Writing (or Art) be mandatory in the schools?

Student Email Addresses and Home Contact Info

Please add a comment to this post which includes your email address and home contact info. (parents' names and phone numbers/email addresses).

While you're at it, ask one question about any feature of the English program :)

Thinking about the Disciplines

Please add a comment to this post, reflecting on the first morning's speakers and responding to the following:

1. What additional questions might you have for the speakers?
2. What strikes you as most thought-provoking, stimulating, strange, funny, or otherwise interesting about what you've heard?
3. What would you like to know more about?
4. What experience or background, if any, do you have yourself in any of the subjects discussed?
   

Welcome!

Hi to all and welcome to the Governor's School English Studies.

We'll use this blog from time to time for exercises, freewriting, announcements, drafting, etc. You're free as well to post questions for the teachers, offer random observations, start your own discussions about program topics, your magazines, or the Gov School experience generally.

Click here for our syllabus and daily schedule.

Click here for the Dept. of English website.

Click here for Poets & Writers Inc. (a great resource for creative writers)