"How to Write a Critial Analysis"
In John Trimble's passage he quotes novelist Sloan Wilson as saying "A writer's job is sticking his neck out." I had never really thought about it before, but putting your thoughts down on paper and backing them up is a gutsy task. Once it is written, you must stand behind your position to authenticate its validity. Writing a critical analysis is just that, starting with a strong thesis and providing evidence to back it up. Trimble goes on to explain that a critical analysis and plot summary are not one in the same, however many times they end up being confused into the same category. From a young age we are taught by our professors to imagine our reader has absolutely no knowledge on the subject we are presenting. Through our writing, we must bring them up to speed before making an argument on our position. This no longer holds true when given the task to analyze. We must simply remember to explain and evaluate. I found this passage very helpful because up until this point in my writing, I have be doing the former. The role as a critic is new to me, and will take some trial and error before I can truly feel comfortable with the task. I was relieved to see him expand on examples of varying texts such as poems, plays and novels. These will only help me to better understand my role as a critic and where it is "safe" to begin my work.
"Shitty First Drafts"
Anne Lamott's piece regarding "Shitty First Drafts" is by far my favorite piece so far in this class. I was instantly drawn in by her sharp tongue and witty personality. I agree with her completely that the best way to start writing is by first writing a really horrible first draft. Far too many times I have found myself staring at the computer screen not knowing where to begin. I find that if I just allow myself to type whatever comes to mind first, it is easier to then go back later and make corrections. There would be no way to improve if we didn't first start at the bottom and work our way up. I find it funny how the "shitty first drafts" can sometimes relate to life. We are always being told that we need to start from the beginning and work our way up. We may start as an interns doing "bitch work" making coffee runs and photo copies, but this hard work is just laying the foundation to reach our dream jobs one day as Executive of that same company. I thoroughly enjoyed Lamott's way or wording things, and I hope to be reading something by her again soon in class.
"In Essays, Author Zadie Smith Reveals Her Process"
I found this article very interesting as it was written about an author who was successful very early in her career. Publishing a novel at the age of 25 is no easy task, and the fact that she has gone on to continue to write and become published is very inspiring. Although I have never been a "published" author per say, I can relate to her feelings about the process. It seems to me that the beginning and ending are the most challenging parts to really hit out of the park, while the middle seems like a walk in the park. I feel that once I have my momentum going, I don't necessarily struggle if I am writing about something that i am either knowledgeable or passionate about. Smith reveals to the author in this article that she used writing as a way to cope with her father's death. I believe this was a very good outlet for her, as it was a medium in which she was comfortable using. Grief is a powerful thing, and if you can find a healthy was to deal with the grieving process, you are one step ahead of everybody else.
Wednesday, August 31, 2011
Tuesday, August 30, 2011
Understanding Our Sound Ideas
A Letter to the Reader
When I received the text Sound Ideas I was a little perplexed as to what the title actually meant. The introduction's explanation that "sound ideas" are developed through reading, reacting and thinking made it clear to me that this class will be about more than just understanding texts. I was excited to learn that not only will there be written passages, but visual and audio as well. I find that I am able to retain more information when it is presented to me in a form other than just words on a page. Through listening to audio content from KQED and examining visuals I believe I will take more away from English I than I would a standard English class. The passage goes on to develop an understanding of how we will be able to react to what we are learning. I find it refreshing that we will take more than a for or against approach. Sometimes I feel I do not fully understand what it is I am supposed to be learning, yet it is taboo to sound my thoughts or opinions. The activities that follow the passages will allow us all to reflect on what we have read and benefit from each other's varying view points.
Everybody Is Talented, Original and Has Something Important to Say
I found Brenda Ueland's passage very interesting and could not agree more. She brought up very interesting points that I had not thought of before. I particularly liked her example about no one being able to go 24 hours without expressing themselves in some form or another without going crazy. Before reading this, I would have just assumed she meant speaking, but there are more than just one way we can express ourselves. The forms in which we choose to do so are part of what make us unique and interesting. Being creative is something that I have always enjoyed, but I have found it to be more challenging the older I get. When I was younger I was just like Ueland's family members. I would put together a show or performance any chance I could get. It never mattered the occasion or the resources available to me. All I ever needed was my imagination and the rest would fall into place. As I got older, and responsibilities set in, my performances dwindled and I became more involved in my studies and structured sports. It is no wonder that my expansive mind began to narrow in on what was "right" and "important." I agree that over the years my teachers and "mentors" have taught me what was right and what was wrong, but in the process extracted from my free, creative spirit. I want to use this class as an opportunity to remember what it is like to be free with my ideas and express how I feel even if it might not be what is conventionally "right." By expressing how I feel and writing what most naturally flows, I believe I will grow as a person and in my writing abilities.
A Way of Writing
I found William Stafford's piece to be eye opening and helped to sum up my new realization that what we "think" is right and what comes naturally are two very different things. Far too often when we look to express our ideas, we are suppressed by what we "think" we are supposed to think or say. I like the idea of free writing where we can express whatever comes to mind first without letting external thoughts or factors come into play. I have not used this exercise before, but I feel it will help to improve my style of writing. Too often we allow grammar and punctuation slow us down from collecting full thoughts and ideas. Stafford's comment that "sometimes the materials alert me to something waiting in my mind, ready for sustained attention," especially struck a cord with me. Many times I find myself trying to remember what it was I had been thinking about, but can't seem to find a way to express it. Free writing might help to lift these road blocks and create a fluidity to my thought process.
When I received the text Sound Ideas I was a little perplexed as to what the title actually meant. The introduction's explanation that "sound ideas" are developed through reading, reacting and thinking made it clear to me that this class will be about more than just understanding texts. I was excited to learn that not only will there be written passages, but visual and audio as well. I find that I am able to retain more information when it is presented to me in a form other than just words on a page. Through listening to audio content from KQED and examining visuals I believe I will take more away from English I than I would a standard English class. The passage goes on to develop an understanding of how we will be able to react to what we are learning. I find it refreshing that we will take more than a for or against approach. Sometimes I feel I do not fully understand what it is I am supposed to be learning, yet it is taboo to sound my thoughts or opinions. The activities that follow the passages will allow us all to reflect on what we have read and benefit from each other's varying view points.
Everybody Is Talented, Original and Has Something Important to Say
I found Brenda Ueland's passage very interesting and could not agree more. She brought up very interesting points that I had not thought of before. I particularly liked her example about no one being able to go 24 hours without expressing themselves in some form or another without going crazy. Before reading this, I would have just assumed she meant speaking, but there are more than just one way we can express ourselves. The forms in which we choose to do so are part of what make us unique and interesting. Being creative is something that I have always enjoyed, but I have found it to be more challenging the older I get. When I was younger I was just like Ueland's family members. I would put together a show or performance any chance I could get. It never mattered the occasion or the resources available to me. All I ever needed was my imagination and the rest would fall into place. As I got older, and responsibilities set in, my performances dwindled and I became more involved in my studies and structured sports. It is no wonder that my expansive mind began to narrow in on what was "right" and "important." I agree that over the years my teachers and "mentors" have taught me what was right and what was wrong, but in the process extracted from my free, creative spirit. I want to use this class as an opportunity to remember what it is like to be free with my ideas and express how I feel even if it might not be what is conventionally "right." By expressing how I feel and writing what most naturally flows, I believe I will grow as a person and in my writing abilities.
A Way of Writing
I found William Stafford's piece to be eye opening and helped to sum up my new realization that what we "think" is right and what comes naturally are two very different things. Far too often when we look to express our ideas, we are suppressed by what we "think" we are supposed to think or say. I like the idea of free writing where we can express whatever comes to mind first without letting external thoughts or factors come into play. I have not used this exercise before, but I feel it will help to improve my style of writing. Too often we allow grammar and punctuation slow us down from collecting full thoughts and ideas. Stafford's comment that "sometimes the materials alert me to something waiting in my mind, ready for sustained attention," especially struck a cord with me. Many times I find myself trying to remember what it was I had been thinking about, but can't seem to find a way to express it. Free writing might help to lift these road blocks and create a fluidity to my thought process.
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