# Week 6

## Monday

## Thesis Paper

- Thesis Paper Guidelines

- From question to thesis (answer)

- Sample-Questions

## Homework

### Citizen

read: section V (69-79), Stop and Frisk (104-114), VI (139-49) and the conclusion: (p. 159). Please also watch the “Situation Video” Rankine and her husband created for Stop and Frisk: https://www.youtube.com/watch?v=kN5aYIrc2J8. Choose a passage from the reading that interests you and write in your Commonplace Journal about it. (Alternatively, write a prose-poem in a Rankine style that addresses a moment in which your subject position became an issue.)

### Thesis Please choose one of your questions, compose a working title, introductory paragraph, and short outline (1 page). Please print out one copy and bring to class Tuesday.

# Tuesday

- Outlines (proposals)

- what make a good title? - Put your email on front page; turn in your outline

## Talking Points (poster and presentations) Oct 11/12

Group 1 will meet in the Great Hall (Dr. Finegan); Group 2 will meet in the Painting Room (Sherwood); Group 3 will meet in the Literature Room (Dube); Group 4 will meet in the Philosophy Room (Rives); Group 5 will meet in Cogswell 201 (Schwartz)

## Rankine - Citizen

### Form, genre

How are the sections structured? Are there individual poems? Do they link? Do you read them as the experience of one character or many? How do the language, voice, paragraph and sentence structure, themes or subjects shift between sections?

Section 2: This section is structured more like a traditional essay, with an focus on the political context for Serena Williams' experiences as a professional tennis player. What differences are there in the kind of insight this kind of specific, analytical approach can provide?

Section 3: Do these scenes return to the mode of section 1 or do they have their own coherence? Does the use of “you” invite you in as a reader or emphasize your distance from experiences of racial self-awareness, insult, and alienation?

Section 4: Here there is a definite shift in the tone and address of these prose poems. What is different? What's the effect for you as a reader?

Section 5: What does this section suggest about bodies, physicality and the associated burden?

Section 6: This consists of a series of “action scripts”; how do they extend or change the mode of prior sections? What do they add?

## Homework for Thursday

1. Take feedback on outline (proposal) and begin drafting your thesis paper. Your goal should be to have 3 pages written by next class. A full draft is due Friday.

2. Read David Antin External Link and be prepared to discuss it (and perhaps write about it during class).

# Thursday

## Tuning: Understanding, Knowing, Believing

How do we understand others? Is it a perfect congruence, a standing in the wrong place rightly, a “tuning” that approximates a match in the course of our motion?

### Synopsis

Antin's Tuning: literature - typing in closet with no person v. urgency of address - Balzac as exemplar of self-referential literary - cliche and common understanding - theory of understanding? - linguistics and its problems - semantics - what's blue? understanding can't be about absolute congruence - proposition: understanding, through language, involves “tuning” - count of monte cristo, tapping on the wall of your prison cell - tuning like breathing, adjusting or matching another's gait - “and i like this idea of tuning because it depends on an idea of going for there will be no knowing without going and no common knowing without some kind of going together for a while” - Egyptian tragi-comic movie with Spanish subtitles - translating a political argument, Egyptian and American in French - how far we are from one another - “i would like to slow down the fantasy and illusion of understanding” - hitchhiking emigres, father/daughter or couple - “in spite of that we managed to speak … maybe we'd been talking rumanian”


## Homework: You should bring 3 copies (stapled) of your complete essay draft, with a title and your name on the front page (no title page required).

— # Friday

## Talking Points Presentations (Group Preparation)

- Presentation description final-pres.pdf

- Presentation Rubric honors_core_poster_presentation_rubric_1_.pdf

## Revision homework

- What is 'real revision'? Not surface edits.

- How can I best help my classmates?

- Revision Guide

# Forecast

- Friday - in-class work on Talking Points presentations in groups; exchange of papers. HW develop posters and review classmates' writing.

- Monday - Peer revision workshop; discussing your drafts in class. - Tuesday - Class summation - Thursday - Talking points presentations - Part I - groups move to other classes - Friday - Talking points presentations - Part 2 - groups move to other classes. DEADLINE: Commented Drafts AND Revised essay to Sherwood

- Individual conferences with Sherwood - DEADLINE: final thesis paper (with all drafts in folder) - due one week after your conference