Thursday, October 31, 2013

DOUBT: A Parable

A parable is a short, simple story designed to communicate a lesson, religious principle, or moral lesson; a figure of speech in which truth is illustrated by a story or example drawn from everyday experiences.
A parable is often no more than an extended metaphor or simile, using figurative language in the form of a story to illustrate a particular truth. The Greek word for "parable" literally means "a laying by the side of" or "a casting alongside," thus "a comparison or likeness." In a parable something is placed alongside something else, in order that one may throw light on the other. A familiar custom or incident is used to illustrate some truth less familiar.

Here are several parables:

The Blind Men and the Elephant:

A number of disciples went to the Buddha and said, "Sir, there are living here in Savatthi many wandering hermits and scholars who indulge in constant dispute, some saying that the world is infinite and eternal and others that it is finite and not eternal, some saying that the soul dies with the body and others that it lives on forever, and so forth. What, Sir, would you say concerning them?"
The Buddha answered, "Once upon a time there was a certain raja who called to his servant and said, 'Come, good fellow, go and gather together in one place all the men of Savatthi who were born blind... and show them an elephant.' 'Very good, sire,' replied the servant, and he did as he was told. He said to the blind men assembled there, 'Here is an elephant,' and to one man he presented the head of the elephant, to another its ears, to another a tusk, to another the trunk, the foot, back, tail, and tuft of the tail, saying to each one that that was the elephant.
"When the blind men had felt the elephant, the raja went to each of them and said to each, 'Well, blind man, have you seen the elephant? Tell me, what sort of thing is an elephant?'
"Thereupon the men who were presented with the head answered, 'Sire, an elephant is like a pot.' And the men who had observed the ear replied, 'An elephant is like a winnowing basket.' Those who had been presented with a tusk said it was a ploughshare. Those who knew only the trunk said it was a plough; others said the body was a grainery; the foot, a pillar; the back, a mortar; the tail, a pestle, the tuft of the tail, a brush.
"Then they began to quarrel, shouting, 'Yes it is!' 'No, it is not!' 'An elephant is not that!' 'Yes, it's like that!' and so on, till they came to blows over the matter.
"Brethren, the raja was delighted with the scene.
"Just so are these preachers and scholars holding various views blind and unseeing.... In their ignorance they are by nature quarrelsome, wrangling, and disputatious, each maintaining reality is thus and thus."
Then the Exalted One rendered this meaning by uttering this verse of uplift,
O how they cling and wrangle, some who claim
For preacher and monk the honored name!
For, quarreling, each to his view they cling.
Such folk see only one side of a thing.

Who knows what’s good or bad?  ~ a Buddhist Parable

The situation we always live in is like that of the wise Chinese farmer whose horse ran off. When his neighbor came to console him the farmer said “Who knows what’s good or bad?” When his horse returned the next day with a herd of horses following her, the foolish neighbor came to congratulate him on his good fortune. “Who knows what’s good or bad?” said the farmer. Then, when the farmer’s son broke his leg trying to ride one of the new horses, the foolish neighbor came to console him again. “Who knows what’s good or bad?” said the wise farmer. When the army passed through, conscripting men for war, they passed over the farmer’s son because of his broken leg. When the foolish man came to congratulate the farmer that his son would be spared, again the wise farmer said “Who knows what’s good or bad?”

Parable of the Good Samaritan - Luke 10:25-37
[25] On one occasion an expert in the law stood up to test Jesus. "Teacher," he asked, "what must I do to inherit eternal life?"
[26] "What is written in the Law?" he replied. "How do you read it?"
[27] He answered: " 'Love the Lord your God with all your heart and with all your soul and with all your strength and with all your mind'; and, 'Love your neighbor as yourself.'"
[28] "You have answered correctly," Jesus replied. "Do this and you will live."
[29] But he wanted to justify himself, so he asked Jesus, "And who is my neighbor?"
[30] In reply Jesus said: "A man was going down from Jerusalem to Jericho, when he fell into the hands of robbers. They stripped him of his clothes, beat him and went away, leaving him half dead. [31] A priest happened to be going down the same road, and when he saw the man, he passed by on the other side. [32] So too, a Levite, when he came to the place and saw him, passed by on the other side. [33] But a Samaritan, as he traveled, came where the man was; and when he saw him, he took pity on him. [34] He went to him and bandaged his wounds, pouring on oil and wine. Then he put the man on his own donkey, took him to an inn and took care of him. [35] The next day he took out two silver coins and gave them to the innkeeper. 'Look after him,' he said, 'and when I return, I will reimburse you for any extra expense you may have.'
[36] "Which of these three do you think was a neighbor to the man who fell into the hands of robbers?"
[37] The expert in the law replied, "The one who had mercy on him."

Jesus told him, "Go and do likewise."

Wednesday, October 30, 2013

Topics for the Essay over Oedipus

Choose ONE of the following to develop into a thoughtful essay on OEDIPUS.
Due Wednesday,  Nov. 6, 2013

1.     It is sometimes suggested that Oedipus is a mere plaything of the gods with no free will and no ability to choose his own fate. How would you argue against this view?

2.     The Greeks believed in moderation—“Nothing in excess”.  Edith Hamilton expands this, “Nothing that is vast enters into the life of mortals without a curse.”  What occurs in excess in Oedipus Rex?  What happens as a result?  What implications does Hamilton’s statement have for the twentieth century?  Can you think of any of the twentieth century’s vast discoveries that came with a curse?  Defend with historical examples.  Make sure you devote at least two body paragraphs to discussing the excess in Oedipus Rex.


3.     PRIOR APPROVAL FROM ME REQUIRED:  Compare and contrast a modern character or movie or television series with the character of Oedipus or the play, Oedipus.


Monday, October 28, 2013

Middle Georgia State Theatre Presents 'Doubt'


Posted: October 24, 2013 into Liberal Arts


Middle Georgia State College Theatre presents Doubt:A Parable from Oct. 30 through Nov. 3 in the Arts Complex Theatre on the Macon Campus.

Performances are scheduled for 7:30 p.m. Wednesday, Oct. 30, through Saturday, Nov. 2, and 2:30 p.m. Sunday, Nov. 3. General admission is $8; $5 for senior citizens and students enrolled at any college other than Middle Georgia State. Admission is free to Middle Georgia State students, faculty and staff with ID. Reserved seat tickets go on sale beginning Monday, Oct. 14. Call (478) 757-7387 for more information or to make reservations.

In Doubt, a nun in a Bronx Catholic school in 1964 suspects a popular priest of inappropriate behavior with a student. Armed with nothing more than a resolute belief in her suspicion and a few circumstantial details, she instigates a relentless campaign to remove the priest, enlisting the help of a subordinate nun and the child's tormented mother. The simple, yet ever-shifting plot leaves all four characters and the audience wondering whether they were justified in their thoughts, motives and actions. (Source: www.playbill.com/news/article/92095-John-Patrick-Shanleys-Doubt-Wins-2005-Pulitzer-Prize-for-Drama.)

The Middle Georgia State production of Doubt is directed by Scott McElheney, assistant professor of theatre. McElheney earned his MFA in Theatrical Design and Technology from the University of Southern Mississippi in 1997. Since then he has worked up and down the Eastern Seaboard from Georgia to Massachusetts as a theatrical designer, director and technician. Before coming to Middle Georgia State, McElheney taught at the University of North Carolina at Wilmington and Middle Tennessee State University.

Wednesday, October 23, 2013

Want 10 pts. Added to Your Lowest Grade?

Yep, yep.

To have 10 points added to your lowest grade (whether quiz or essay!!), take advantage of Middle Georgia State's production of DOUBT, which opens on the Macon campus, at 7:30 p.m., Wednesday, Oct. 30 and runs through Friday, Nov. 1, with a Sunday matinee at 2:30.

COST??  FREE to anyone who attends MGSC!! Just show your id.

You'll need to bring back the slip of paper handed out at the end of the show and answer a couple of questions, but do so thoughtfully and you'll see a miraculous rise in one of your grades!!  woo-hoo!!

Monday, October 21, 2013

Points to Consider as you read Oedipus

Read over the questions at the end of the play, pages 1166-1167 --
Focus primarily on  . . .


  • the initial setting
  • the character of Oedipus--what makes him a good ruler
  • why does he fall from his position of power/honor/respect - what mistakes does he make
  • what is Creon's role in the drama
  • How does Oedipus respond to Creon? Tiresias?
  • What values does the Chorus seem to stress/emphasize?
  • Locate lines which contain sight imagery--how are these connected to dramatic irony AND foreshadowing

Monday, October 14, 2013

Greek Tragedy . . . And a Good Time Was Had by All

Please view the videos at the links provided, then answer the questions. Be prepared to hand your answers in on Wednesday--and to discuss the answers. While all three videos are informative, the first two are very formal; the last one, just as important as the other two, is much more upbeat. While there is more information to come, these videos at least provide visual background for our study.

Origins of Greek Drama: http://www.youtube.com/watch?v=aSRLK7SogvE

1. What was the Festival of Dionysus and what was the competition involved?
2. Explain the importance of the Greek Chorus in plays. (This is extremely important, since this is a vital component of Oedipus.)
3. What is an amphitheater? Why is it important to the study of Greek Drama?
4. Why were the MASKS worn by the actors?
5. After watching the video, what was your impression of Greek Drama?

An introduction to Greek Tragedy:
 http://www.youtube.com/watch?v=dSr6mP-zxUc&noredirect=1

1. This video opens with insight from one professor who contends that more than any other type of literature, Greek tragedy confronts ___________________ "head on," that the Greek tragedy doesn't "stare it down" but "stares at it." Explain why it doesn't "stare it down."
2. Explain the concept of UNIVERSAL THEMES addressed by Greek tragedy.
3. The video briefly mentions Artistotle's "formula" for Greek tragedy. What is Aristotle's concept of the "hero"?  (We will have more on this later, in class.)
4.  Aristotle makes reference to the  hamartia made my the protagonist/Greek tragic hero. Explain what this referred to. (Look it up online, if necessary; it is mentioned in the video--and explained, but there is obviously no spelling of it on the video.)
5.  Summarize what is said about the catharsis that comes at the end of a Greek tragedy. How can that be likened to the movie that brings people to tears?
6. TWO very important observations made in the video to keep in mind for our study of Oedipus:

  • man is held in the grip of the ___________
  • the sun presents light, literally, and suggests ___________ - in Oedipus, much of the imagery and irony revolves around LIGHT--what is seen and unseen by King Oedipus is important
7. Review the importance of the CHORUS--this, too will be important when we begin reading the play.
8. Aristotle believed that the best Greek dramas had a strong sense of unity; there was unity of place: all (or most) the action occurred in one location; unity of time (indicated on the video): the action took place _____________; and he believed it was important to have unity of action, by which he meant that one action resulted logically from the next.


This video summarizes the story of Oedipus. The audience would have known this story BEFORE watching the play; the story inevitably raises these questions:

1. Why watch a story/movie/play, when you already know what's going to happen?  Why does Hollywood continue to re-make the same movie?
2. Which governs our lives: our own decisions/free will OR fate/destiny?  Can one change his/her destiny?
3. Does anyone really know himself? Are we sure of who we are? Do we really know our own identity?
YOU NEED TO KNOW THE STORY OF OEDIPUS BEFORE WE BEGIN READING THE PLAY. IF YOU DON'T UNDERSTAND EVERYTHING IN THE VIDEO, FIND A SUMMARY ONLINE, TAKE NOTES, SO YOU WILL UNDERSTAND THE IRONY.







Monday, October 7, 2013

Study guide for quiz over fiction


Please refer to the terms discussed on the second day of class.   Here they are, once again:

 LITERARY TERMS

Plot - 72
Character - 114
Setting - 162
Pt. of View - 181
Symbolism - 227
Theme - 250
Style, Tone, Irony - 271

Also, the Bedford/StMartin's text has a website to help you with terms, if needed: Bedford Online Resources - available via the link here or on the sidebar.

PLOT - what happens in the story
traditional "plotting" vs. untraditional (for lack of a better term) - also very much like a Shakespearean tragedy
Terms: exposition; rising action; climax or turning point; falling action; resolution or denouement.
EXAMPLE: "The Flowers" by Alice Walker
Additional terms dealing with plot:
  • in medias res - EXAMPLE: "Popular Mechanics"
  • foreshadowing - EXAMPLE: par. 5 in "The Flowers" - note the shift/change in tone
  • protagonist
  • antagonist
Who is the protagonist in "Popular Mechanics"? The antagonist? Point of view comes into play here. 
conflict  . . . of the various types -- man against a) man; b) fate; c) environment; d) society; e) himself --  the one that many authors feel is of great importance is ________.

 ". . . the young man or woman writing today has forgotten the problems of the human heart in conflict with itself which alone can make good writing because only that is worth writing about, worth the agony and the sweat." ~ William Faulkner
(Part of the reason that this is such an important quote is because you'll be reading a story by Faulkner for next Monday, "A Rose for Emily." Keep the quote in mind and ask yourself which characters in that story seem to be conflicted with themselves.)


CHARACTER - 114
characterization: direct (telling) and indirect (showing)
Additional means authors use to characterize:
  • names are sometimes a clue to characterization--either directly--Chilllingworth/ Pearl from The Scarlet Letter 
  • physical description
  • words/actions of others who respond to them
  • thoughts of the characters
In order to be considered a realistic character, he/she must be:
  • adequately motivated in their actions
  • plausible
  • consistent
Additional terms for character:
  • dynamic vs. static character
  • foil
  • flat character
  • stock character
SETTING - 163:  time, place & social environment
Setting may or may not be significant to the story
may evoke mood or atmosphere

In which stories that you read for today is SETTING vitally important? In what way? Does setting help determine the action of the characters?

Also, be sure to review the 3 very short stories we read and discussed in class; you might also review the quizzes on these stories, available at
http://bcs.bedfordstmartins.com/meyerlit9e/#t_589082____

"55 Miles to the Gas Pump" by Annie E. Proulx
"Popular Mechanics" by Raymond Carver
"The Flowers" by Alice Walker

These can all be found in your text.

The quiz should be 80% objective and 20% subjective
You can expect to be  askfed to explain terms in reference to these 3 stories, as well as to be asked to define terms.
EXAMPLE:  Explain the bitter irony at the end of "Popular Mechanics."

Wednesday, October 2, 2013

Internal Citations (also referred to as Parenthetical References)

IDEALLY--(ha)--you have determined the topic of your paper, have prepared any questions you need to ask me about it, sought at least 3-4 POTENTIAL references that you might use in your paper, and have done enough brainstorming to know what you're thesis is.

WHY have a potential 3-4 potential references, when the stories themselves count as TWO references?  Because one can never assume what information a reference may or may NOT provide, and because one is not limited to two additional references. Perhaps, if one is concerned about writing an excellent paper (an "A"), he/she might seek additional information on the story/stories. Additional references will not automatically assure the writer of a higher grade, however.

Research citations and works cited work together. A works cited page is insufficient by itself. The writer of a research paper in English, whether it is three pages or seventy-three pages  MUST incorporate research smoothly within the context of the paper and CITE the information--that is, indicate the exact page or source of the information. Failure to do so results in plagiarism. In other words:

No parenthetical citations = FAILURE

Period.

LOTS of available information on "how to" correctly include citations within the paper--but like all else, it doesn't become important or "real" to you until you are actually writing the paper. Then, the writer MUST know where to look for immediate assistance.

 FOR IMMEDIATE ASSISTANCE ON INTERNAL CITATIONS:

Textbook: 1640

The Purdue O.W.L.: In-text citation rules

The link provided by Bedford/St.Martin's: http://bcs.bedfordstmartins.com/meyerlit9e/#t_589082____  go to "The Bedford Research Room" then click on "How to Work with Information from Sources: A Research Guide by Mike Palmquist" -

You Tube: in-text citations
  

ADDITIONAL NOTES (from moi):

  • Make certain you use a signal phrase to introduce any quote
  • Make sure you follow up the quote with an explanation of its relevancy or explanation of how it adds to the topic under discussion - as an example, see page 1642, page 2 of the sample paper by Groulx, paragraph 2.
  • If a quote is over four lines of typed, double-spaced text, it should be set off from the left margin, as in the above example.