The document provides a detailed summary and analysis of Cormac McCarthy's novel Outer Dark. It summarizes that the novel can be considered a trauma narrative about the protagonist Culla Holme who is haunted by traumatic memories he cannot understand. Culla undergoes a series of trials to try to resolve his trauma, but they inevitably fail because trauma cannot be fully articulated or understood. The novel explores the relationship between eyes and vision as a metaphor for understanding trauma. Ultimately, the novel suggests that while trauma may never be fully resolved, one can still find moments of peace even while living with trauma.
The document provides context and discussion for trauma theory, including definitions of trauma from Freud, Cathy Caruth, and the American Psychiatric Association. It also summarizes key aspects of trauma theory according to Freud and Cathy Caruth, including how trauma can result in delayed or repeated responses due to the event not being fully experienced or assimilated at the time. Discussion topics are provided on trauma theory and works of literature.
This document summarizes Shannon Kreiner's senior honors project analyzing representations of motherhood and mental instability in 20th century American women's literature. It discusses works by Charlotte Perkins Gilman, Sylvia Plath, Anne Sexton, and Marsha Norman that portray the experiences of women struggling with expectations of motherhood and issues like confinement, perfectionism, trauma, and mental illness. The works examined show how these women's identities and abilities to be mothers were negatively impacted by patriarchal expectations, damaged family relationships, and lack of support for their psychological health issues.
Mrs. Mallard is told that her husband has died in a railroad accident. She is initially overwhelmed with grief but then finds joy and freedom in her new widowhood. She revels in her independence and possession of herself. However, when her husband unexpectedly returns home, still alive, the shock of this news causes her death from a heart condition.
This document provides a summary and analysis of a book describing horrific human rights violations experienced by the author, Juan Carlos Giraldo, while imprisoned in Japan. The summary discusses how Giraldo was tortured psychologically and subjected to an unfair trial without due process. He experienced brutal conditions as a prisoner, including being forced to maintain painful physical positions for long periods. The document aims to share lessons from Giraldo's experience on the importance of upholding individuals' universal human rights and not condemning people without a fair judicial process.
This document provides information and instructions for students regarding an upcoming speech assignment. It discusses making up a past exam, the details of Essay #5 which asks students to propose a solution to a problem through a 700-800 word speech. It then reviews Martin Luther King Jr.'s "I Have a Dream" speech, focusing on his use of the Monroe Motivated Sequence organizational structure. Students are instructed to reorganize their own essays using this structure and prepare to present their speeches on the last two class meetings.
The document provides instructions for an exam in EWRT 1C Class 19. Students have the entire class period to complete the exam and should read the directions thoroughly, bringing their test paper to the front when finished. After the exam, students will begin watching the movie Rita Hayworth and the Shawshank Redemption, finish a draft of essay #2 that is at least 4 pages, and bring two copies for an in-class writing workshop.
This document discusses common homophone spelling errors, providing examples of "peek", "peak", and "pique" and their correct meanings and usages. It notes that "piqued" is the correct word to use when something has piqued one's interest, not "peaked". It then provides a nonsensical sentence combining all three words to illustrate their differences: "I knew a peek at the peak would pique my curiosity."
The document provides context and discussion for trauma theory, including definitions of trauma from Freud, Cathy Caruth, and the American Psychiatric Association. It also summarizes key aspects of trauma theory according to Freud and Cathy Caruth, including how trauma can result in delayed or repeated responses due to the event not being fully experienced or assimilated at the time. Discussion topics are provided on trauma theory and works of literature.
This document summarizes Shannon Kreiner's senior honors project analyzing representations of motherhood and mental instability in 20th century American women's literature. It discusses works by Charlotte Perkins Gilman, Sylvia Plath, Anne Sexton, and Marsha Norman that portray the experiences of women struggling with expectations of motherhood and issues like confinement, perfectionism, trauma, and mental illness. The works examined show how these women's identities and abilities to be mothers were negatively impacted by patriarchal expectations, damaged family relationships, and lack of support for their psychological health issues.
Mrs. Mallard is told that her husband has died in a railroad accident. She is initially overwhelmed with grief but then finds joy and freedom in her new widowhood. She revels in her independence and possession of herself. However, when her husband unexpectedly returns home, still alive, the shock of this news causes her death from a heart condition.
This document provides a summary and analysis of a book describing horrific human rights violations experienced by the author, Juan Carlos Giraldo, while imprisoned in Japan. The summary discusses how Giraldo was tortured psychologically and subjected to an unfair trial without due process. He experienced brutal conditions as a prisoner, including being forced to maintain painful physical positions for long periods. The document aims to share lessons from Giraldo's experience on the importance of upholding individuals' universal human rights and not condemning people without a fair judicial process.
This document provides information and instructions for students regarding an upcoming speech assignment. It discusses making up a past exam, the details of Essay #5 which asks students to propose a solution to a problem through a 700-800 word speech. It then reviews Martin Luther King Jr.'s "I Have a Dream" speech, focusing on his use of the Monroe Motivated Sequence organizational structure. Students are instructed to reorganize their own essays using this structure and prepare to present their speeches on the last two class meetings.
The document provides instructions for an exam in EWRT 1C Class 19. Students have the entire class period to complete the exam and should read the directions thoroughly, bringing their test paper to the front when finished. After the exam, students will begin watching the movie Rita Hayworth and the Shawshank Redemption, finish a draft of essay #2 that is at least 4 pages, and bring two copies for an in-class writing workshop.
This document discusses common homophone spelling errors, providing examples of "peek", "peak", and "pique" and their correct meanings and usages. It notes that "piqued" is the correct word to use when something has piqued one's interest, not "peaked". It then provides a nonsensical sentence combining all three words to illustrate their differences: "I knew a peek at the peak would pique my curiosity."
Elit 48 c class 12 post qhq singulars vs pluralsjordanlachance
Here are a few key points about how feminist theory could be applied to analyzing Mina Loy's poem "Parturition":
- Loy critiques the patriarchal social norms and gender roles of her time that positioned women as inferior to men. She subverts expectations by portraying childbirth, a uniquely female experience, as a heroic act of strength and empowerment.
- The poem draws parallels between the physical struggles of childbirth and the everyday mental/emotional struggles women face living in a male-dominated society. Both are depicted as oppressive "mountains of agony."
- By focusing so intently on the female experience of pregnancy/birth without much mention of the male role, Loy emphasizes women's agency
This document provides a summary of Henry David Thoreau's influential essay "Civil Disobedience". It discusses how Thoreau was influenced by Transcendentalist philosophy and wrote "Civil Disobedience" after spending a night in jail for refusing to pay his Massachusetts poll tax in protest of the Mexican-American War and slavery. The essay argues that individuals should disobey unjust laws and not support an unjust government. It influenced later leaders like Gandhi and Martin Luther King Jr. who used nonviolent civil disobedience. The document analyzes Thoreau's rhetorical style and use of memorable phrases in crafting his argument that individuals must follow their conscience over unjust laws or governments.
The document provides guidance for writing an essay in response to Susan Glaspell's play Trifles. It includes 10 potential essay topics analyzing various elements of the play, such as the symbolism of the birdcage, the gendered spaces, and the moral dilemma faced by the female characters. The document outlines objectives, prompts, submission requirements, and tips for writing a successful essay, such as including a clear thesis, textual evidence, and avoiding vague language. Students are instructed to write a 500-750 word MLA-formatted essay responding to one of the prompts.
The document outlines an agenda for an English class that includes a vocabulary test, changing group teams, presentations on proposed problem-solution essays, and an in-class writing assignment. Students will discuss two essays focusing on well-defined problems and proposed solutions. They will then choose a topic for their own problem-solution essay, filling out a chart with groups/organizations and associated problems to consider addressing. Homework includes finishing the chart, drafting paragraphs on problems and tentative solutions, and studying new vocabulary words.
The document outlines the agenda for Class 4 of EWRT 1B. It includes a presentation on literary terms, forming discussion teams and earning points, a lecture on author Langston Hughes, and a QHQ discussion on the concept of "passing" and analyses of related works. Students will learn how to write a summary and paraphrase poetry through a lecture. They will then practice these skills through an in-class writing assignment. The document also defines several literary terms that will be covered on the next exam.
The document outlines an agenda for a class that includes:
1) A vocabulary test on various words
2) An activity where students are assigned positions and have persuasive dialogues in groups to explain views on different issues
3) A ten question content contest
Sociologie des réseaux sociaux, 5, EHESS/ENS/ENSAEPaola Tubaro
Théorie : Sociabilité en ligne et réseaux personnels. Les « petits mondes ». Amitié, dévoilement de soi et réciprocité sur Internet
Exercices : Un réseau très large
Atelier pratique : Thèmes pour le projet final
This document provides instruction on the four main types of sentences in English: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences join two independent clauses with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. The document reviews identifying and writing each sentence type and provides guidance for a homework assignment to write examples of each.
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. The class will include reviewing the introduction, brainstorming activities, and introducing essay #1 on choosing survival supplies. Students will engage in a group activity to choose supplies from lists to argue for in a 750 word essay. The essay should have an introduction with a clear thesis, body paragraphs with topic sentences and examples supporting each supply choice, and a conclusion. Homework includes posting an outline with thesis and being prepared for an in-class essay exam in the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and outlines the course format, which includes both in-person and online components. Students are instructed on how to access course materials and assignments through the Canvas online platform. Key policies like attendance, late work, and academic honesty are also summarized. The document concludes by directing students to familiarize themselves with the course website and syllabus in preparation for the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and their contact information. It explains that the class will meet in-person once a week for 2 hours and 15 minutes, and students will complete the remaining coursework online through presentations on the course website. It outlines how the online platform Canvas will be used and provides instructions for navigating it. It lists the course requirements including essays, homework posts, and reading quizzes. It discusses policies around attendance, late work, academic integrity and conduct. Finally, it provides the course syllabus calendar.
This document provides an overview and instructions for Dr. Kim Palmore's hybrid EWRT 1A course. The key points are:
- The class meets once a week in person and requires additional online work to be completed independently through presentations on the course website.
- The website, Canvas, will be used for communication, submitting assignments, accessing course materials and viewing grades.
- Students are expected to actively participate in class discussions and regularly complete assignments by their deadlines. Formal writing assignments include essays that must be submitted electronically through Kaizena.
- The syllabus outlines course policies on attendance, late work, academic integrity and expected conduct. It also provides a tentative course calendar and information
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. It includes an agenda with topics like an introduction, brainstorming activity, and outlining an essay. Students will choose survival supplies for a hypothetical weeks-long trip into the woods and write an argument essay defending their choices. The document gives categories of supplies to pick from and instructs students to discuss their options in groups. It provides guidance on writing an outline, thesis, body paragraphs, and conclusion for the essay. The homework is to post an outline, bring a hard copy to class, and prepare to do an in-class writing exam.
This document provides an overview of the EWRT 1A course. It introduces the instructor, Dr. Kim Palmore, and outlines the course details and expectations. The class is a hybrid course that meets weekly for 2 hours and 15 minutes, with an additional 2 hours and 15 minutes of online work each week. Students will use the Canvas platform to access course materials, assignments, and submit homework. Students are expected to actively participate in class discussions and regularly complete reading and writing assignments on time, including essays, homework posts, and quizzes. Academic honesty is strictly enforced.
To highlight and comment on an essay using Kaizena:
1. Find the essay assignment and submission requirements
2. Highlight required sections of the essay using the specified colors
3. To add a comment, highlight text and type the comment in the box that appears, then click "Post to Highlight"
4. Use one consistent color for your own highlights so the instructor can use a different color for feedback
1) All essays and projects must be submitted electronically through Kaizena before the class period they are due.
2) Students will enter a group code to submit essays and can add files from Google Drive or their desktop in PDF format.
3) The professor will review highlighting and commenting on essays and students can leave written or voice comments on their submissions.
To establish a WordPress username for completing homework, students can visit https://signup.wordpress.com/signup/?user=1 and follow the steps to create a free username, or sign in through Facebook instead of using their own name; they should then email their instructor their username and use that account for all class work online, as having a username is mandatory for much of the coursework being done online.
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
This document provides an overview of the key information for a hybrid English composition course. It includes the instructor's contact information and a description of how the hybrid format will work with some weekly in-person meetings and additional online content. It outlines how the course website and learning management system Canvas will be used and provides details on course requirements, assignments, materials, and policies around attendance, late work, academic honesty, and conduct. The syllabus calendar gives a tentative weekly schedule and overview of topics. Students are instructed to review the information and policies, take a quiz on the first presentation, and complete tasks like exploring the website and setting up accounts before the next class.
This document provides an overview and analysis of themes, tensions, and theoretical approaches in Night by Elie Wiesel. It discusses major themes like death, God/religion, sanity/insanity, and family. It analyzes the internal and external tensions present in the work. It also explores how trauma theory and other theoretical lenses can provide insight into the text. Key events and passages are analyzed in depth, with questions provided about character perspectives and shifts in worldview over the course of the horrific events depicted in the Holocaust memoir.
This document outlines the schedule and assignments for a hybrid literature and composition class over 9 weeks. It includes in-class and online activities as well as assigned readings and homework for each week. The main topics covered are New Criticism, feminist criticism, psychoanalytic criticism, short stories, and trauma theory. Students are assigned two essays analyzing poems and short stories using different literary lenses. They also have online discussion posts and take an exam on the materials covered in the first few weeks.
1. This document provides the guidelines and requirements for Essay #3, which asks students to write a 3-5 page concept essay explaining and analyzing a concept of their choosing. Students must highlight and comment on specific sections of their essay, include at least 3 sources in a Works Cited page, and meet formatting and length requirements.
2. The essay should objectively explain the chosen concept for readers who may or may not be familiar with it already. Students are encouraged to reveal uncommon details about the concept and use examples and imagery to illustrate it clearly.
3. The document outlines learning outcomes, previously learned skills, best practices, and traps to avoid like choosing an inappropriate topic or failing to support arguments with evidence
Elit 48 c class 12 post qhq singulars vs pluralsjordanlachance
Here are a few key points about how feminist theory could be applied to analyzing Mina Loy's poem "Parturition":
- Loy critiques the patriarchal social norms and gender roles of her time that positioned women as inferior to men. She subverts expectations by portraying childbirth, a uniquely female experience, as a heroic act of strength and empowerment.
- The poem draws parallels between the physical struggles of childbirth and the everyday mental/emotional struggles women face living in a male-dominated society. Both are depicted as oppressive "mountains of agony."
- By focusing so intently on the female experience of pregnancy/birth without much mention of the male role, Loy emphasizes women's agency
This document provides a summary of Henry David Thoreau's influential essay "Civil Disobedience". It discusses how Thoreau was influenced by Transcendentalist philosophy and wrote "Civil Disobedience" after spending a night in jail for refusing to pay his Massachusetts poll tax in protest of the Mexican-American War and slavery. The essay argues that individuals should disobey unjust laws and not support an unjust government. It influenced later leaders like Gandhi and Martin Luther King Jr. who used nonviolent civil disobedience. The document analyzes Thoreau's rhetorical style and use of memorable phrases in crafting his argument that individuals must follow their conscience over unjust laws or governments.
The document provides guidance for writing an essay in response to Susan Glaspell's play Trifles. It includes 10 potential essay topics analyzing various elements of the play, such as the symbolism of the birdcage, the gendered spaces, and the moral dilemma faced by the female characters. The document outlines objectives, prompts, submission requirements, and tips for writing a successful essay, such as including a clear thesis, textual evidence, and avoiding vague language. Students are instructed to write a 500-750 word MLA-formatted essay responding to one of the prompts.
The document outlines an agenda for an English class that includes a vocabulary test, changing group teams, presentations on proposed problem-solution essays, and an in-class writing assignment. Students will discuss two essays focusing on well-defined problems and proposed solutions. They will then choose a topic for their own problem-solution essay, filling out a chart with groups/organizations and associated problems to consider addressing. Homework includes finishing the chart, drafting paragraphs on problems and tentative solutions, and studying new vocabulary words.
The document outlines the agenda for Class 4 of EWRT 1B. It includes a presentation on literary terms, forming discussion teams and earning points, a lecture on author Langston Hughes, and a QHQ discussion on the concept of "passing" and analyses of related works. Students will learn how to write a summary and paraphrase poetry through a lecture. They will then practice these skills through an in-class writing assignment. The document also defines several literary terms that will be covered on the next exam.
The document outlines an agenda for a class that includes:
1) A vocabulary test on various words
2) An activity where students are assigned positions and have persuasive dialogues in groups to explain views on different issues
3) A ten question content contest
Sociologie des réseaux sociaux, 5, EHESS/ENS/ENSAEPaola Tubaro
Théorie : Sociabilité en ligne et réseaux personnels. Les « petits mondes ». Amitié, dévoilement de soi et réciprocité sur Internet
Exercices : Un réseau très large
Atelier pratique : Thèmes pour le projet final
This document provides instruction on the four main types of sentences in English: simple, compound, complex, and compound-complex. It defines each type and provides examples. Simple sentences contain one independent clause. Compound sentences join two independent clauses with coordinating conjunctions or semicolons. Complex sentences contain an independent clause and one or more dependent clauses. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. The document reviews identifying and writing each sentence type and provides guidance for a homework assignment to write examples of each.
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. The class will include reviewing the introduction, brainstorming activities, and introducing essay #1 on choosing survival supplies. Students will engage in a group activity to choose supplies from lists to argue for in a 750 word essay. The essay should have an introduction with a clear thesis, body paragraphs with topic sentences and examples supporting each supply choice, and a conclusion. Homework includes posting an outline with thesis and being prepared for an in-class essay exam in the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and outlines the course format, which includes both in-person and online components. Students are instructed on how to access course materials and assignments through the Canvas online platform. Key policies like attendance, late work, and academic honesty are also summarized. The document concludes by directing students to familiarize themselves with the course website and syllabus in preparation for the next class.
This document provides an overview and instructions for a hybrid English composition course. It introduces the instructor and their contact information. It explains that the class will meet in-person once a week for 2 hours and 15 minutes, and students will complete the remaining coursework online through presentations on the course website. It outlines how the online platform Canvas will be used and provides instructions for navigating it. It lists the course requirements including essays, homework posts, and reading quizzes. It discusses policies around attendance, late work, academic integrity and conduct. Finally, it provides the course syllabus calendar.
This document provides an overview and instructions for Dr. Kim Palmore's hybrid EWRT 1A course. The key points are:
- The class meets once a week in person and requires additional online work to be completed independently through presentations on the course website.
- The website, Canvas, will be used for communication, submitting assignments, accessing course materials and viewing grades.
- Students are expected to actively participate in class discussions and regularly complete assignments by their deadlines. Formal writing assignments include essays that must be submitted electronically through Kaizena.
- The syllabus outlines course policies on attendance, late work, academic integrity and expected conduct. It also provides a tentative course calendar and information
This document provides information for the first class of EWRT 1A taught by Dr. Kim Palmore. It includes an agenda with topics like an introduction, brainstorming activity, and outlining an essay. Students will choose survival supplies for a hypothetical weeks-long trip into the woods and write an argument essay defending their choices. The document gives categories of supplies to pick from and instructs students to discuss their options in groups. It provides guidance on writing an outline, thesis, body paragraphs, and conclusion for the essay. The homework is to post an outline, bring a hard copy to class, and prepare to do an in-class writing exam.
This document provides an overview of the EWRT 1A course. It introduces the instructor, Dr. Kim Palmore, and outlines the course details and expectations. The class is a hybrid course that meets weekly for 2 hours and 15 minutes, with an additional 2 hours and 15 minutes of online work each week. Students will use the Canvas platform to access course materials, assignments, and submit homework. Students are expected to actively participate in class discussions and regularly complete reading and writing assignments on time, including essays, homework posts, and quizzes. Academic honesty is strictly enforced.
To highlight and comment on an essay using Kaizena:
1. Find the essay assignment and submission requirements
2. Highlight required sections of the essay using the specified colors
3. To add a comment, highlight text and type the comment in the box that appears, then click "Post to Highlight"
4. Use one consistent color for your own highlights so the instructor can use a different color for feedback
1) All essays and projects must be submitted electronically through Kaizena before the class period they are due.
2) Students will enter a group code to submit essays and can add files from Google Drive or their desktop in PDF format.
3) The professor will review highlighting and commenting on essays and students can leave written or voice comments on their submissions.
To establish a WordPress username for completing homework, students can visit https://signup.wordpress.com/signup/?user=1 and follow the steps to create a free username, or sign in through Facebook instead of using their own name; they should then email their instructor their username and use that account for all class work online, as having a username is mandatory for much of the coursework being done online.
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
This document provides an overview of the key information for a hybrid English composition course. It includes the instructor's contact information and a description of how the hybrid format will work with some weekly in-person meetings and additional online content. It outlines how the course website and learning management system Canvas will be used and provides details on course requirements, assignments, materials, and policies around attendance, late work, academic honesty, and conduct. The syllabus calendar gives a tentative weekly schedule and overview of topics. Students are instructed to review the information and policies, take a quiz on the first presentation, and complete tasks like exploring the website and setting up accounts before the next class.
This document provides an overview and analysis of themes, tensions, and theoretical approaches in Night by Elie Wiesel. It discusses major themes like death, God/religion, sanity/insanity, and family. It analyzes the internal and external tensions present in the work. It also explores how trauma theory and other theoretical lenses can provide insight into the text. Key events and passages are analyzed in depth, with questions provided about character perspectives and shifts in worldview over the course of the horrific events depicted in the Holocaust memoir.
This document outlines the schedule and assignments for a hybrid literature and composition class over 9 weeks. It includes in-class and online activities as well as assigned readings and homework for each week. The main topics covered are New Criticism, feminist criticism, psychoanalytic criticism, short stories, and trauma theory. Students are assigned two essays analyzing poems and short stories using different literary lenses. They also have online discussion posts and take an exam on the materials covered in the first few weeks.
1. This document provides the guidelines and requirements for Essay #3, which asks students to write a 3-5 page concept essay explaining and analyzing a concept of their choosing. Students must highlight and comment on specific sections of their essay, include at least 3 sources in a Works Cited page, and meet formatting and length requirements.
2. The essay should objectively explain the chosen concept for readers who may or may not be familiar with it already. Students are encouraged to reveal uncommon details about the concept and use examples and imagery to illustrate it clearly.
3. The document outlines learning outcomes, previously learned skills, best practices, and traps to avoid like choosing an inappropriate topic or failing to support arguments with evidence
Here are some potential connections between the prisoners in Night and Shawshank Redemption:
- Both groups are stripped of their freedom and individuality. In the camps, prisoners are reduced to numbers and forced into uniformity/submission. In Shawshank, the prisoners lose control over their lives and must obey the prison system.
- Survival requires adapting to a harsh, inhumane system not of one's own making. In the camps, prisoners must find ways to endure unthinkable cruelty and deprivation. In Shawshank, inmates navigate the prison's oppressive rules and power structures.
- Hope and humanity can persist even in the darkest of places. In Night, some prisoners retain aspects of dignity and compassion
The document provides an agenda and discussion points for analyzing the novella "Rita Hayworth and Shawshank Redemption" by Stephen King and the short story "The Metamorphosis" by Franz Kafka.
For "Rita Hayworth", there is a discussion of themes like hope, struggle, and imprisonment. Potential discussion questions are also listed. For "The Metamorphosis", summaries of each chapter are provided along with characters, potential theoretical approaches, and discussion questions. The agenda then outlines a group discussion for analyzing both works.
The agenda covers discussions of two novellas: Rita Hayworth and Shawshank Redemption and The Metamorphosis. For Shawshank, key themes of hope, struggle, and imprisonment will be analyzed. For The Metamorphosis, three chapter summaries are provided: Chapter 1 details Gregor waking up as a cockroach and his family's initial reaction. Chapter 2 explores Gregor's loneliness and his sister's compassion. Chapter 3 finds Gregor weakening as the family acclimates to his condition. Potential discussion questions are posed about characters and applying psychoanalytic theory.
This document provides an agenda and information for an online EWRT 1C class on Franz Kafka's novella "The Metamorphosis". The class will include reading the novella, an introduction to Kafka as the author, and discussing the historical and literary contexts. Kafka is introduced as an Austrian-Jewish writer from Prague in the late 19th/early 20th century. The novella is then analyzed including its use of third-person narration from the perspective of Gregor Samsa after he transforms into an insect. Students are assigned to read the novella and answer one of several discussion questions in 200-300 words for homework.
1. Student 1
Terrific Student
Dr. Kim Palmore
EWRT 1C
24 June 2014
Can I Be Cured?
Justice is not as objective as one might imagine. It often fails from its own necessity
when trauma is involved. In her book Unclaimed Experience, Cathy Caruth defines trauma as
follows: “trauma describes an overwhelming experience of sudden or catastrophic events in
which the response to the event occurs in the often delayed, uncontrolled repetitive appearance
of hallucinations and other intrusive phenomena” (15). In other words, memories of traumatic
events repeatedly haunt the survivor because the event has happened too sudden and too
unexpectedly to be grasped what it is. Shoshana Felman, an acclaimed literary critic, finds
connections between justice and trauma literature. According to her, trials and traumas are
similar in that they are both “conceptually articulated” without being properly transmitted and
understood by the people involved (1). Literatures that address trauma is significant because it
strives to “transmit the force of the story that could not be told in the legal trial” and explains
“why the trial, like trauma, will repeat itself” (96). The point is, although trauma cannot be fully
articulated and resolved even in literature, a trauma narrative can illuminate the unintelligible
and thus, unresolvable nature of traumas many people suffer in the real world. For this reason,
Cormac McCarthy’s Outer Dark can be called a trauma narrative that achieves its purpose. In
Outer Dark, McCarthy tells a story about a series of trials in which protagonist Culla Holme and
other characters’ attempts to terminate his trauma fail repeatedly and necessarily because they
cannot see it or fall silent before giving it a name.
2. Student 2
The story opens up with Culla’s dream that suggests his traumatic psychological state,
but he cannot get away from the horror even as he wakes up because the trauma is not grasped
by the dreamer. In his dream, he finds himself among “a delegation of human ruin who [attends]
[the prophet who claims to make the blind see] with blind eyes upturned and puckered stumps
and leprous sores” (McCarthy 5). These disabled people believe the prophet’s words that they
will be healed before the sun reappears again after the eclipse, but the sun does not return. Culla,
who must have long been traumatized by his past, steps forward and asks: “Can I be cured?” The
prophet answers, “Yes, I think perhaps you will be cured” (5). But the sun does not return. The
crowd starts to get uneasy and direct their despair and anger at Culla, so he “[tries] to hide
among them”, but “they [know] him even in that pit of hopeless dark and [fall] upon him with
howls of outrage” (6). This nightmare mirrors Culla’s frightened mind trapped in the trauma,
albeit he does not know what it is. As an evidence of his confusion, Culla is shaken awake “from
dark to dark” by his pregnant sister, Rinthy, with whom he has had an incestuous relationship.
She gives birth to their child several days after the dream. Neither Culla nor the reader cannot
“locate the starting point of trauma” (Felman 102), but it is evident that he is traumatized by the
compound guilt of the incest, birth of the baby, his abandonment of the baby on the day of its
birth, and the running off of his sister. The baby is, whether Culla has intended or not, picked up
in the woods and raised by a tinker who would hover around that area in the same period. One
clue to the origin of Culla’s trauma is his geographical isolation and loss of kin. Before the tinker
first visits them, “there [has] been no one to the cabin for some three months […] who [would
visit] so remote a place” (McCarthy 6). Moreover, their parents have been dead and Culla and
Rinthy are the only ones in the family, and they have neither been born there nor lived there for
long but in the “past little while” (46). Therefore, it can be assumed that Culla has experienced
3. Student 3
overwhelming events that are traumatic, and those memories have repeatedly haunted him.
Ridden with shame and guilt, the traumatized protagonist embarks on a blind search for his sister
who has gone after the tinker to get back her baby.
A tension between eyes and vision dominates the story, reinforcing the blind nature of the
trauma. Although Culla is among the disabled with “blind eyes” in his dream, he is fully sighted;
however, his vision is compromised both from the absence of light, as symbolized by the
blackened sun, and his spiritual blindness. He is spiritually blind because he does not see the real
purpose of his journey, that is, to understand and heal his trauma. Meanwhile, most people whom
he meets can look at Culla’s guilt, but fail to see the trauma at its core. Two of them play a role
as judges, but they make wrong decisions, such as trespass and murder he has not committed,
because their sights are also distracted by their very abilities to see. However, the following three
types of characters are free from the optical illusion and able to penetrate the darkness: the three
outlaws, the baby, and the blind man. Paradoxically, these people are the ones whose eyes are
not fully abled; the three outlaws reside in the darkness; the baby has lost its one eye; and the
blind man is blind. This paradoxical relationship between eyes and vision creates the tension
between who can see and who cannot see the truth. The tension is not resolved by the end of the
story because the three “insighted” characters fall silent before putting an end to Culla’s rauma,
referring back to the nature of trauma that cannot be spoken or healed.
The three outlaws can see Culla’s trauma and punish him in two major trials, but they do
not give him redemption by articulating the trauma because it is impossible. The three men are
introduced in the beginning of the story with their superhuman-like quality, and they chase Culla
killing most of the people whom he has met in his journey. They can penetrate the darkness
because their sights are numbed from their purposeless, reckless acts of violence. One evidence
4. Student 4
is the description of the leadership among them, the bearded one, whose eyes are like “black
agates” (McCarthy 95) or “shadowed lunettes with nothing there at all” (171). Because he lacks
humanity, nothing distracts his vision from seeing into the core of the darkness, including Culla’s
trauma at the core of his guilt. Also, their major activities take place in the night, and moving in
shadow “[suits] them very well” (3). Their ability to move freely in the darkness suggests that
they are better “sighted” than Culla who is always blinded in dark. Culla and the three men first
encounter at their camp fire into which Culla, who, after surviving through the swollen river, is
lured to get help and warmth. In their first trial, Culla confesses that he is run off from by his
sister, and the three men punish him by forcing him to eat human flesh and exchange his
“jimdandy pair of boots” (173) with their lousy ones. Uncannily, they seem to know so much
about him. For example, they know that the boots is stolen by Culla from the “dead man” (177)
for whom he has worked for a day and that Culla is somehow accountable for and guilty about
his sister’s running off. In contrast, Culla does not know who they are and what he is punished
for. “I think maybe you are somebody else,” the bearded one says to him, “because you don’t
seem to understand me very much” (179). The three men imply their knowledge to the core issue
of the trial, Culla’s trauma, but they either do not or cannot give a name to it. Because the three
men fall silent, the first trial closes ambiguously without any practical resolution suggested to
remedy Culla’s trauma.
Their second trial also fails to terminate Culla’s suffering from trauma because even
though the judges and the baby can see the truth, either of them do not or cannot testify the case
for him. This trial takes place when again, Culla is lured into the three men’s camp fire after
surviving through the threat of hanging on a wrong account of murder. When he recognizes the
source of the light and warmth, “he [is] already among them and it [is] too late” (231), exposing
5. Student 5
to the reader how blinded he is. The men have robbed the tinker, who is now dead, of the
unnamed baby, and submit it as an evidence and or witness in the trial. When Culla insists that
his relationship with the baby is not in their business, the bearded one declares: “I’ll be the judge
of that” (234). Culla does not confess his responsibility toward the baby even as the three men
tell him that they know it is an illegitimate child between him and his sister. In response to
Culla’s answers to their questions, the bearded one says to him: “Never figured nothing, never
had nothing, never was nothing, […]. [You are] looking at nothing at all” (233). He is right,
because Culla literally looks away from the baby who keeps watching him with its one eye and
another “eyeless and angry red socket like a stockhole to a brain in flames” (232). Paradoxically,
this disabled baby seems to be able to see through the core of the trial with the intense stares
because it has witnessed Culla’s crime. As if accusing its father’s denial of his crime, the child
[keeps] watching him” (232) throughout the tiral. Thus, had it been able to speak, the baby could
have testified at least part of its father’s case to help him recover from the trauma. But this
salvation does not happen because the baby is killed by the three outlaws and falls into silent.
With the infanticide of his own child, Culla is again punished for a crime that he does not know
exactly what. Therefore, even with the help of the “insigted” baby, he remains hostage to his
own trauma because it is not properly articulated, and the trial repeats itself.
Culla misses his final opportunity of redemption because of his ignorance in the final trial
with the blind judge, only to remain as a forever captive in the darkness. Years after the second
trial with the three men and his child’s death, Culla meets a blind man “who [speaks] him a good
day out of his constant dark” (McCarthy 239). The blind man insists that he has met Culla in the
opening dream, but Culla does not remember him. The bind man remembers Culla as follows:
“they was a feller leapt up and hollered out that no body knowed what was wrong with. And they
6. Student 6
said it caused that preacher to go away” (241). The blind man must have been one of the
“crippled folks” in the “ruin of human delegation” listening into the prophet. Knowing how
Culla is bullied by the crowd, the blind man says, “I always did want to find that feller, […]. And
tell him. If somebody don’t tell him he never will have no rest” (241). Here, what he has wanted
to tell Culla is not clear, but certainly, he is able to see things more clearly than others. One
explanation to this paradoxical relationship between eyes and vision is implied by the preacher
who has given a salmon to a blind person: “In a world darksome as this’n I believe a blind man
ort to be better sighted than most” (226). In other words, because he is not distracted by the
illusion of the manifest world, the blind man can see the invisible where the truth resides.
Another explanation is suggested by Christopher Metress in his article “Via Negativa: The Way
of Unknowing in Cormac McCarthy’s Outer Dark”: “[the blind man’s] acceptance of his being
and of his relation to the metaphysical” enables him to get away from the desire to recover his
sight and yet to see things in the darkness (153). One striking evidence of his ability to see is
described when he turns and smiles at Culla as he passes through him even though Culla “[waits]
very still by the side of the road” not to be seen by the man (McCarthy 242). The man has been
looking for Culla to rescue him, but Culla is ignorant of this opportunity and waves him away.
The punishment follows. The story ends with an irony where Culla wonders if the blind man
knows the road is going to end with swamps, and thinks “someone should tell a blind man before
setting him out that way” (242). He is too blind to see his own doomed future from which he
could have been rescued had he listened to the blind man. In other words, Culla should be
worried about his own future rather than the blind man’s because the man is the one who can see.
Therefore, because the “insigted” blind man falls silent with Culla’s ignorance, McCarthy les the
7. Student 7
trial fail again and descend the trauma into the future, implying subsequent trials that are to
inevitably fail again.
“Great trials are,” Felman says, “perhaps specifically those trials whose very failures
have their own necessity and their own literary, cultural, and jurisprudential speaking power”
(Felman 166). McCarthy’s Outer Dark is highly evaluated within the literary circle because it
depicts such great trials. The story seems to be nihilistic because that is the way a trauma
narrative should be. Culla’s trials repeatedly and inevitably fail because their core issue is his
trauma, which cannot be testified or confessed. Contrary to this truth about trauma trials, our
justice system often make rather subjective decisions to put an end to a trial, letting alone
whether its core issue is resolved or not. In other words, McCarthy’s trauma narrative powerfully
speaks to the limitation and misunderstanding of the justice system. Moreover, Outer Dark is not
only about the story of the fictional character Culla; it is also our story. As Felman remarks, such
hero as Culla in a trauma narrative is a “portrait of no one and of everyone” (103) because people
in the real world also suffer from trauma and feel like they are in a constant darkness. If this is
the case, Culla’s fate seems to be discouraging to them, but one hope McCarthy leaves them out
of his dark humor is that even as they are blinded by their own traumas, people can still talk of “a
good day out of [thier] constant dark” (McCarthy 239) just like the blind man. In other words,
people can come to term with their traumas and go on their lives as long as they understand the
nature of trauma and accept the fact that they cannot see everything because of it.
8. Student 8
Works Cited
Caruth, Cathy. Unclaimed Experience: Trauma, Narrative and History. Baltimore: The Johns
Hopkins University Press, 1996. Project Muse. Web. 16 Jun. 2014.
Felman, Shoshana. The Juridical Unconscious: Trials and Traumas in the Twentieth Century.
Cambridge, Mass: Harvard University Press, 2002. Print.
McCarthy, Cormac. Outer Dark. 1st ed. New York: Vintage Books, 1993. Print.
Metress, Christopher. "Via Negativa: The Way Of Unknowing In Cormac Mccarthy's Outer
Dark." Southern Review 37.1 (2001): 147. Literary Reference Center. Web. 14 June 2014.