kylieeng320-blog

[kylieeng320-blog]

Don't Explain by Billie Holiday

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Seth Meyers does a segment where they act out the New Yorker cartoons

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I found this really interesting. It breaks down the idea of “the death of the author” and presents it so that it’s easy to understand. It shines a light on how much authorial intent really matters.

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Here’s a clip of my favorite comedian John Mulaney expressing how I feel in all of my classes. He is talking about kids but I think it applies to college pretty well haha. He also mentions Emily Dickenson! So it’s totally relevant.  ps sorry about the bad quality, I couldn’t find just this clip anywhere online so I just filmed it myself. I know you can see me. Just ignore it.

[kylieeng320-blog]

Here is a reading and animation of “I Started Early” by Emily Dickinson. Both the animation and the accompanying music add to the feel of the poem. I think the music really makes you feel the fear and danger in the second half of the poem.

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Crash course in English Literature with John Green. “Give yourself some power in the conversation!” #ENGL320

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Earlier in the week Dr. Stacey went over some of our responses to the prompt asking what the central conflict of A Rose for Emily was. I, along with a few other people, said that the central conflict was “stagnation vs change”. Dr Stacey told us that if we were going to use the word stagnation then we needed to really push the image of death and rotting. This is my proof that we were using the word correctly. No death imagery needed.

He is right in saying that word choice is important, choosing the wrong words can cause a reader to completely misunderstand what it is you’re trying to say. Always read through your work and make sure you’ve chosen the words that best communicate your thoughts! 

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Interesting. #ENGL320

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The “symbolic leap”

Student: The iron in I Stand Here Ironing is a symbol for how the narrator needed to straighten out her life...

Teacher: ...What?

Student: ...and of the pressure that’s put on a single working mother during this time.

Teacher: I feel like that’s reaching... you read it right?

Student: anyways, I feel like I nailed that.

Teacher: ...