Letter of Introduction

Students,

Hello! My name is Ms. Bluhm and I will be working with you in Ms. Linder’s classes for the next several weeks. I am currently a student at the University of Illinois here in Champaign-Urbana and in my last semester of my undergraduate studies. I am pursuing a major in English and a minor in Secondary Education. To complete my student teaching required for certification (and also to get some great professional experience), I will be working at Uni High for the first half of the semester and then moving on to Jefferson Middle School in Champaign.

Though I’ve lived in Champaign-Urbana for the better part of the last four years while earning my degree, I did not grow up in the area. I am from a northwest suburb of Chicago and still return to the area frequently to visit my family. I have an older brother who also attended the University of Illinois and a younger sister who is currently in eighth grade.

I love to read and write. Between my completing my English coursework and pursuing these interests outside of school, much of my time is taken up with literary activities. Academically, I recently finished my senior thesis on Jeffrey Eugenides’s Middlesex and Franz Kafka’s The Metamorphosis, arguing for an intertextual link that imagines non-normative sexuality as social monstrosity. Over winter break, my sister convinced me to read Stephenie Meyer’s Twilight (with which I’m sure many of you are familiar); I consequently bought and read the latter three books in the series. As you can see, the range of my literary interests is wide and non-discriminatory. I also love to discuss and analyze literature and look forward to hearing what you have to say, whether your contemplations are on in-class readings or outside texts that excite you. I even love grammar (yes, really). English is truly my calling and my love, and I hope that truth is evident in our interactions this semester.

My involvement here at Uni will be a learning experience for us both. It is my hope that I will be able to challenge you and ignite your literary curiosity. And, in turn, it is my expectation that you will challenge my thinking with regard to both literature and teaching. I believe that we will learn best from each other with open lines of communication. For that reason, I hope you will feel comfortable coming to me with any questions, concerns, comments, etc. about course material or classroom proceedings.

Again, I am genuinely excited for all that this semester has in store for us. I look forward to meeting you all on Monday; however, if you’d like to introduce yourself before then, feel free to shoot me an email!

Thanks in advance for a wonderful experience.

Sincerely,

Ms. Bluhm

Emma Syllabus Week 2 Linder

Mon 1/26 Emma, Ch. 15-18 (to end of Vol. I; 17 pp.) Vocab: perverse (81), presumption
(89), incongruity (89), ingenuousness (92), mortification (93), expediency (96). Why are Emma and Mr. Elton both angry and insulted after their exchange in the carriage on the way home from Randalls? In what ways does Emma’s character develop as a result of the “overthrow of all her plans”?

Tues 1/27 Emma, Vol. II, Ch. 1-3 (16 pp.) [19-21] Vocab: solace (98), insidious (102), fondling (noun, 104), recantation (108), diffidence (110). What is Emma’s attitude toward Miss Bates in these chapters? Does her behavior toward her reflect her attitude, or is it more (or less) respectful than her thoughts might suggest? What are some of the reasons Emma doesn’t particularly like Jane Fairfax?

Wed 1/28 Emma, Vol. II, Ch. 4-6 (18 pp.) [22-24] Vocab: mortified (117), pique (118), reproach (119). How does Emma react to the news that Mr. Elton is going to be married? What judgments of his wife-to-be does she make, based on what she’s heard about her? Why do you think Emma anticipates Frank Churchill’s visit so much? What are her impressions of him?

Thurs. 1/29 Emma, Vol. II, Ch. 7-8 (16 pp.) [25-26] Vocab: chaise (132), foppery (132), ostentation (137), languid (149). What do you make of Emma’s attitude toward the Coles’ inviting her and her father to their dinner party? How does this reflect on her, and what does it indicate to you about her? Does the narrator seem to accept her attitudes? To subtly mock them? To critique them? Why does Mr. Knightley call Emma “Nonsensical girl!”? Do you agree with his jibe? Does Emma’s certainty about the origin of the gift of a pianoforte to Jane Fairfax seem founded? What are some of the reasons that the idea of Mr. Knightley marrying Jane perturbs Emma so much? Compare and contrast essay assigned.

Fri 1/30 Book talks and independent reading.

Emma Syllabus Week 1 Linder

I will hand out the complete Emma syllabus in class, but will post online one week at a time as the syllabus is so very long. We also have the pleasure of a student teacher joining us this semester. Ms. Bluhm will join our class on Monday, January 26 and will be teaching a large part of Emma. Look for an introductory letter from her on the blog in the next week or so.

Week one of Emma:

Thur 1/15 Emma, Vol. I, Ch. 1 (7 pp.) Vocab: alloy (1), endeavor (6), unaffected (7). What is your initial impression of Emma? What does her father think of her? What does Mr. Knightley think of her? What does she think of herself? Does the narrator's perception of her seem different than her own? Find quotes to illustrate each perspective.

Mon 1/19 No school--MLK holiday

Tue 1/20 Emma, Ch. 2-5 (18 pp.) Vocab: benevolent (11), vicar (11), gruel (14), unmodulated (20), inducement (22). Who is Frank Churchill? Trace the connection between him and Emma. Who is Harriet Smith, and why does Emma take a liking to her? Why does Mr. Knightley object to the friendship between Harriet and Emma?

Wed 1/21 Emma, Ch. 6-8 (18 pp.) Vocab: scruple (27), approbation (28), countenance (29), inimitable (30), diffuse (35). Why do Emma and Mr. Knightley disagree on the question of whether Harriet should accept Robert Martin's proposal of marriage?

Thur 1/22 Emma, Ch. 9-10 & 13-14 (26 pp. total; Ch 11-12 optional*). Vocab: cipher (44), indisposed (71), contrivance (75), solicitous (77). Do you think Emma is correct in thinking that Mr. Elton is falling for Harriet? Find specific passages that support your view.

Fri 1/23 Book talks and independent reading

* Summary of chapters 11 & 12: Emma's sister Isabella and her husband, John Knightley, bring their five children to Harfield to spend ten days during the Christmas holidays. George Knightley is invited to dinner, and Emma is anxious to make up with him after his scoulding over her interference in Harriet's life. After dinner, there is discussin of Frank Churchill's overdue and much speculated-upon visit to Highbury, and of Miss Bates's niece Jane Fairfax, who Isabella thinks would make very good company for Emma. Isabella and her father eat a bowl of gruel together, but are unable to compel any of the other to join them.

Pygmalion Syllabus Linder

Tues 1/6 George Bernard Shaw’s Pygmalion, Preface and Act One. Vocab: gumption (14), brogue (26), bilious (27), mendacity (28), prodigal (31). What kind of world is described in this act? What are the values, pastimes, interests and concerns of this world? Do you see any of the play’s themes emerging? If so, what do they seem to be?

Wed 1/7 Pygmalion, Act Two. Vocab: petulance (34), pathos (36), elocution (42), dogmatic (49), blackguard (53), remonstrate (54), incensed (61). How would you describe Higgins’s attitude toward Eliza? Do you think Shaw approves of this attitude or not, and why? What seems to be Shaw’s attitude toward Higgins? (consider especially his description in the stage directions).

Thurs 1/8 Pygmalion, Act Three. Vocab: caricature (66), straitened, brusque (70), pedantic (73), extricate, imprecation (75), voluble (87). What seems to be Mrs. Higgins’s attitude toward her son? Why is this different than Pickering’s attitude toward him, and how? What reaction do each of the Eynsford-Hills have to Eliza? Why is her conversation with them so humorous?

Fri 1/9 Book talks and independent reading

Mon 1/12 Pygmalion, Act Four. Vocab: cant (103), asunder (108), resplendent (113), repudiate (116), reproach, incorrigible (123). Why does Eliza react as she does to Higgins in Act Four? How has she changed over the course of the play?

Tues 1/13 Pygmalion, Act Five. Vocab.: resplendent (113), repudiate (116), reproach, incorrigible (123). After reading the end of Act Five, consider this play as a comedy. In what sense is it comedic, and how does it differ from the classical definition of comedy we discussed first semester?

Wed 1/14 Read Pygmalion “Sequel” (pp. 134-48). Brainstorm ideas for a brief comparison between Pygmalion and Frankenstein (typed, one double-spaced page, due Tuesday 1/20). What do these stories have in common, if anything, and how are their similarities significant? Does Higgins do Eliza a disservice in “re-creating” her and/or in his treatment of her throughout the play? Do Higgins and Eliza have anything in common with Victor Frankenstein and his creation? In what significant ways are they different? In class: view and discuss scenes from My Fair Lady.

Thurs 1/15 Emma,Vol I, Ch. 1 (7 pp.) Vocab: alloy (1), endeavor (6), unaffected (7). What is your initial impression of Emma? What does her father think of her? What does Mr. Knightley think of her? What does she think of herself? Does the narrator’s perception of her seem different than her own? Find quotes to illustrate each perspective.

Fri 1/16 Book talks and independent reading

Sublime Case Study

The sophomore Sublime Case Studies have been turned in and they are much more (more thoughtful, more creative, more in-depth) than I expected.  I had a suspicion that my students would do a good job with this assignment (Uni students are very impressive when given free reign to be creative) but these projects were even better than my wildest imaginings.  There are a number of projects that can be viewed on the wiki (while you are these, you should also check out the poetry explication entries). I've listed some other electronic projects of note below.  Several students made movies and I am hoping they will give me copies to put online or upload them on their own.  I'll add more examples as they come online.  In the meantime, please enjoy.

Stefanie S. website (featuring sublime photos from Uni's own Sindha A.) 

Eric C. website

Raina M. movie

Paradise Lost-Frankenstein Exam Review

Poetry:
Be able to identify and briefly discuss the following poems:

-William Wordsworth, “I Wandered Lonely as a Cloud”
-Percy Bysshe Shelley, “Ozymandias”

Terms:
Romanticism

From Paradise Lost

Vocabulary:
invoke (I.13), confound (I.53), impetuous (I.175), guile (I.646), impious (I.686), zenith (I.345), jocund (I.787), tumultuous (IV.16), venial (5), harbinger (13), imp (89), redound (128) ply (201), affront (328), sapient (442), pent (445), credulous (644), concupiscence (1078), impute (1145), facile (1158)

Terms:
Epic poem
Allusion
Invocation
Epic simile
Blank verse

Passages for identification:
• I.1-16: “Of man’s first disobedience . . . unattempted yet in prose or rhyme.”

• I.635-42: “For me be witness . . . tempted our attempt, and wrought our fall.”

• III.45-55: “ever-during dark . . . invisible to mortal sight.”

• IV.32-41: “O thou that with surpassing glory . . . heaven’s matchless king.”

• IV.744-57: “Whatever hypocrites austerely talk . . . first were known.”

• IX.114-28: “With what delight . . . worse to me redound.”

• IX.322-41: “If this be our condition . . . no Eden thus exposed.”

• IX.602-12: “Thenceforth to speculations . . . universal dame.”

• IX.811-25: “And I perhaps am secret . . . inferior who is free?”

• IX.1022-33: “Much pleasure we have lost . . . virtuous tree.”


From Frankenstein

Vocabulary:
inure (2), poignant (11), indefatigable (14), abstruse (29), precept (31), diffident (44), salubrious (45), obdurate, ignominy (58), efface (62), sublime (64), precipitous (66), slake (71), exhortation (79), scion (84), abject (84), consummation (87), sagacity (93), respite (100), concede (104), abhorred (108), guise (110), sedulous (111), expedite (118), sophism (121), mutable (126), precarious (133), torpor (134), erroneous (136), consternation (137), acme (146), gibe (153)

Terms:
The Sublime
Frame narrative
Tabula rasa
Epistolary novel
Orientalism

Passages for identification:
• P. 2 – “ I imagined that I might also obtain a niche … the channel of their earlier bent”

• P. 12 – “Unhappy man! Do you share my madness? … dash the cup from your lips!”

• P.15 – “I was their plaything and their idol … all seemed but one train of enjoyment to me”

• P. 23 – “It was a strong effort of the spirit of good … her immutable laws had decreed my utter and terrible destruction.”

• P. 28 – “So much has been done, exclaimed the soul … the deepest mysteries of creation”

• P. 32 – “I doubted at first whether I should attempt … as complex and wonderful as man”

• P. 33 – “The summer months passed while I was thus engaged … insensible to the charms of nature”

• P. 64 – “The weight upon my spirit was sensibly lightened … displayed in their most terrific guise”

• P. 68 – “I expected this reception … The blood of your remaining friends”

• P. 69 – “Believe me, Frankenstein: I was benevolent … the only one which man does not grudge”

• P. 92 – “But Paradise Lost excited far deeper emotions … the bitter gall of envy rose within me”

• P. 115 – “His design was to visit India … the execution of his plan”

• P. 116-117 – “But I am a blasted tree … pitiable to others and intolerable to myself”

• P. 138 – “You well know… that our union had been the favorite plan … may not such also be our case?”

• P. 150 – “And I call on you, spirits of the dead … let him feel the despair that now torments me.”


Possible essay questions
You will write one essay, choosing from two of the following. Whichever essay topic you choose, be sure to refer to specific details from the text to support your answer.

1. Mary Shelley uses a passage from Milton’s Paradise Lost as en epigraph to Frankenstein, and Miltonic themes and language appear throughout the novel. In a brief essay, explore some of the ways Shelley uses Paradise Lost in Frankenstein. You may want to consider the creature’s own reading of the epic poem, which profoundly influences his understanding of himself, as well as Shelley’s representations of knowledge (scientific knowledge as well as knowledge of the self and others), good and evil, innocence and experience, ambition, envy, hubris, revenge, and the act of creation.

2. Mary Shelley’s husband, the poet Percy Bysshe Shelley, was among the first to propose that Satan is in fact the unintended “hero” of Milton’s Paradise Lost—the most dynamic figure in the poem, and the most accessible for a reader to identify with. With Shelley’s suggestion in mind, who, in your view, is the “hero” of Frankenstein: the ambitious, even ingenious scientist and title character, or the spurned “monster” he creates? Keep in mind that both Victor and the creature display a number of “satanic” qualities, and both act in ways that are bound to alienate an audience’s sympathies.

3. Both Paradise Lost and Frankenstein present knowledge as dangerous and potentially fatal. Evaluate Eve’s desire for knowledge in the form of fruit from the forbidden tree and Victor Frankenstein’s pursuit of the “secrets of the universe,” which lead him to create life from dead human matter. In both cases, a character seeks knowledge that is as yet inaccessible to humankind. Is Eve’s desire for knowledge justified? Is Frankenstein’s? Why or why not? Does this desire seem inevitable in one or both cases? Do you identify with one character more than the other in their desire for knowledge, and if so, why? Address the ultimate effect of the quest for knowledge on each character, and whether their fates seem appropriate given their transgressions.

Sublime Case Study

Sublime—a theory and/or attitude toward beauty, nature, and spirituality marked by a combination of awe/pleasure and terror/fear inspired by natural beauty (usually of a huge, dark, and/or dangerous variety).

Your task is to compile a case study of the sublime in art, literature and music. Your examples should be from 18th Century Romanticism (Mary Shelley’s contemporaries) as well as more recent examples that demonstrate a contemporary understanding of the sublime (this understanding may have evolved).

You should have a minimum of four examples, two from historical Romanticism and two more recent examples (these can be artistic artifacts—photos, poems, songs—from your own life as well as published art, music, and writing).

The nature of your artifacts will dictate the format in which you present your case study.

• If all of your artifacts are music, you may want to submit a CD with a cover you design (can you make the cover a representation of the sublime?) and liner notes that identify the musical pieces and briefly explain how they illustrate the sublime.

• If your artifacts are visual, you may want to create scrapbook pages that include the images as well as brief explanations of how the images reflect the sublime. Can you make the pages look like a representation of the sublime as well as contain information about the sublime?

• If your artifacts are literary (poetry, passages from other literary works, etc) you may want to produce a small chap book with a cover you design and brief explanations of how the writing reflects an understanding of the sublime. Can you create a cover that also represents the sublime?

• If your artifacts are a combination of sound, image and words, you may want to create a wiki entry, webpage, or short movie. Be sure to include a brief explanation of how the artifacts represent the sublime.

Regardless of how you choose to present your case study, the final object that you submit should be a visual representation of the sublime as well as contain examples of the sublime (form should reflect content). Additionally, regardless of form, it should contain brief written (or spoken) explanations of how the artifacts illustrate the sublime and you should include your sources for the artifacts. How you include sources will depend on the format (on a webpage, you would use links, for a CD, scrapbook pages, movie, you would need an MLA formated list of sources).

Project due: Monday, December 15

header image: Shipwreck by Joseph Mallord William Turner, 1805