Tag Archives: 571

571 Final Presentation

I just wanted to thank all of the students in 571 this semester — Alec, Ally, Hussah, Nhu, Safa, and Vincent — for helping to make the course so enjoyable. To be honest, I think that I learned as much … Continue reading

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SRC Reflection

I have enjoyed reading my classmates’ reflections on the experience of presenting at the SRC, almost as much as I enjoyed their actual presentations. I found myself chuckling along when reading their observations about the effects of nervousness, particularly as … Continue reading

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Preliminary Outline for 571 Final Project

Preliminary Outline Introduction – introduce and outline the scope of project (apx. 1 page) 2.  Explanation of Kristeva’s concept of “the Abject” & its connection to Frankenstein (apx. 2-3 pages) “The abject is not an ob-ject facing me, which I name or … Continue reading

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The Challenges of Continued Research…

On close inspection, all literature is probably a version of the apocalypse that seems to me rooted, no matter what its socio-historical conditions might be, on the fragile border (borderline cases) where identities (subject/object, etc.) do not exist or only … Continue reading

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“The Nameless Mode of Naming the Unnameable”: (Un)coding the Non-human in Mary Shelley’s Frankenstein

For centuries, philosophers have grappled with the ontological issue of what it means to be human. In her seminal novel, Frankenstein, Mary Shelley examines and challenges this very question. Shelley’s protagonist, Victor Frankenstein, endeavors to artificially create life, however, at … Continue reading

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The Many Challenges and Rewards of Peer Review

As a writing instructor, one of my biggest challenges is how to help students learn effective revision strategies. One tried-and-true method in the first year college composition classroom is peer review. I have to confess that I have a love/hate … Continue reading

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“Messy-Minded” Writers

    I confess I am a disorganized mess. I’m not being self-deprecating, just honest. My writing process is similarly disorganized. I am a notorious note jotter. I have notes everywhere…tucked in pockets, stuck to the refrigerator, used as bookmarks … Continue reading

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200 Years & “It’s Still Alive” (Take 2)

  Franco Moretti begins the second chapter of Graphs, Maps, Trees by posing the following question: “Do maps add anything to our knowledge of literature?”(35). I would vehemently argue that yes, they do. Specifically, they enable the student/reader to be able … Continue reading

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Polls, Mind-Mapping, and Variant Analysis…Oh My!

In Using Digital Humanities in the Classroom, Battershill and Ross emphasize the importance of continually connecting online activities to course objectives, not only to increase student “buy-in,” but also to ensure students’ overall accomplishments regardless of any possible technological failure. … Continue reading

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“Slow is Smooth, Smooth is Fast…”

Having moved over twenty times, books have been the one constant in my life: they offer the ability to travel to far corners of the world, to develop empathy, to escape from daily life, and most importantly, the opportunity to … Continue reading

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