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3 comments:
Thank you for participating in this online conversation among students from four different freshmen composition English 103 classes here at Clemson. Please read the complete directions below before you write and post your discussion comments.
We believe this blog comment exchange will increase your understanding of persuasive rhetoric, poetic/artistic expression of opinion(s) on pertinent world issues (war) and the various ways readers in differing contexts come to understand and appreciate poems.
Project Overview
We are reading various lyrics/poems about war from differing eras and genres. Some prose will be obviously pro/anti-war, while others may serve as a simple social commentary. You’ll be corresponding with small groups of students and will be able to read each other’s comments and respond to them.
When asked to identify yourself for posting your letters as comments at the blog, select “Other” and provide either your full name or your first name with last initial plus your class section number (for example, “Pat Smart, 19” or “Maria L., 34”). You do not need to provide a Webpage.
Please address your messages to each other as informal "letters" with an appropriate greeting and closing – whatever feels comfortable to you. Specific directions and deadlines for writing each comment appear below and are posted as a Guide at the blog. Compose your "letters" in your word processor and save them before you copy-paste them to the blog.
• Read the poem/lyrics assigned to you and your group.
• Listen to song if link available.
• Compose and submit your letters by the deadlines.
• Questions about the blog: mccoy8@clemson.edu,geoffrw@clemson.edu
Comment/Letter 1
Letter 1, approximately 150 words, addressed to everybody in your group ("Dear Folks," Hello Group," etc.) and submitted by March 30, 1:30 p.m. (U.S. EST). To preserve the conversational structure of the discussion, please provide a greeting and signature with each message, naming the group or person to whom you are writing and signing each letter.
• In this first letter, respond with personal and critical insight, focusing on the general meaning of the poem/lyrics. Write about what interests you in such a way that it opens up the poem/lyrics to further response and discussion by your groupmates. It is okay — even helpful — to ask questions about things you are unsure of or that you would like to hear what others have to say about.
• Some possibilities: You might begin by discussing the title in the context of the poem/lyrics. You might mention two or three words or short phrases that seem to be central or at quite important to the poem. For each word or phrase you select, write a few sentences of your own referring back to the poem/lyrics in order to explain why you think they are important.
Include within your comment one or two sentences to introduce yourself to the group, for example, your name, your academic interest or emphasis. You can say something about your previous experience with poetry/lycial analysis as well, if you like.
Comment/Letter 2
Approximately 150 words, addressed to everybody in the group and submitted by April 4, 1:30 p.m. (U.S. EST). To preserve the conversational structure of the discussion, please provide a greeting and signature with each message, naming the group or person to whom you are writing and signing each letter.
• Before you compose your second comment, read all the submissions prior to yours and any second comments already posted by members of your group. In your second comment, addressed to your entire group, refer specifically to at least two members of the group by name, attempting to cite at least two groupmates whose first submissions have not already been cited by others if possible. Please respond to at least one person not in your class.
• In your second comment, identify and explain how one or more keywords and reflective comments by groupmates contributed to your understanding of the poem/lyric. Comment on ways in which their interpretations are similar to and/or different from your own. This response can also be personal, connecting your own understanding and experience with what you learned from reading the poem and from your group. Don’t hesitate to quote briefly from your groupmates’ letters and from the poem.
Letter/Comment 3
Approximately 100 words, addressed to everybody in the group and submitted by April 9, 1:30 p.m. (U.S. EST). To preserve the conversational structure of the discussion, please provide a greeting and signature with each message, naming the group or person to whom you are writing and signing each letter.
1. First, read the second comments and any additional comments already posted by members of your group. Compose a personal response about some of the ideas and opinions presented there, citing by name at least two groupmates whose second submissions have not already been cited by others if possible. Please respond to at least one person not in your same class.
2. Second, either create or find another representation of the theme or mood of war/social commentary of your assigned poem/lyric (please do not refer to other groups' on this blog's lyrics/poems if possible) for example, an illustration or music or another medium. You will need to locate or post this additional representation online so your partners can access it on the Web. (If you find a photo, for example, post a link to the photo).
3. Third, explain fully the relationship between the representation you have selected or composed and your understanding of the poem/lyric assigned to you.
Hi again,
Everyone in this group has helped me understand this song better. Ashley Torres answered my question about Caine. Tonya helped clear up my question about the bells ringing. All of the other interpretations gave me different perspectives on the song, because mine were different for the most part. I agree with what Sarah said, about Caine defending his way of life, and about how the south was relieved about the war ending.
Peace,
Kenny D.
Queridos Mis Amigos,
First of all I'm late again, but I'm sitting in the class now so "oh well". I liked the link that Valerie gave, helped shed light on the whole insurrection at Harper's Ferry, and Jacob's extensive views on the song really touched me. The whole spirit of the song i think is seen in the picture at this link http://web.syr.edu/~rlriefle/Civil%20War%20Battle.jpg
This song was meant to rally the troops for their causes and fight that much harder in battle. The picture shows exactly why this song was used and remembered. That's all the time we have for today, sorry.
- S-money
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