Cake, Taylor Mali. “The The Impotence of Proofreading.” Slice. Florida A&M University, 19 Oct. 2010. Web. 27 Oct. 2010.
Slice is an online supplement to “cake, a journal of poetry and art”, the literary journal at Florida A&M University. It is a blog that features poems of the week, photographs and video clips. The last blog was posted on October 19, 2010 and it is a stand up about the importance of proofreading called, “The The Impotence of Proofreading,” by Taylor Mali. This video wants us to laugh while teaching us how important it is to proofread because things can take on a different meaning when the wrong word or spelling is used. This video’s primary audience is the Florida A&M University students. Secondary audience is students from any university and accidental audience could be anyone.
I found the link to this blog on Florida A&M’s literary journal website. Mali wants his audience to be entertained by his stand-up, but most importantly he wants his audience to think twice before submitting a paper that was not proofread or was only proofread by the computer. He supports his argument by doing a stand-up routine about proofreading and he uses similar words to the possible ones intended. His tone is sarcastic. The visual is very explicit, because his words were carefully chosen.
Knowledge is created in the video by the use and purposeful misuse of words. For example, the title which includes the word impotence could or should have been importance. He also uses the word colleague instead of college, among many others. Knowledge is communicated through comedy, the twisting of words, and the use of words that are similar to the obviously proper words. This video was created for the discipline of English Studies. English studies values papers (writing) that are done in proper MLA format. If MLA is not always used the right way (which it should be), the paper must be proofread for correct spelling, because spelling is the simplest thing to do, with the aid of a dictionary.
"The The Impotence of Proofreading":http://haveasliceofcakepoetry.blogspot.com/
Wednesday, October 27, 2010
Wednesday, October 13, 2010
Analyzing Poetry
Undergraduate Writing Center Handouts. Analyzing Poetry. Workplace Document.
University of Texas at Austin Undergraduate Writing Center. Projects.uwc. utexas.edu/handouts. University of Texas at Austin. Web. 13 Oct. 2010.
This text hopes to get its reader to learn how to analyze poetry. Poetry can be difficult to understand in general and therefore difficult to analyze. Some poems have very deep underlying meanings and we need tools to figure out these meanings. The primary audience of this text is University of Texas at Austin undergraduate students. Secondary audience could be students from any university and above the undergraduate level. Accidental audience could be anyone who comes across this document on the internet. I found this text on the internet on the University of Texas at Austin’s undergraduate writing center web page. This text was written by University of Texas at Austin’s undergraduate writing center.
The writer wants his/her audience to understand the elements of poetry, content, language, imagery, form and syntax. Content: How does the tone of the speaker and the context of the work change your understanding of the poem? Language: How does the language and rhythm contribute to the meaning, purpose or emotional force? Imagery: How does the imagery construct the poem’s theme, tone, and purpose? Form: How does the form of the poem correspond to theme and main idea of the work? And Syntax: How do the poet’s syntactical choices change or expand the ideas in the poem? It is important to able to answer these questions as we read poetry because they will better help us understand and therefore analyze poetry.
The language choice is very clear and simple, this makes the text easy to understand and follow. Knowledge is created in this text by breaking down each element. For example under content you will find, speaker, tone, tension, context with further explanations. Knowledge is conveyed by teaching us how to apply these elements and sub-elements when reading poetry to help the reader in the process of analyzing poetry.
University of Texas at Austin Undergraduate Writing Center. Projects.uwc. utexas.edu/handouts. University of Texas at Austin. Web. 13 Oct. 2010.
This text hopes to get its reader to learn how to analyze poetry. Poetry can be difficult to understand in general and therefore difficult to analyze. Some poems have very deep underlying meanings and we need tools to figure out these meanings. The primary audience of this text is University of Texas at Austin undergraduate students. Secondary audience could be students from any university and above the undergraduate level. Accidental audience could be anyone who comes across this document on the internet. I found this text on the internet on the University of Texas at Austin’s undergraduate writing center web page. This text was written by University of Texas at Austin’s undergraduate writing center.
The writer wants his/her audience to understand the elements of poetry, content, language, imagery, form and syntax. Content: How does the tone of the speaker and the context of the work change your understanding of the poem? Language: How does the language and rhythm contribute to the meaning, purpose or emotional force? Imagery: How does the imagery construct the poem’s theme, tone, and purpose? Form: How does the form of the poem correspond to theme and main idea of the work? And Syntax: How do the poet’s syntactical choices change or expand the ideas in the poem? It is important to able to answer these questions as we read poetry because they will better help us understand and therefore analyze poetry.
The language choice is very clear and simple, this makes the text easy to understand and follow. Knowledge is created in this text by breaking down each element. For example under content you will find, speaker, tone, tension, context with further explanations. Knowledge is conveyed by teaching us how to apply these elements and sub-elements when reading poetry to help the reader in the process of analyzing poetry.
Wednesday, October 6, 2010
Importance of Critical Reading, Thinking and Analysis
John Lye's Course and Source Page. Workplace Document
Lye, John. “Critical Reading: A Guide.” Brocku.ca. Brock University, 12 July 2008. Web. 6 Oct. 2010
This text hopes to help first year students better analyze literature. This is a guide to what you might look for in analyzing literature, particularly poetry and fiction. An analysis explains what a work of literature means, and how it means it; it is essentially an articulation of and a defense of an interpretation which shows how the resources of literature are used to create the meaningfulness of the text. As a literature major I find this article to be very insightful because some literature is very hard to follow and therefore understand and if I understand the social and cultural conditions of the time period that a certain piece was written in then I will have a better understanding of it and will be able to better analyze it.
The primary audience is first year college students. Secondary audience could be college students at different points in their studies. Accidental audience could be anyone who is interested in being a better critical analyst of literature. I found this text on Brock University’s website. It was written by Professor John Lye.
The writer wants his audience to think that critical analysis will give the reader a deeper understanding and a fuller appreciation of the literature. Also, that analysis should teach us to be aware of the cultural delineations of a work, its ideological aspects. Art is not eternal and timeless but is situated historically, socially, intellectually, written and read at particular times, with particular intents, under particular historical conditions, with particular cultural, personal, gender, racial, class and other perspectives. Through art we can see ideology in operation. This can be of particular use in understanding our own culture and time, but has historical applications as well. All these contribute to the understanding of literature because they all play a part in the creation of it. He supports his argument by going through the process of analyzing poetry and fiction. He breaks down the parts of a poetry and fiction.
Knowledge is created by addressing the key parts of poetry and fiction. In a poem for example, the reader has to identify these elements, title of the poem, what kind of poem, who is the narrator, what is the argument/subject and what is the setting. Knowledge is conveyed through the explanation of each element. Literature values the importance of critical analysis in understanding literary works.
Lye, John. “Critical Reading: A Guide.” Brocku.ca. Brock University, 12 July 2008. Web. 6 Oct. 2010
This text hopes to help first year students better analyze literature. This is a guide to what you might look for in analyzing literature, particularly poetry and fiction. An analysis explains what a work of literature means, and how it means it; it is essentially an articulation of and a defense of an interpretation which shows how the resources of literature are used to create the meaningfulness of the text. As a literature major I find this article to be very insightful because some literature is very hard to follow and therefore understand and if I understand the social and cultural conditions of the time period that a certain piece was written in then I will have a better understanding of it and will be able to better analyze it.
The primary audience is first year college students. Secondary audience could be college students at different points in their studies. Accidental audience could be anyone who is interested in being a better critical analyst of literature. I found this text on Brock University’s website. It was written by Professor John Lye.
The writer wants his audience to think that critical analysis will give the reader a deeper understanding and a fuller appreciation of the literature. Also, that analysis should teach us to be aware of the cultural delineations of a work, its ideological aspects. Art is not eternal and timeless but is situated historically, socially, intellectually, written and read at particular times, with particular intents, under particular historical conditions, with particular cultural, personal, gender, racial, class and other perspectives. Through art we can see ideology in operation. This can be of particular use in understanding our own culture and time, but has historical applications as well. All these contribute to the understanding of literature because they all play a part in the creation of it. He supports his argument by going through the process of analyzing poetry and fiction. He breaks down the parts of a poetry and fiction.
Knowledge is created by addressing the key parts of poetry and fiction. In a poem for example, the reader has to identify these elements, title of the poem, what kind of poem, who is the narrator, what is the argument/subject and what is the setting. Knowledge is conveyed through the explanation of each element. Literature values the importance of critical analysis in understanding literary works.
Wednesday, September 29, 2010
Old Dominion University Literary Festival
Old Dominion University Creative Writing Program. Old Dominion University 33rd Annual Literary Festival. Old Dominion University. Various, 4 October 2010 Norfolk. Print.
Old Dominion University 33rd Annual Literary Festival Pamphlet, Workplace Document
This year’s theme is “Hard Times in America.” The text hopes to have its audience, “Think honestly about their own experiences, to reach beyond self in order to enter another person’s conflicts, to see with another person’s eyes the problems that confront us all.” The primary audience is Old Dominion University students and the secondary audience is Old Dominion University faculty and staff. The accidental audience could be friends, family members, co-workers of Old Dominion students and faculty and staff and people who live in and around Old Dominion University.
This pamphlet was given to me by one of my professors. The writer is Old Dominion University Creative Writing Program. The writer makes the argument that “Hard Times” mean more than economics. The writer wants us to think about “Hard times” as, “Inevitably entwined with racism, crime, despair, an inequitable legal system, inadequate medical care, and inequalities in education.” The author supports this argument by having the performers at the Literary Festival perform pieces about “Hard Times.”
In each section of the pamphlet there is a short personal and or professional biography about each performer, the day, time and place they will be performing. On the inside flap it talks about the theme for the festival and on the back it lists the dates, times, location and names of the performers. There is a photograph of each performer next to their biography and they are explicitly used to get the reader to connect with the performers on a visual level. Each photo puts a face to the stories and achievements of the performers. The performer’s names are written in bold, white text; it stands out from the rest of the text and their names can be recognized easier.
The tone of the language is soft, almost emotional. It uses pathos to get through to the reader by using the theme of “Hard Times in America.” The words are fairly simply to understand. Knowledge is created and conveyed by clearly stating the theme of the Literary Festival on the front and inside of the pamphlet; also by defining the theme and the purpose of the Literary Festival. Literature values expression through writing and critical thinking through reading.
Old Dominion University 33rd Annual Literary Festival Pamphlet, Workplace Document
This year’s theme is “Hard Times in America.” The text hopes to have its audience, “Think honestly about their own experiences, to reach beyond self in order to enter another person’s conflicts, to see with another person’s eyes the problems that confront us all.” The primary audience is Old Dominion University students and the secondary audience is Old Dominion University faculty and staff. The accidental audience could be friends, family members, co-workers of Old Dominion students and faculty and staff and people who live in and around Old Dominion University.
This pamphlet was given to me by one of my professors. The writer is Old Dominion University Creative Writing Program. The writer makes the argument that “Hard Times” mean more than economics. The writer wants us to think about “Hard times” as, “Inevitably entwined with racism, crime, despair, an inequitable legal system, inadequate medical care, and inequalities in education.” The author supports this argument by having the performers at the Literary Festival perform pieces about “Hard Times.”
In each section of the pamphlet there is a short personal and or professional biography about each performer, the day, time and place they will be performing. On the inside flap it talks about the theme for the festival and on the back it lists the dates, times, location and names of the performers. There is a photograph of each performer next to their biography and they are explicitly used to get the reader to connect with the performers on a visual level. Each photo puts a face to the stories and achievements of the performers. The performer’s names are written in bold, white text; it stands out from the rest of the text and their names can be recognized easier.
The tone of the language is soft, almost emotional. It uses pathos to get through to the reader by using the theme of “Hard Times in America.” The words are fairly simply to understand. Knowledge is created and conveyed by clearly stating the theme of the Literary Festival on the front and inside of the pamphlet; also by defining the theme and the purpose of the Literary Festival. Literature values expression through writing and critical thinking through reading.
Wednesday, September 22, 2010
Arch Literary Journal
Shannon Robinson. Arch Literary Journal. Washington University, St. Louis: 2008
Academic journal, Arch Literary Journal
I am studying an online literary magazine called Arch Literary Journal. “Arch, v: to span, bridge. Arch Literary Journal, n: an online collection of writings that spans genres, styles, and fields; a journal that creates bridges across aesthetics, languages, and attitudes.”
Their purpose is, “to publish new writing that transforms the way we envision, startles us into new ways of knowing, subverts expectations, and delivers new experiences of language. We embrace multiplicity: we look to mirror and extend the diverse nature of today's most exciting literature both in the U.S. and around the world.”
Arch Literary Journal includes poetry, fiction, translation, interviews, essays, and reviews. The editors use each literary submission to make direct arguments in connection to the purpose of Arch Literary Journal because they prove that they embrace multiplicity and diversity by having pieces in other languages. Although I cannot understand the translations, it is good that they have this section of the magazine because it spans the globe proving that the Arch Literary Journal bridges the gap between English writers and writers of other languages. I found myself trying to read some of what I thought was Spanish, to see if I understood any of it. Upon a little research of the title “De Vita Philologica” by Jamie Siles, I could not find what language it is but it is not Spanish.
I do think the Arch Literary Journal is an effective magazine because it values diversity. It includes different genres, styles, and languages. The poems are very different. The interview with Haines Eason was interesting because it is good to hear about what an author was thinking when they wrote a particular piece and why. It give a full view of the literary world, pieces by writers, interviews with authors and some reviews.
Academic journal, Arch Literary Journal
I am studying an online literary magazine called Arch Literary Journal. “Arch, v: to span, bridge. Arch Literary Journal, n: an online collection of writings that spans genres, styles, and fields; a journal that creates bridges across aesthetics, languages, and attitudes.”
Their purpose is, “to publish new writing that transforms the way we envision, startles us into new ways of knowing, subverts expectations, and delivers new experiences of language. We embrace multiplicity: we look to mirror and extend the diverse nature of today's most exciting literature both in the U.S. and around the world.”
Arch Literary Journal includes poetry, fiction, translation, interviews, essays, and reviews. The editors use each literary submission to make direct arguments in connection to the purpose of Arch Literary Journal because they prove that they embrace multiplicity and diversity by having pieces in other languages. Although I cannot understand the translations, it is good that they have this section of the magazine because it spans the globe proving that the Arch Literary Journal bridges the gap between English writers and writers of other languages. I found myself trying to read some of what I thought was Spanish, to see if I understood any of it. Upon a little research of the title “De Vita Philologica” by Jamie Siles, I could not find what language it is but it is not Spanish.
I do think the Arch Literary Journal is an effective magazine because it values diversity. It includes different genres, styles, and languages. The poems are very different. The interview with Haines Eason was interesting because it is good to hear about what an author was thinking when they wrote a particular piece and why. It give a full view of the literary world, pieces by writers, interviews with authors and some reviews.
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