Professor Scanlan's OpenLab Course Site
Agenda,
–discuss empathy types and homework
–watch 10 Things and discuss
HOMEWORK DUE WEDNESDAY, NOV 23: Prepare for Quiz 2, which will be over ToS, 10 things, 5 types of ethics, and 2 types of empathy. Pay special attention to certain scenes in which ethics and empathy arise (we will discuss in class).
Hi Students,
This is where to post Coffeehouse #3
Agenda,
–Explore ToS for 5 types of ethics
–Review instructions for Final Essay
–Q and A over ToS
–Begin watching 10 Things I Hate About You (Directed by Gil Junger 1999)
HOMEWORK DUE MONDAY, NOV 21: Read the handout of Empathy (Readings menu tab), and write Coffeehouse #3: 200 words on an example of empathy in Shakespeare’s or Zeffirelli’s Taming of the Shrew. You may write about Altruistic Empathy or Egoistic Empathy (or both). Make sure to include your full name, proofread with care, and select the correct Category: “Coffeehouse #3”
–Ethics
–Finish ToS–Zeffirelli
–Discuss ending
–Begin 10 Things…
Agenda:
1–Discuss Monday’s homework questions.
2–Are arranged marriages ethical?
3–Introduce Five Types of Ethics (for final essay):
Five-types-of-Ethics-spring2022
4–Watch ToS (finish?)
Key question: what are the various strategies that Petruchio puts into play in terms of wooing and taming Katherine?
HOMEWORK FOR MONDAY, NOV 14: In your notes, answer these two questions:
1–Which of Baptista’s daughters has the best match at the end of the play?
2–Wo seems happiest at the end? Why?
Agenda:
–Pop quiz
–Watch Zeffirelli version of Taming of Shrew; pay attention to tension and how it is created
HOMEWORK due Wednesday: read Act 4. Answer these two questions in your notebook:
1–Read over the last lines of Act 4, scene 1: how does Petruchio intend to tame Katherine?
2–What trick do Petruchio and Katherine play on Vincentio in scene 5?
Hi Class,
Agenda:
–New Concept: How is Tension created in narrative and film? Discuss–
–Answer 4 homework questions (participation points)
–Finish watching induction and watch beginning of act 1 (theater version)
–Begin watching Zeffirelli Film version
HOMEWORK for Monday, Nov 7. Read Acts II and III. Then, in your notebooks, answer the following questions:
1–Why do you think Katherina is so angry with Bianca? Lines 25-40, Act II.
2–What will Baptista give to Petruchio as part of the Dowry–if they marry? Lines 120-140, Act II.
3–Why does Baptista give his blessing to Petruchio? Lines 310-340, Act II.
4–Why does Petruchio wear such odd clothes for the wedding? Lines115-140, Act III.
5–Is it strange that Petruchio wants to leave immediately after the wedding? Consider possible reasons why he wants to leave with his new bride. Lines 180-210, Act III.
Hi Class,
I’m sorry that I had to cancel class on Wednesday.
**Note: I’ve updated/posted mid-semester grades on Blackboard.
Agenda for Monday:
New Terms:
1–Focalizer: This term is similar to the narrator, but with a slight difference. The Focalizer is the person/narrator who does the seeing or visualizing of a scene. For example, the Focalizer might inside a scene, doing the looking:
“I saw the old man, and his nose disturbed me.” The narrator, the “I,” sees the old man’s nose.
But notice:
“I remember that Bart told me that was very disturbed by the old man’s nose. He said that he couldn’t stand to look at it for a minute or he would run away.” The narrator here is the “I.” And the focalizer is Bart…Bart is the person who sees the old man’s nose.
2–Focal Target: The object, person, or scene that is being viewed or visualized. [Think of a person shooting video and what that person is filming; the person looking through the viewfinder is the Focalizer and the scene (possibley a pink groundhog) is the Focal Target]
–Turn in the Mid-term essay in class. Please make sure to show up to class with your essay printed and proofread.
–Introduction to Shakespeare and The Taming of the Shrew.
Homework for Wednesday: Read Act 1 and answer the following questions in your notebook for discussion:
1–What does Baptista say to Gremio and Hortensio about marrying his daughters? [Act 1, Sc 1]
2–What is Hortensio’s plan that will enable the two scheming characters to attempt to court Bianca? [Act 1, Sc 1]
3–What is Lucentio’s and Tranio’s plot to court Bianca? [Act 1, Sc 1]
4–Describe Petruchio, his station, and his goal? [Act 1, Sc 2]
Best,
Prof. Scanlan
Thomas Needham
October 22, 2022
ENG 2400
Translation Paper
Why does All The Character Traits of Joseph give him more dept.
Joseph arrives, in both short story and film it is abundantly clear of the clash of cultures. Ultimately this is a story about fitting in outside ones comfort zone. There are no hidden messages in this story but more character traits of all the characters that builds on the message. Each character seems to have a job within the story and film that gives the story more dept. WE also get an insight to where Joseph is emotionally due to his past with his Father being his teacher as well back home.
Joseph himself has a radical change in the story, not only because he is the main character but when the film does flashbacks with Joseph in Africa it shows him as a very enthusiastic boy and very talkative to where he is in Ireland where he is silent. The narrative between the short story and short film is profound mostly due to the hardships Joseph went through in where his father was killed. One of the most noteable differences of this story is that not only Joseph was enthusiastic with school back in Africa but all the children were, than we look at Josephs new school and see that all students are disrespectful to their fellow students and the teacher as well. Joseph’s father seems in the flashback to have the children’s attention where the teacher in Ireland spends more time on discipline with all the children. The director made a good choice in the editing of “New Boy” with the somewhat smoother cut in to Joseph’s past and back to present time. It feels like the director was taking a transition shot from the point of view of Joseph and his past to his time currently in Ireland and it was used as a key component in editing the film and because it is Josephs point of view rather than the narrator’s there are some point of view shots through out Josephs first day at this new school. We always have to keep in mind that this is all new to Joseph so the audience will get the feeling of a new experience just as Joseph is in the film. And mise-en-scene is done through out the film where there are sometimes full camera shots with the characters because the story includes confrontation sometimes and full shots of both actors is shown.
During the eleven minute film we have an overall amount of exchange concepts but in the end forgiveness is the overall impression I received in the story. There are no apologies given in any exchange of the story but in the end Joseph, Christian and Seth seem to have a mutual liking for one another when the teacher goes back in the classroom to discipline Hazel. It is a silent apology due to Josephs quietness and being amused at Christians joke he says about the teacher. Josephs laughter sums up his attitude towards the other boys and they accept him. Forgiveness is shown between the boys without hearing any apologies.
We learn through this story and film that everybody is going to feel like Joseph on their first day of a new school, it is universal on that Josephs experiences are the same for us but the background story of where Joseph came from and the trauma he went through might be different but the overall experience can be attributed to many people. It is a more traditional story because the way the story is told is actually more simple and less complicated it just has different aspects to the reasoning of why traits like Joseph being silent through the entire story is a necessary part of “New Boy”. Without any dialogue from Joseph and the flashbacks from his time in Africa makes his story stronger.
Thomas Needham
October 7, 2022
ENG 2300
Persepolis Analysis
Persepolis shows us that Marjane was learning something new everytime we turn to a new chapter. It showed what was forced up on her and her family. We were able to see how a revolution begins. The chapters I really enjoyed was chapter 5 and 6. Marjane’s conversation with her Grandmother, in particular about knowing that her grandfather spent time in prison. I thought it was clever that the conversation with her grandmother kind of meshed with her waiting for her father to come home for dinner and him being late kind of brought up a worry amongst the family considering what was going on around them at the time. When we go in to chapter 6, Marjane also focuses on social classes. Marjane starts to notice the differences of how her life is in the home and outside the house with the rest of the world. Marjane also tells how she wrote letters for Merra for six months. How close Merra is to the family, more as a daughter than a maid. How Merra is more like a sister to Marjane than someone who is not in Marjanes “Social Class.” We already know that Marjanes grandfather was a prince who was brutalized and jailed by The Shah of I ran and how her grandmother insist that his son is worse.
This opens the door more about the revolution occurring in Iran and how both women and men are forced to dress,behave and conduct themselves under the communist rule. Chapter 6 explains how Marjane and her family treat people around them more like family than people who might be treated poorly during this revolution would be treated by persons of authority. As we move on in the book we see how the dictatorial forces change everything around Marjane. Chapter 6 to me deals with a relationship with Merra and Marjanes family which is shown when the neighbor meets with Marjanes father about Merra. Marjanes father acted more like Merras father and also during the letter writing marjane finds out about Merra including how she truly values Marjanes family when Marjane assumes Merra has a sister but than is told that Merras sister is Marjane. I believe chapter 6 shows us how relationships are defined during the height of a revolution which wants to treat people according to the social order. The other chapters focus on relationships but I believe this chapter, “The Letter” gives an emotion anchor to Merra and her feelings about Marjane and her family by the letters she writes. I like this chapter because it seems to give a little more depth to the story. If I were to use lehman terminology it feels that the Iranian rule are more bullies than anything else. The reasoning for why this revolution is obviously political but in the end it just feels to me that this is more about someone confronting a bully, fighting back, saying “Enough is enough!” It just seems more like a political ideology to it rather than something more personal. Maybe that is what Marjane is trying to do when writing about the revolution. There seems to be a clear definition within Marjanes family and dictaters. Everybody in Marjanes family including relatives who have died seem to me, to be protagonists of what is right while the people in authority are often portrayed, with good reason as brutal antagonists. It appears to me that Marjanes family are protectors.
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