20 September. Hamlet, Act 1 & Generating Claims

Remote Classroom Instructions

For full attendance/participation on R, Sept 20, please complete the following:
  • 1. Read Hamlet 1.2-1.5
  • 2. Respond to the following prompts and then bring your responses to class on Tuesday, September 25

Hamlet, 1.2-1.5

Please read through the following questions, choose one, and respond to it in a approx. 150-200 words.
  • 1. What does Hamlet say in his first soliloquy (1.2.311-344) that he cannot say to Claudius or Gertrude in the open? For example, how does he express his grief over his father’s death differently in public than he does in private?
  • 2. Who says,“Something is rotten in the state of Denmark” (1.4.678) and to what does “rotten” refer in this context?
  • 3. What’s the official story of Old King Hamlet’s death? How did the Old King actually die? (1.5.744-775)
  • 4. What does the Ghost ask Hamlet to do(1.5.776), and how does Hamlet respond to the Ghost’s request (1.5.777-797)?

Claim Generating Exercise

  • 1. First, review the Literary Analysis Essay Assignment
  • 2. Next, read trough the sample claim on this handout from the Yale Writing Center: Destabilizing Condition. Consider the following while you read: What is her argument? How does the author of the sample paragraph establish her argument and how does she establish the stakes of the argument?
  • 3. Now read over the response you wrote to one of the questions above
  • 4. Finally, use your response to the question above to fill out the template below:

Template: The Destabilizing Condition Claim

Even though it seems as if ___________________________ because of

______________________, I’ll argue___________________________. I argue

__________________ because____________________________________.

 

At the start of class on Tuesday, Sept 25, you will all read your “destabilizing condition claim” out loud, so please be sure to fill out the template above.

4 September. Metaphorism & Arguments

Housekeeping

  • 1. Typo in the Poster assignment fixed
  • 2. So that I can assign groups for the Student Teaching Assignment, please complete the Group Preference Form below

Discussion, Bogost, “Metaphorism”

Take a minute to look over the questions. Be prepared to cite text from the article as we work through them.
  • 1. Before turning to Bogost, let’s briefly define our first terms: what does it mean for something to be “bad”? OR, what are all of the ways that the adjective in our course title signifies?Also, what’s a “collection”?
  • 2. How does human perception account for the interaction between objects? What are the limits of human perception when it comes to understanding the relations between objects?
  • 3. What is a Foveon sensor? How is the Foveon sensor a “concrete example of metaphorism in practice” (71)?
  • 4. What challenge does metaphorism (i.e., showing how to perceive as a human can be like how it is to perceive as a thing) raise questions of ethics (i.e principles that guide virtuous behavior)?

Poster Invention Exercise

In order to generate a topic and claim for the Poster project, let’s work through the following:
  • 1. Take 5 minutes and make a short list of “Bad Collections” you are interested in using for this project
  • 2. Take 5-10 minutes and choose one bad collection from the list you generated and then write a short paragraph in which you argue how the collection you chose illustrates a key concept from Benjamin, Herring, Bennett, OR Bogost
  • 3. Be prepared to share your findings with the class. While you are not required to submit this exercise, but keep it to include in your Final Portfolio as a process document.

Introduction Form

Group Preference Form