CLASS 13 EWRT 1B

37

AGENDA

Due: Essay #2: Friday at noon!

Presentation: Terms

In-class activity: THE GAME

TERMS

REMEMBER, THE TEST IS AT OUR

NEXT MEETING!

TERMS FOR EXAM 2

Exposition: a form of discourse that explains, defines, and interprets.

The word is also applied to the beginning portion of a plot in which background information about the characters and situation is set forth.

Idiom: the language, dialect, or style of speaking peculiar to a people or the constructions or expressions of one language whose structure is not matched in another language.

Idioms often possess a meaning other than their grammatical or logical ones and cannot be directly translated into another language. For example, if you “rub someone the wrong way,” it means you annoy or bother a person.

TERMS REVIEWInterior monologue: represents the inner thoughts of a character, recording the internal or emotional thoughts or feelings of an individual.

Plagiarism: literary theft, which is the taking or closely imitating of the language and thoughts of another author and representing them as one’s own—even if this is done without conscious thought. This includes self-plagiarism, which is unwittingly borrowing from your own work.

STONE BUTCH BLUES

At our last meeting, we discussed how specific quotations from the text gave us insight into Jess’s world, her perspective, and her development.

Today, we are going to find and analyze quotations that will support a larger argument that you might make in your next essay.

Each question we investigate today correlates with a possible essay topic for essay #3. It will be to your advantage to keep track of the evidence you compile in your groups today.

THE G

AM

EWe will form four teams to answer

questions about Stone Butch Blues.

We will play four rounds of 24

minutes: 12 minutes for

brainstorming and 12 minutes for

presentation and explanation.

We will rotate so that each group

occupies each position in the

rotation 1- 4.

One or more points will be awarded

to each team member for a

successful response from the group.

Points will apply to your

participation grade. Get into four teams

Get your pencils ready

Each team will have about two minutes to present an answer to a question about Stone Butch Blues.

Teams must offer specific textual evidence. In other words, there must be a quotation to which the team refers.

The team must be able to offer a brief explanation or analysis of how the quotation supports or offers the answer to the question.

If any team begins an answer but cannot finish or finishes unsatisfactorily, the next team can steal the quotation and provide analysis.

Quotations can only be used once in a round. It will behoove you to have multiple options, particularly if your group will present last.

I will be the final judge in all cases.

QUESTION 1Find textual evidence of

either intentional or unintentional passing in

Stone Butch Blues. Describe how the

experience influences,

shapes, or changes Jess.

Order of response: teams 1, 2, 3, 4

QUESTION 2

Find textual evidence of

“social pressures” that

influence Jess. Explain how the social

pressure to conform contributes to/affects her

growth, development, or

ultimate identity.

Order of response: teams 2, 3, 4,1

QUESTION 3Find textual evidence of

resistance to oppression (for

example discrimination

based on gender identity

development, socioeconomic

structures, race, and sex, or

combinations of these

markers). Explain how moments of

resistance contribute to

Jess’s identity development.Order of response: teams 3, 4,1,2

QUESTION 4Find textual evidence of

Jess’s experience with

doctors, nurses, clinics,

hospitals, and psychiatric

institutions. Explain how these experiences affect her

social, psychological, and

physical development.

Order of response: teams 4,1,2,3

HOMEWORK

Reading: The prompt for Essay #3 (find it on the website under “Essays”)

Post #16: Choose ONE:

Find and discuss a moment Jess resists the larger social construct. How and why does ze do it? How does it contribute to the person Jess ultimately becomes? Do you have evidence?

OR Find and write about an instance when Jess is forced to conform to the dominant social paradigm. How does conforming (or trying to conform) change hir? What is your evidence?

Terms Exam #2 at our next meeting