Week Two

Monday, 1/16 is a holiday, so there's no lecture Tuesday 1/17. But we have class Tuesday!!

ESSAY 4: Working with a secondary source interpretation of Faust: Essay I asks you to consider a critic's reading of Faust as a positive or negative figure as presented by the evidence in "Dungeon," the final scene of Faust I . For example, the scholar quoted in your prompt, Albert Destro 1] emphasizes the moral importance of an individual's relationship to his or her society as a foundation of ethics 2] assumes that a creative writer may create a protagonist whose views and goals are different from his own beliefs or aims 3] asserts that "in Goethe’s eyes, Faust’s character is, from an ordinary moral point of view, highly problematic, and" 4] concludes that "the road critics have taken in the pursuit of his positive moral substance in reality leads nowhere."   https://eee.uci.edu/programs/humcore/Student/Winter2012/Images-PW/Destro.pdf   You may agree with another scholar, disagree, or agree in part (a yes/but thesis). But note: Although a yes/but thesis acknowledges complexity, it nevertheless stakes out a clear major position. Before you can decide what you think about a critic's reading, make sure you re-read your primary and secondary texts. ESSAY 4: USING A SECONDARY SOURCE: In this essay, you will respond to Destro’s argument in order to argue that Faust is either a positive or negative figure. The evidence for your arguments should come primarily from the final scene of Faust I, “Dungeon.” You must decide whether Faust’s words and actions indeed demonstrate an “immoral ‘morality’” or whether his focus on individual self-realization presents a positive alternative to the town's community values and punishments.   A successful essay will make a clear statement of whether Faust is a positive or negative figure and an argument that explains why; include specific examples and/or quotes from the text of the play to support your arguments; include a total of four secondary sources in your bibliography relating to your topic (two of these are your edition of Faust and the Destro article) ; and engage with one secondary source (the Destro passage above) in a way that makes clear your own reaction to the secondary source’s argument. Your essay should be roughly 5-6 pages and will count for 30% of your writing grade.

TWO IMAGES OF GRETCHEN

The meeting of Faust and Gretchen, by J. Tissot (oil painting, Musee d'Orsay, Paris).

• 
• Gretchen (Margaret) discovering Faust's jewels, by Dante Gabriel Rossetti (chalk, Tullie House , UK).

Writing: Writer's Handbook: Working with Secondary Sources (Mitchell)

• Thursday: Faust Lecture 3: The Individual and the Community in the Gretchen Story
• Writing: Ideas Draft Essay 4 (returned to students)

Reading: Johann von Goethe's Faust I (re-read)

• Writing: In-class work on Faust thesis

The problem: What's the difference between a speech and a deed?   Kinds of Speech	Example
Descriptive	I feel I love you, "I burn,""Do I not at every moment feel her woe?" etc.
Prescriptive	I should love you or should marry you; I ought to...
Contractual speech-act	Specific form of speech that is itself an action/deed: I do [marry] you, I engage myself to you (Faust never says), as contractual promise [rather than prediction of lasting feelings]. Other examples: I free you (to a slave), I will and bequeath (if I sign the will), [Perhaps the speech pronouncing Gretchen "She is saved!" at the end of Dungeon, if it's really from Heaven ] Speech-act From the Declaration of Independence: We, therefore, the representatives of the United States of America, in General Congress, assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the name, and by the authority of the good people of these colonies, solemnly publish and declare, that these united colonies are, and of right ought to be free and independent states; that they are absolved from all allegiance to the British Crown, and that all political connection between them and the state of Great Britain, is and ought to be totally dissolved; and that as free and independent states, they have full power to levey war, conclude peace, contract alliances, establish commerce, and to do all other acts and things which independent states may of right do [...]

 

• Oxford English Dictionary (from campus or VPN) http://dictionary.oed.com/
  https://eee.uci.edu/programs/humcore/Student/Winter2012/index.html

Week Three

TUESDAY JAN 24: Last Lecture on FAUST!

Mephistopheles flying over Wittenberg, by Eugene Delacroix (lithograph)

Writing: Working Draft #4 Workshop

Thursday January 26:

Reading Kleist: "The Betrothal in Santo Domingo"

 

 Kleist Reading/Discussion Questions:
1.        What is the perspective of the narrator in the first paragraph in the
story?  Does the narrator betray a prejudice/bias? Towards whom? How so?


2.        How does race function in the story?  List all the ways you can think
of that race is important to the story.



3.        What causes Toni’s change of loyalties?

4.        Is Toni comparable to Gretchen? How?

5.        Are there any elements in the story that contradict the narrator’s
perspective? What are they? Are we supposed to trust this narrator?

6.        Who is left standing at the end of the story? Who do you think “wins”
here? Do the survivors prosper? Does anyone come out ahead or better at
the end of the story than they were at the beginning? Who and why?

7.        What questions do you think the story raises (beyond the plot)?

8.        Look for the key conflict in the text. How would you describe what this
is? Race? Family? Marriage? 

9.     What do you think the conclusion of the story means?

10.        Did your (or your neighbor/friend/roommate’s) reading of the society
presented in this story make you change your own view of it?
                

 

Toussaint L'Ouverture, leader of slave rebellion in Santo Domingo

• • Reading: Heinrich von Kleist's "The Betrothal in Santo Domingo"

• Oxford English Dictionary (from campus or VPN) http://dictionary.oed.com/
  https://eee.uci.edu/programs/humcore/Student/Winter2012/index.html

WEEK FOUR

TUESDAY: Continue Kleist: "The Betrothal in Santo Domingo."

ESSAY 4 DUE.

ESSAY 4 DUE IN HARD COPY IN CLASS, in a folder with all work (all drafts, pre-writing, comments from me or from peer).

 

 

THURSDAY:

Declaration of Independence, by John Trumbull (oil painting, 1817-19, United States Capitol Rotunda, Washington, D.C.)

Declaration of Independence (1776) (HCC Reader)

• Congress’s Draft (with deletions from Jefferson’s draft).  “The Declaration of Independence.”  http://www.ushistory.org/declaration/document/congress.htm
  

 

 

Week Five

TUESDAY FEBRUARY 7:

Portrait of Abigail Adams, and Portrait of John Adams
Collection of the Massachusetts Historical Society (vassar.edu)

• Reading: "Remember the Ladies" (letters from Abigail Adams to John Adams concerning the consideration of women in the formation of the new republic, 1771-76) (in HCC Reader); Toussaint L'Ouverture's Constitution, Saint-Domingue, 1801 (in HCC Reader).
• François-Dominique Toussaint L'Ouverture

• For the "Declarations in Dialogue " unit, note below the documents you will need to know for the exam on Thursday.

• Lab work E-L-P Messageboard on the Declaration.

• Groupwork Documents exercise: each group will examine one document with the goal of preparing for the essay questions. Each group should note:

  1. the “ethos” of the document
  2. the thesis or key points in lecture about the document
  3. the historical context (scene, culture, time period, situtaion) of the document
  4. its importance in its own time
  5. meaning for our time

  Important documents include:

  1. The Declaration of Independence
  2. The letters of Abigail Adams to her husband
  3. Letter of Abigail Adams to her friend Isaac Smith
  4. Letter of Abigail Adams to her friend Mercy Warren
  5. John Adams’ letter to his friend James Sullivan
  6. The Haitian Constitution

THURSDAY: FEBRUARY 9 LECTURE AND MIDTERM EXAM Bring a large bluebook and two pens or pencils to our regular classroom at our usual time.

LECTURE: Elizabeth Cady Stanton in 1848 with two of her sons

• Selections from Elizabeth Cady Stanton, et al, The History of Woman Suffrage with emphasis on the "Declaration of Sentiments" (July 19-20, 1948) from the Seneca Fall Convention on the rights of women (in HCC Reader)

MIDTERM EXAM in SECTION, in our regular classroom. Bring an exam bluebook. The exam will consist of 6 out of 8 short answers and 1 out of 2 essay questions. Short answers: will include one question from class oral presentations, an image from this class page or lecture , and one or more Study Questions from Weeks 1-5.

Buster Brown Valentine, postcard by Richard Felton Outcault, early 20th century (Wikimedia)

Week Six

What do you consider the most important "topos" or point of interest to start thinking about Douglass's self-presentation in the Narrative? Your essay prompt calls ethos "a self-presentation appropriate for the situation in which the author is addressing the readers, the selection and staging of the experiences, thoughts, and feelings of the autobiographical "subject" to achieve particular effects." Your assignment asks: "How does Douglass craft an ethos in his 1845 Narrative? What rhetorical choices has he made, and why?"

• Reading for this unit: Narrative of the Life of Frederick Douglass, and his speech "What to the Slave is the Fourth of July?" For the Narrative, read A Note about the Text, the Preface, the Narrative, and the Appendix (pp. 31-125). The speech "What to the Slave is the Fourth of July?" is in the same volume (pp. 146-171).
• Writing: DOUGLASS PRE-WRITING GRIDS FOR ONE OF YOUR PASSAGES - bring to class ! Use a portion of the speech that interests you. These grids 5A and 5B are due in class, in hard copy. You may use the Word or Writable PDF form on the HCC menu Pre-writing. 5A is the classical way to establish the ethos or authority of the speaker [here, Douglass as autobiographer], and 5B is there in case it encourages you to reach out to the way Douglass includes his use of logos and pathos in that self-representation.

• HCC 1B: Winter 2012 Pre-writing Grid #5a    Rhetorical Analysis in Frederick Douglass’s Narrative: Ethos                              V. Folkenflik Assignment:  Rhetoric is the study of the means of persuasion. You have been asked to analyze the way Douglass crafted an ethos in his Narrative: a self-presentation appropriate for his situation, involving the selection and staging of his experiences, thoughts, and feelings as an autobiographical subject in order to achieve particular effects in his readership.   Prof. Jarratt has suggested some interpretive “topoi” or topics, places to start your thinking.   Will you see Douglass as an exceptional man – or as a representative man? Will you see him as a learner, or as a teacher, or both? Use your prompt and class discussion to consider “topoi” that direct you to find key passages.   This grid is intended to start you working on analysis of ethos in one of your key passages.     Douglass as a young man: National Portrait Gallery, Washington D.C. Locate a passage and try to describe self-presentation in your own words. Give page#. Find a keyword or phrase that relates to one of the “topoi” or “topics” you find on the prompt, discussion, or reading Why is this keyword or   phrase interesting in relation to Douglass’s ethos, as you see it here?   How does this keyword relate to your analysis of the ethos of self-presentation in the Narrative as a whole? SO WHAT? Why might Douglass have made these particular rhetorical choices?                                                                           Quote exactly. Give line# Appeal to civic values?    American or international documents? Natural rights? In the passage you have chosen here, is Douglass speaking about himself as he is now, in the present, or remembering himself in a different time and place? Where does he speak differently?

• HCC 1B: Winter 2012 Pre-writing Grid #5b                              V. Folkenflik Assignment:  Rhetoric is the study of the means of persuasion. You have been asked to analyze the way Douglass crafted an ethos in his Narrative: a self-presentation appropriate for his situation, involving the selection and staging of his experiences, thoughts, and feelings as an autobiographical subject in order to achieve particular effects in his readership.   Prof. Jarratt has suggested some interpretive “topoi” or topics, places to start your thinking.   Will you see Douglass as an exceptional man – or as a representative man? Will you see him as a learner, or as a teacher, or both? Use your prompt and class discussion to consider “topoi” that direct you to find key passages.   This grid is intended to help you continue working on analysis of one of your key passages by including appeals to logos and pathos in your discussion of Douglass’s choices about self-presentation.     Douglass as a young man: National Portrait Gallery, Washington, D.C. Locate a passage and try to describe its self-presentation in your own words. Give page#. Find a keyword or phrase that relates to one of the “topoi” or “topics” you find on the prompt, discussion, or reading Why is an appeal to Logos or Pathos  interesting in relation to Douglass’s ethos, presentation of himself here ?   How does this keyword relate to your analysis of the ethos of self-presentation in the Narrative as a whole? SO WHAT? Why might Douglass have made these particular rhetorical choices in presenting himself?                                                                         Quote exactly. Give line# Acknowledging which emotions of characters? Appealing to which emotions in readers? Use of logic, facts, knowledge? In the passage you have chosen here, is Douglass speaking about himself as he is now, in the present, or remembering himself in a different time and place? Where does he speak differently?

   

   

   

• NOTE: Remember that I have done a Handbook chapter #2 on the Douglass speech you will be reading next week! Access it on the Core Course menu or at https://eee.uci.edu/programs/humcore/Student/WritersHandbook/Ch2_ActiveReadingTextualAnalysis_Folkenflik.html

NINETEENTH-CENTURY REPRESENTATIONS OF SLAVE LIFE:

Slave market, by Eyre Crowe (oil painting, 1853). What do you see? Visual analysis? Rhetoric?

Slave market (artist unknown?) What does the artist choose to show? Where is the point of view? What's the message?

Optional: For an edgy take by conceptual artist Fred Wilson, try to find a site for his controversial "Mining the Museum," or see the review of a more recent one at the New York Historical Society, "Liberty/Liberté." What challenges is he trying to present to viewers? The controversy is described in a Huffington Post review.

For more on Fourth of July celebrations, see http://en.wikipedia.org/wiki/Independence_Day_%28United_States%29

 

Thursday: Continued work on Douglass essay: ethos in FD's Narrative.

 

NOTE FOR PLANNING: WORKING DRAFT #5 WILL BE DUE 2/23 Thursday in class Week 7 IN DROPBOX AND TURNITIN. (There will be a special Turnitin entry for Working Draft #5, as well as a separate one for the Final Draft.) NOTE FOR PLANNING: Final drafts will be due 2/27 Tuesday OF Week 8 IN hard copy, DROPBOX AND TURNITIN. All drafts, pre-writing, notes from TWC, peer comments, and HARD COPY of final draft must be submitted in your folder Tuesday of Week 8 in class.

• 

This representation of a slave was made in 1787 for the English pottery firm Wedgwood and was reproduced in many different formats. Josiah Wedgwood, a Quaker, was a member of the Society for Effecting the Abolition of the Slave Trade, and his firm designed this seal for their campaign. How would you compare and contrast the image to Douglass's own self-presentation in his 1845 Narrative or the 1852 speech "What to the slave is the Fourth of July?" Prof. Jarratt: FD sometimes puts himself in the position of someone asking this question, sometimes in the position of someone answering this question.

Prof. Jarratt's "thesis" in lecture on David W. Blight's intro: "Blight's emphasis on the 'story,' along with his frequent references to 'propaganda' [7, 10, 14, 20, 22] and 'manipulation' [10, 13], diminish the force of Douglass's Narrative as a rhetorical contribution to the abolitionist movement."

Status structures that might be familiar stories: Low status to high, child to adult, slave to free...??

Argument Douglass wants to make about slavery? Whom does it damage, how, and why? What action should the reading public take?

Choices about when to appeal to the reader's emotions, and how?

 

 

Fri, Feb 17, 11:00-11:50 a.m, BS3 Lecture Hall: Special Forum with Prof. Robert S. Levine: "The Lives of Frederick Douglass"

 

Tuesday Week 7: Class WILL be held in lab. Discussion of #5 drafts. (No lecture because of President's Day holiday!)

• We will be workshopping the first stages of your Working Drafts, which WILL BE DUE 2/23 Thursday by 5 pm in DROPBOX AND TURNITIN. (There will be a special Turnitin entry for Working Draft #5, as well as a separate one for the Final Draft.)
• For Tuesday lab workshopping,bring the first stages of your working draft (2 pages?) so that you can ask questions based on what you've done so far. Also come prepared to answer Douglass Study Questions.

Thursday of Week 7 February 23: Lecture on Douglass's 1852 speech: "What to the Slave is the Fourth of July?"

Required Writing: Working Drafts due in Dropbox and Turnitin by 5 pm.

Required Reading: "What to the Slave is the Fourth of July?" (in Douglass text). HCC Handbook chapter 2 by Vivian Folkenflik on rhetorical analysis of "What to the Slave...?" This chapter is useful for 5 also.

Optional: annotated version of this speech, available in RH column of HCC syllabus. For more on Fourth of July celebrations, see http://en.wikipedia.org/wiki/Independence_Day_%28United_States%29

• Slave badges from Charleston, South Carolina, used c. 1800-1865 when slaves were hired out in the city: "Porter," "Mechanic," "Servant." The last badge below is dated 1844, the year before the Narrative.
• 
• http://www.slavebadges.com/Badges.html

WEEK 8: The Legal Cases: Plessy v. Ferguson.

http://www.supremecourt.gov/

Finals Week:  NOTE YOUR TIME AND PLACE! Bring bluebooks to our regular classroom.

Humanities 29053: Your final exam for this class is Tuesday, March 20, 4-6 pm in HH 224.

Humanities Honors HB1 29095 : Your final exam is The final exam for this class is Thursday, March 22, 1:30-3:30 in HH 214.