Read The Secret Life of Bees for discussion on 12/3. There will be one more prompt assigned on that date.
Prompt from 11/19, due the week beginning 11/30:
1) "I remember..."
or 2) "If I were to tell the truth about myself..."
Tuesday, November 24, 2009
BBB 11/24
Meet today at my office: 201B McClellan Hall, Honors College
We'll be going on a bird walk, so bring your binoculars.
We will meet in the classrooom on 12/1 to begin our skins drawings.
We'll be going on a bird walk, so bring your binoculars.
We will meet in the classrooom on 12/1 to begin our skins drawings.
Friday, November 13, 2009
MEC 11/13
Hi all. Here is this week's writing prompt: Do we inherit our parent's culture, or do we absorb it form the environment in which we grow up?
For next week's discussion, finish reading Ecology of a Cracker Childhood.
For next week's discussion, finish reading Ecology of a Cracker Childhood.
Wednesday, November 11, 2009
BBB 11/11
Hints on the mystery raptor:
1) it was an immature bird
2) it was a relatively small raptor (smaller than a buteo, but bigger than most falcons)
3) the streaking covered most of the upper breast
4) the wings and backs were uniformly dark and plain (no streaks, spots, or mottling)
5) it had yellow eyes and feet, which marks it as immature (more than one immature species has this, though)
6) there was an "eyebrow," but it was not very distinct
7) the bands (bars) on the tail were relatively thick
Shoot me an email if you want me to check your identification.
1) it was an immature bird
2) it was a relatively small raptor (smaller than a buteo, but bigger than most falcons)
3) the streaking covered most of the upper breast
4) the wings and backs were uniformly dark and plain (no streaks, spots, or mottling)
5) it had yellow eyes and feet, which marks it as immature (more than one immature species has this, though)
6) there was an "eyebrow," but it was not very distinct
7) the bands (bars) on the tail were relatively thick
Shoot me an email if you want me to check your identification.
BBB 11/11
A great day yesterday. What a bonus finding the mystery raptor! Here are some photos of our little outing on campus:
So here is a recap of the assignment:
Take the sketch you you made of the mystery raptor and make an identification of it. There are field guides to birds available in the library, and an online site called "What Bird?" that are helpful.
Once you have identified the bird, find two good photos of it in different views and do two good drawings in your sketchbook, from the photos. The purpose of this is to do a traditional "study" of the bird--that is, you are using the sketches and drawings to learn something about the bird and the bird topography.
Refer to the diagram of bird topography that I gave you to try to isolate the feather groupings as you draw.
Make notes in your sketchbook as you draw--these can be about things you notice and want to remember, as in the nature of the streaking on the breast, or they may be notes about the natural history of the bird--what it eats, its range, etc.
Next week we will meet at Earl Crow park, at the lake by the old Goedeke library. Go south on QUaker until you are almost to the loop. The lake will be on the left. Bring something comfortable on which you can sit.
Tuesday, November 10, 2009
Janisse Ray to Read at TTU
Janisse Ray, author of the award winning Ecology of a Cracker Childhood, will be reading from her work here at Texas Tech on Friday, November 13th, at 8 PM in ENGL 001. Ecology of a Cracker Childhood is the surprising and moving memoir of a childhood growing up in a junkyard in southern Georgia. Ray's elegant tale about family, rural clannishness, and the junkyard itself, is woven together by the story of a young girl's growing awareness of the longleaf pine ecology that surrounds her. A book signing and short reception will follow the reading.
Janisse Ray, author of the award winning Ecology of a Cracker Childhood, will be reading from her work here at Texas Tech on Friday, November 13th, at 8 PM in ENGL 001. Ecology of a Cracker Childhood is the surprising and moving memoir of a childhood growing up in a junkyard in southern Georgia. Ray's elegant tale about family, rural clannishness, and the junkyard itself, is woven together by the story of a young girl's growing awareness of the longleaf pine ecology that surrounds her. A book signing and short reception will follow the reading.
Monday, November 9, 2009
BBB 11/09
Hi all--
Here's a quick reminder of what is due for your botanical drawings tomorrow. for the botnaical drawing itself: Scientific name, common name, plant uses.
For the paragraph that accompanies the drawing; how and why you composed it in the manner you did, any references that it makes to traditional botanicals (in other words, show me that you understand the purpose of botanicals, and why they look they way they do).
Tomorrow we will meet in the classroom, but we will be going outside to draw, so dress comfortably.
Here's a quick reminder of what is due for your botanical drawings tomorrow. for the botnaical drawing itself: Scientific name, common name, plant uses.
For the paragraph that accompanies the drawing; how and why you composed it in the manner you did, any references that it makes to traditional botanicals (in other words, show me that you understand the purpose of botanicals, and why they look they way they do).
Tomorrow we will meet in the classroom, but we will be going outside to draw, so dress comfortably.
Tuesday, November 3, 2009
MEC 11/3
Hi all--sorry I was slow to get this post up. I've been scrambling trying to get ready for this trip to the conference.
Anyway, remember that there are no tutorials this week and that you are meeting for the full class period on Thursday to watch a film. Here are some questions to consider as you watch:
Both Cross Creek and Ecology of a Cracker Childhood are set in the south, and in many ways, the "ecology" of the stories are similar. Last week we talked about leaving your childhood home to get a better view of it. However, Marjorie Kinnan Rawlins has gone to what is to her a very foreign environment.
1) How did coming from a different place shape her understanding of the new place?
2) What are some of the things she learned about it? (Think of the things she found that were "different.")
3) What things would she use to describe the "vernacular" of the place? (e.g., the courtliness of the people; the attitude toward strangers)
4) In what ways does the place itself become a character in the story? In other words, would this be a different story in a different settings? If so, then how does this place affect the telling of this story?
I didn't write down the prompts we came up with last week, and now I've forgotten one fo them. Here is the one I remember:
1) Look back on your childhood place and tell us about it. What is its "vernacular"?
2) What is your first awareness of nature as "other"? That is, when did you first recognize that it was something that existed outside the more immediate world of your house or family?
Y'all be good while I'm gone. Don't take any wooden nickels!
Anyway, remember that there are no tutorials this week and that you are meeting for the full class period on Thursday to watch a film. Here are some questions to consider as you watch:
Both Cross Creek and Ecology of a Cracker Childhood are set in the south, and in many ways, the "ecology" of the stories are similar. Last week we talked about leaving your childhood home to get a better view of it. However, Marjorie Kinnan Rawlins has gone to what is to her a very foreign environment.
1) How did coming from a different place shape her understanding of the new place?
2) What are some of the things she learned about it? (Think of the things she found that were "different.")
3) What things would she use to describe the "vernacular" of the place? (e.g., the courtliness of the people; the attitude toward strangers)
4) In what ways does the place itself become a character in the story? In other words, would this be a different story in a different settings? If so, then how does this place affect the telling of this story?
I didn't write down the prompts we came up with last week, and now I've forgotten one fo them. Here is the one I remember:
1) Look back on your childhood place and tell us about it. What is its "vernacular"?
2) What is your first awareness of nature as "other"? That is, when did you first recognize that it was something that existed outside the more immediate world of your house or family?
Y'all be good while I'm gone. Don't take any wooden nickels!
Monday, October 26, 2009
MEC 10/26
Remember that we are reading to the chapter, "Longleaf Clan" in Ecology of a Cracker Childhood this week.
As you read, you might think about certain things:
Certainly, few of us grow up in junk yards, but at its most elemental this is a memoir of childhood. In what ways does it remind you of your own childhood? Does it make you think of stories from your own life? What are some of those stories?
How does Ray feel (as a child) about growing up in a junkyard and being a Southerner? Does this follow her into adulthood? How does she feel about it now? How is it similar/different from your experience?
What elements of the book ground the memoir in place? That is, how does Ray create a sense of place in the telling of her story?
Why does Ray talk about the long leaf pines? What role do they play in the story?
Finally, Janisse Ray writes in the vernacular, or local language. Doing this is very difficult without becoming distracting or sounding unschooled and awkward. Is she successful at writing like this? Why or why not? Mark some examples in your book to support your opinion.
How would you write in your own vernacular?
See you Thursday!
As you read, you might think about certain things:
Certainly, few of us grow up in junk yards, but at its most elemental this is a memoir of childhood. In what ways does it remind you of your own childhood? Does it make you think of stories from your own life? What are some of those stories?
How does Ray feel (as a child) about growing up in a junkyard and being a Southerner? Does this follow her into adulthood? How does she feel about it now? How is it similar/different from your experience?
What elements of the book ground the memoir in place? That is, how does Ray create a sense of place in the telling of her story?
Why does Ray talk about the long leaf pines? What role do they play in the story?
Finally, Janisse Ray writes in the vernacular, or local language. Doing this is very difficult without becoming distracting or sounding unschooled and awkward. Is she successful at writing like this? Why or why not? Mark some examples in your book to support your opinion.
How would you write in your own vernacular?
See you Thursday!
BBB 10/26
Greetings all! Sorry it took so long to post these for you. It took a while to get them scanned. Anyway, here are some samples of botanicals from past classes for inspiration. Click on the image if you want to see a closer view.
As you can see, I didn't always require the students to put the natural history information on the plant illustration, but for the purpose of your assignment, I expect you to include it.
The main reason I wanted you to see these was so that you could see the range of possibilities for composition of the botanicals.
See you tomorrow!
As you can see, I didn't always require the students to put the natural history information on the plant illustration, but for the purpose of your assignment, I expect you to include it.
The main reason I wanted you to see these was so that you could see the range of possibilities for composition of the botanicals.
See you tomorrow!
Wednesday, October 21, 2009
Dinner cancelled
Sorry all. The speaker wasn't on the flight. Dinner has been cancelled.
Sent from my iPhone
Dinner with Marie Howe
Hi, all you MEC people--
The dinner with Marie Howe will take place tonight at 8 PM, at Abuelo's. If somethign shoudl come up (such as her fligth being delayed or cancelled), I'll post an update on the blog no later than 7:00, if possible, so be sure to check back here before then.
Otherwise, if you plan to come tonight, please let me know by 5 PM so that I'll know how big a table to reserve.
Cheers!
The dinner with Marie Howe will take place tonight at 8 PM, at Abuelo's. If somethign shoudl come up (such as her fligth being delayed or cancelled), I'll post an update on the blog no later than 7:00, if possible, so be sure to check back here before then.
Otherwise, if you plan to come tonight, please let me know by 5 PM so that I'll know how big a table to reserve.
Cheers!
Monday, October 19, 2009
MEC 10/19 Update/News
Hi all,
I have figured out a way to get the Monday tutorial group on the same schedule and everyone will benefit from it. As you know, this week Marie Howe is coming to our class. I have been asked to pick her up at the airport and take her to dinner Wednesday night. So I've decided to cancel all but the Monday tutorial this week and invite anyone who wants to come to dinner with the poet Wednesday night. We'll probably be going to Abuelo's. This is a great opportunity to visit with a well-known, published author (and have great Mexican food!). Let me know by Wednesday afternoon whether you want to come to dinner. I'll post more details about the time tomorrow.
Also, come to class on Thrusday at our REGULAR time.
Cheers!
I have figured out a way to get the Monday tutorial group on the same schedule and everyone will benefit from it. As you know, this week Marie Howe is coming to our class. I have been asked to pick her up at the airport and take her to dinner Wednesday night. So I've decided to cancel all but the Monday tutorial this week and invite anyone who wants to come to dinner with the poet Wednesday night. We'll probably be going to Abuelo's. This is a great opportunity to visit with a well-known, published author (and have great Mexican food!). Let me know by Wednesday afternoon whether you want to come to dinner. I'll post more details about the time tomorrow.
Also, come to class on Thrusday at our REGULAR time.
Cheers!
Thursday, October 15, 2009
10/15 MEC
The power of the two poems of Mary Oliver's is that they speak to universal conditions. For next week's writing prompt, pick one of the poems and tell us how they are relveant to you. Does one call up a specific event or condition of being in your life? Use specific parts of the poem as examples in your discussion.
Here is a link to descriptions for some of the courses I was telling you about today: http://nhhcommunity.blogspot.com/
Here is a link to descriptions for some of the courses I was telling you about today: http://nhhcommunity.blogspot.com/
Wednesday, October 14, 2009
10/14 MEC
Tomorrow, I'd like you to come prepared with some questions of your own about Mary Oliver's poems. To help you, here are a couple of reading prompts to think about as you study the poems:
1) In "In Blackwater Woods," why does Oliver use imagery like "tapers?" In fact, what is a taper? Don't know? Look it up and read the poem again.
2) In the same poem, what does she mean when she says that the trees are turning their own bodies into pillars of light?
3) Same poem: she says that everything she has ever learned leads back to this...What is "this," and how does it relate to the poem as a whole?
4) Same poem: What does she say we have to do in order to be able to live in this world? Why does she say that? Do you agree?
5) In "Wild Geese," what could spark someone to write a poem like this?
6) Wild Geese: Is this a poem of pain? Sorrow? Happiness?
Think about some of these questions as you read, then go back and read the poems again and write down some questions of your own. Are there places where you do not know what is going on? Make a note on the side. Are there spots where the imagery seems exceptionally strong? Underline them. Do the poems make you think of things that are happening in your own life? How so?
Remember that tomorrow is "Funky Sock Day." I promised to bring snacks, but you may have them only if you are bright-eyed and talkative tomorrow. No more midterm blahs--that's the deal we made. ;-)
1) In "In Blackwater Woods," why does Oliver use imagery like "tapers?" In fact, what is a taper? Don't know? Look it up and read the poem again.
2) In the same poem, what does she mean when she says that the trees are turning their own bodies into pillars of light?
3) Same poem: she says that everything she has ever learned leads back to this...What is "this," and how does it relate to the poem as a whole?
4) Same poem: What does she say we have to do in order to be able to live in this world? Why does she say that? Do you agree?
5) In "Wild Geese," what could spark someone to write a poem like this?
6) Wild Geese: Is this a poem of pain? Sorrow? Happiness?
Think about some of these questions as you read, then go back and read the poems again and write down some questions of your own. Are there places where you do not know what is going on? Make a note on the side. Are there spots where the imagery seems exceptionally strong? Underline them. Do the poems make you think of things that are happening in your own life? How so?
Remember that tomorrow is "Funky Sock Day." I promised to bring snacks, but you may have them only if you are bright-eyed and talkative tomorrow. No more midterm blahs--that's the deal we made. ;-)
Friday, October 9, 2009
MEC10/9
Hi everyone, I forgot to give you the reading assignment for next week, which consists of the Mary Oliver poems in your course packet. After next week, we will start Ecology of a Cracker Childhood by Janisse Ray, so if you have not already purchased that book, please go ahead and do so.
Further thoughts on our discussion about Annie Dillard's cat: perhaps, if we need to alter something about reality for the purposes of poetic license, or in order to make the essay flow, we should ask ourselves the question, "Would it change how the reader feels about the piece if she knew this was not exactly transpired? For example, if you knew there had been several people present in a room when the conversation was going on, but for purposes of clarity, you reduced the number to two, would the reader care? Or would she care if she found out if you "borrowed" a cat and made it your own?
What do you think?
Prompt for next week: Thinkest thou I made this in jest? Is all just one big joke? Yes? No? Do you have examples of the absurdity?
Further thoughts on our discussion about Annie Dillard's cat: perhaps, if we need to alter something about reality for the purposes of poetic license, or in order to make the essay flow, we should ask ourselves the question, "Would it change how the reader feels about the piece if she knew this was not exactly transpired? For example, if you knew there had been several people present in a room when the conversation was going on, but for purposes of clarity, you reduced the number to two, would the reader care? Or would she care if she found out if you "borrowed" a cat and made it your own?
What do you think?
Prompt for next week: Thinkest thou I made this in jest? Is all just one big joke? Yes? No? Do you have examples of the absurdity?
Tuesday, October 6, 2009
MEC 10/6
Reading for this week: Annie Dillard's "The Writing Life," and "Heaven and Earth in Jest."
There was no writing prompt last week.
There was no writing prompt last week.
BBB 10/6
Don't forget to meet in Holden Hall 73 today!
Bring the photos of the plant you have chosen to illustrate--I'll look these over and see if they will be suitable for your efforts. I will give an introduction to botanical illustration, after which we will go outside in search of plants to draw.
Bring the photos of the plant you have chosen to illustrate--I'll look these over and see if they will be suitable for your efforts. I will give an introduction to botanical illustration, after which we will go outside in search of plants to draw.
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