Wednesday, March 31, 2010

102-7. Blog race, anyone?

Once again our blogging endeavours are being spiced up by a friendly race! Ayşe and Ezgi O. (the lovely roommates) have kicked off this semester's competition...Bahar, Gamze and Melek quickly weighed in with their determination, and for a bit it looked as if this would be a female-dominated race, or "cat fight" as Ayşe termed it - but wait! now Onur wants a piece of the action! The prize is up for grabs!

Well, this is some formidable competition - anyone care to take these bloggers on?

'Race to infinity' by The iconoclastic yet iconic ionic icon, licenced under Creative Commons Attribution Noncommercial ShareAlike 2.0.

Tuesday, March 23, 2010

102-6. Virtual blogging awards, round 2! ;)

Those of you who blogged with me last semester will remember this box. :))

This time I'm announcing this 'contest' well in advance; once again, at the end of the semester, I will be posting some virtual blogging awards here. These will include top blogger as well as those deserving honourable mention. The following attributes will be taken into consideration:
-quantity
-quality (reflection, analysis, creativity, writing skills)
-interaction with other blogs (including mine) and responding to comments made on yours

Last time competition was stiff as Beri (blue ribbon/silver cup winner) and Hasan (red ribbon winner) jockeyed for position in their mind-blowing 'blog race' - but I had to invent a runner-up category for Hasan in the end, so sorry man, wahwahwahhh :D ...and where's your blog race this semester, guys? I'm so pleased to note that most of those in the honourable mention category are back blogging again: Simge, Hazal, Onur, Ayşe, Elif and Can. Your blogs just get better and better. And Bahar, your blog has come on a bomb! Keep it up! Ezgi O., you're certainly on an impressive spree!

Check out all our lovely new bloggers on my ENG 102 blogroll - Tümay and Nazlı merit a mention even at this early stage.

Remember that blogging is an extra credit option this time - and it's not too late to get started! ;)

I really want to give this extra credit...I'm just waiting for your posts!

What's in the box this time? :-p

'Gift' by mrjoro, made available under Creative Commons Attribution-Noncommercial-Share Alike 2.0 Generic

Thursday, March 18, 2010

102-5. Assumptions hurt!

We've been talking about this of course, in an academic sense, but the other day at lunch I was reminded of how painful and infuriating it is to be on the receiving end of someone else's ignorance. I cannot disclose the details of the conversation - not that I have any interest in protecting this person's identity, but just out of my own sense of professionalism - but 'someone' made some very arrogant assumptions about one of my family members in order to prove a 'point' about a very controversial issue in Turkey. These assumptions were seemingly based solely on the manufactured fluff that passes for this person's brain. I remained calm, but I did not acquiesce: "Sorry, but how do you know that about my family member?"; "No, in actual fact that's not the case"; "I think you should ask for facts before you make assumptions" etc., but this person's motormouth was in overdrive and no listening was taking place, just a vitriolic spewing of prejudice the likes of which I have not heard in some time. 'Education' makes no difference to this particular issue amongst a certain segment of the Turkish populace: it is a blindly emotional, irrational and deep-grained brainwashed response. When you know and love a person who does not possess any of the negative characteristics of a so-called stereotype, you realise just how destructive and unfair such stereotypes really are. I was so angry afterwards that I was unable to concentrate well for the rest of the day; I just kept thinking of the self-righteous look that such people get on their faces as they bulldoze all rationality. And in fact, it makes sense that they just keep on shouting instead of listening, since intolerance cannot long survive when it's confronted with cold facts.

I've got an announcement to make: protesting perceived fascism with your own brand of fascism is not the solution. As MLK put it, "An eye for an eye leaves everyone blind."

'Martin Luther King smile' by Nelson Piedra, licenced under Creative Commons Attribution-Noncommercial-No Derivative Works 2.0 Generic

Thursday, March 11, 2010

102-4. Our first month together

Dear students,

Four weeks of ENG 102 have passed already - time really flies!

I thought I would share some of my observations of our first month together. Of course I am so pleased that 54% of my students are back from previous semesters, but I'm also happy to have met all you newcomers. It seems by now we should all have settled in a bit.

WHAT HAS BEEN GOOD SO FAR

Blogging
I am delighted to report that as of this week, more than half of you have decided to keep a blog this semester. When I started this individual blogging project at the beginning of last semester, I never could have imagined it would come this far. With those of you who are blogging for the second consecutive semester, I really see changes in your approach - your writing is more mature, more thoughtful, and best of all, more personal. You seem to be developing a sense of yourself as writers in English and getting in touch with your audience. That is so wonderful to see. I can really feel that your motivation is not coming from the thought of extra credit, but rather from inside. That's a crucial shift.

Research papers
It seems to me that most of you have been able to find a topic that interests you on a personal level, and I consider that a real achievement from a teaching perspective. Some of you have even expressed genuine excitement to me about our course theme, as well as the conviction that our explorations of identity this semester will help you to make sense of your own identities.

Class discussions
On the whole, these have been impressive. I have heard some sophisticated analyses of our stories, texts and film. I would encourage you to keep striving to find a greater level of precision in your use of language - I'm sure that sometimes it is not the thought or understanding that is lacking, but simply the right words in English to put it into. I appreciate the courage it takes to try to express complex ideas in a foreign language, particularly in front of a group of your peers.

WHAT NEEDS IMPROVEMENT

Class preparation
This has been variable. Some of you prepare regularly and thoroughly, but it doesn't seem like the majority, I'm afraid. I am concerned that when readings are assigned, the main strategy seems to be 'skimming'. The short stories and articles need to be read carefully. You most likely need to take notes, at least in the margins. And you need to check unfamiliar vocabulary in the dictionary. Having a vague sense of a text's meaning can actually be more confusing than helpful. I try not to overload you with reading, as I know you have lots to do for other classes. I try to make it fair and manageable. I do check SU Course statistics to see who is keeping up, which I must confess sometimes puts me in a very gloomy mood before our lessons if it is apparent that only a few people will be prepared. Thanks to Nazlı for reminding me that some students have purchased the Canon photocopy pack, so SU Course reports can be misleading. ;)

Timekeeping and classroom conduct
I was very, very tolerant of late arrivals in the first three weeks of the semester. This was to allow you to readjust to attending classes after the semester break and also taking into consideration the confusion of the add/drop period. But my previous students will surely attest to my insistence on punctuality. I want to start and finish the classes on time. I have seen students arriving to class 20 minutes late, and sometimes even more. This is surely not acceptable in anyone's eyes. We have very little time to spend together, and we need to be as focussed as possible. I want to tell you that I take punctuality into account when determining the final Class Participation grade.

The next point is about mobile phones. For the first time this semester, I have seen students openly texting in class, not seeming to care if I see them or not. Even after I ask politely for the mobiles to be put away, I see this sort of thing carrying on. My view on mobiles is simple: they have no place in our lessons. You are welcome to use them during the break. And if you are expecting a crucial call, simply inform me, and leave the classroom when the call comes in. Otherwise, your social lives and our lessons really do not complement one another. Thanks to Mehmet for pointing out that some students take notes on their phones; if this is the case, can you please just inform me so that I don't harass you. ;)

Finally, I want to mention social interaction. Many times I ask how people are, or I ask for your feedback or opinions on something, and I get absolutely no reply - everyone looks at the floor, and a terrible silence descends. I cannot tell you how awful this makes me feel. I'm a teacher, but I'm also a person. If I ask you a question, it's a genuine one. I do not want to perform my job mechanically; I actually value the relationships I build through teaching. I personally need to interact with my students. You know we English teachers do not follow a lecture format, and we really do want to see interaction, and that applies to student-student interaction as well. Must we always sit with our friends? Couldn't we try to get to know someone else in the class? Let's try to break this "go straight to the back row and sit as far away from the action as possible" mentality. I am really worried about this.

Thanks for your hard work and contributions so far, and let's keep this up.

Yours truly,
Sonja

Wednesday, March 3, 2010

102-3. Where are we going, where have we been?

As you can see from the image I have chosen for this post, I am desperate for spring, to see my favourite colour, that deep velvety green, to feel the possibilities of a new paradigm and to renew my hope in what is to come.

But this tender leaf also symbolises the tender period of adolescence. Connie, in Oates' masterful short story "Where are you going, where have you been?" is just at that awkward age of early womanhood when the body seems to have more influence over the person than the mind, when unfulfilled longings crowd the eventuality of a broader vision of self.

Let's look at that enigmatic last line of the story once more:

"My sweet little blue-eyed girl," he said, in a half-sung sigh that had nothing to do with her brown eyes but was taken up just the same by the vast sunlit reaches of the land behind him and on all sides of him, so much land that Connie had never seen before ad did not recognize except to know that she was going to it.

That land, that uncharted territory of lived experience, of sexual knowledge, of the vast question mark, of the world outside the narrow confines of Connie's sheltered suburban existence. We must all make that journey, make that terrifying leap across the chasm from the known to the unknown. Coming of age is only one such trip.

There is plenty of evidence to suggest that Arnold Friend's visit is conjured out of Connie's music-induced daydream; he comes up the drive at the very point at which she is drowsy from listening to the radio, their conversation mingles at various points with the sounds of rock and the voices of DJs. If we drop the two R's (Rock and Roll) from Arnold's name and come up with his concealed identity, An Old Fiend, if we consider the oddity of Arnold's appearance, behaviour and use of language as well as his inability to cross the threshold of Connie's house uninvited (a historical limitation of the devil), if we accept that Arnold Friend is indeed an incarnation of Satan, then what is Oates actually trying to say? And why would Connie create such a terrifying vision out of her subconscious? Connie is living on the knife edge of ambiguity; she wants to mature sexually, is thrilled by the thought of romance and desire, yet at the same time she recognises the inherent danger to her female self: the threat, the implicit violence, the ever-present possibility of rape. Note that the sexual politics in this story are very different to those in The graduate. But critics have also suggested that Oates is severely critiquing the values of modern society in this story; given that, how would you ultimately interpret the ending?

Hazal has written brilliantly about the numbers 33 19 17 on the side of Arnold's car, and Ezgi O. has linked the story to our ENG 101 documentary, Tough guise. I very much recommend reading their posts.

'Spring Dreams' by ViaMoi, licenced under Creative Commons Attribution Noncommercial NoDerivative Works 2.0.