Second "Special Post" (Interpretation), December 9

The second "special post" will be due before class on December 9. You have up until class time to complete it (rather than midnight the evening before). Bring a printed copy of it to class in addition to posting it on your blog.

For this entry, you will take one of the works that we've read this semester and write an interpretation of it--or of part of it, if it is long or if you want to look very closely at a smaller part of it. Instructions are as follows. In the course of your entry, though not necessarily in this particular order, you need to:

1. Re-present the text. In other words, don't assume that we (myself and the other class members who are your readers) have the text in front of us: use synopsis, summary, paraphrase, and/or quotation to help us see what you are talking about.
2. Explain why the text or the aspect of the text that you've chosen to focus on needs to be interpreted. In other words, explain why the full meaning isn't quite clear on the first read. (This means that you need to choose a text or part of a text that isn't quite clear. Keep in mind that sometimes texts are "deceptively simply." So part of what you could do would be to show how something that seems clear at first really isn't.)
3. Tell what you take the work to mean. This is the core part of the "interpretation." You might begin this part of your post by saying: "This story is about . . ." or "This poem deals with . . ." or "So a central theme of this play is . . ."
4. Supply evidence from the text to support your interpretation. Also, make sure that we see the connection between your evidence and what you say that that evidence supports. Don't assume that we'll see the same connection as you. (This means that your interpretation should be feasible based on what the text actually says, even if you want to make an interpretation that "stretches" a bit or that is particularly creative.)
5. Explain why or how the interpretation matters or could matter for yourself and/or for the reader. This might be the most tentative part. That's okay. It's also one of the most important parts.
6. Make your interpretation at least 900 words long (if you use long quotations, these should not count towards the word total).
7. Optional: You can use other sources to bring in a perspective to help explain or understand your text. Only do this if it is useful. You might actually quote from a source or simply summarize a perspective that you are familiar with. For instance you might say: "One way of looking at this line here is to borrow an idea from Walter Brueggemann. He says  . . . I think that this can help explain this text in that . . . " or "A popular feminist position says that . . . which might help explain why . . ."

Below are some practical pointers for writing:

• Start ahead of time.
• Read the text more than once.
• If you don't have any ideas, simply start out by "paraphrasing" the text you are writing about the best you can.
• Don't feel that you need to know what your interpretation is going to be before you start writing about it. Get a copy of what you are writing about that you can take lots of notes on. Actually write on the text as many questions, comments, connections, observations as you can. (Something like in the picture above.)
• Write as many questions as you can.
• Note problematic lines. These are sometimes your best friend in terms of coming up with something to write about.
• Get someone to talk with about the text and about your interpretation.
• Don't feel that your interpretation has to be "final" or conclusive. Embrace complexity.
• Look for patterns and connections within the text. Ask what these patterns might mean. Ask what ideas or thoughts or themes they might be trying to emphasize or connect.

Disabilities Ministries Chapel, November 19

I got the following announcement from Dr. Fettke. I do hope that you will attend if at all possible:

"On Nov. 19 there will be a special religion chapel on disabilities ministries, led by an alumnus and church planter named Richard Stimson. His organization Special Gathering: A ministry within the mentally challenged community has been successful evangelizing the mentally disabled and planting churches dedicated to their needs.

"Richard has recently offered paid internships for students who wish to learn about and participate in this kind of ministry (over $1000/month!). Obviously, Richard has been very successful and hopes to encourage others to get involved in ministry to this neglected group in our society."

Alternative Assignment for Those who Prearranged to Miss the AFI Field Trip

• Option 1: Volunteer for AFI on November 17 (see below).
  
• Option 2: Paint three paintings which each respond to a different character in the play. Post these with some brief comments on your blog.
  
• Option 3: Watch the film version of the play and write a blog post in response to it in comparison to the written text of the play. The film is on hourly reserve as the library. Simply ask for it at the circulation desk. If you choose this option and you’ve previously watched the film, you must watch it again.

The deadline for any of these options is the beginning of fall break.

Volunteers Needed Wednesday at AFI

Ashley Hall from the Alliance for Independence has asked for some volunteers. I will be going, and I would like for some of you to do this as well.

Here are the specifics:

This coming Wednesday, November 17, from 9:00 – 9:35 a.m. We will meet at the AFI (see map) about five minutes early. (Note: This is a slight time change from what I announced in class.)

4-6 volunteers are needed. If you want to do it, sign up by leaving a comment on this post. First come, first serve. :-)

We will be making these Thanksgiving cards.

Theater Production, November 12-14

Per the course syllabus, you need to attend Southeastern's theatrical production of The Man Who Came to Dinner. It will be this weekend at the Polk Theater (see map) at the following times: 7:30 p.m. Friday, 2:30 p.m. and 7:30 p.m. Saturday, 2:30 p.m. It will cost $10 with student ID. See the university’s Arts and Events Calendar.

Afterwards, you need to post a statement on your blog indicating that you watched the play. This play will count as a text for this course, so you may also blog about it.

Update on AFI Field Trip

I will not be able to be at the AFI field trip tomorrow, but that the trip is still on. I have to give a presentation tomorrow morning in a faculty meeting at the same time as our tour. I just now realized my scheduling mistake, so it is too late for me to cancel or reschedule either commitment.

My wife, Mrs. Christine Corrigan, has agreed to meet you at AFI, take role, and take the tour with you in my place.  I have told her that some of you will need to leave by 10:00. You may remember that I have a family picture posted on my blog, so you can check there to see what she looks like. Though, since it’s not a large place, I don’t think that you’ll have any trouble meeting her in the parking lot.

In class on Tuesday, I will make sure grovel and apologize more thoroughly.

I do wish that I could be with you, and I think that you will be edified by the tour.

Also, if you can, bring a dollar or two to buy something at the snack bar. This is not required, but the people who work the bar, who are adults with developmental disabilities, will really appreciate it.

Alliance for Independence

Alliance for Independence (website) has worked with adults with mental disabilities in Lakeland for over 50 years. In conjunction with reading Tom Griffin's The Boys Next Door, we will be visiting their facility to take a tour and learn about the work they do.

Our visit will be on Monday, November 8, from 9:10-10:10 AM.

You will have to arrange your own transportation. Carpooling is encouraged. The Alliance for Independence (AFI) is 1.5 miles from Southeastern. (See map.) Please make sure to arrive on time.

If you are unable to attend this field trip, you will need to arrange with me beforehand to do an alternative assignment in order to receive participation credit.