By my watch, the quarter officially ended on Friday, as two of my final grades finally trickled in. Looking back at the quarter, and the year, it was all great. 10 out of my 12 classes were English classes and several of those were meaningful workshops. Unfortunately, I don't believe next year will be as good, just as my senior year of high school wasn't as fun as my junior year. I have to take a lab, a math class, 3 language classes (French) or fail German 103, and a philosophy class. Not fun. Not like the classes I took this quarter. I thought I'd review them, point out the bright spots and low points:
ENG 378: Social Engagement
Highs: Reading
Neverwhere, getting to see Gaiman talk at the Harold Wash., reading
The Shining, workshopping a story about if the Chicago Fire had never happened
Lows: Reading
The Left Hand of Darkness (snore inducer), and having workshops that were circle jerks (not the sexual act, but the workshop was run as everyone sits in a circle and says a positive thing and then a negative thing about said piece, and by the time the last person speaks, there is nothing new to say, everybody has almost always already said it, and those last people sound like jerks. I believe in the natural, free flowing approach to workshops (I wish I could think of a sexual act to apply to it, so I could write an academic article about it) because people don't end up repeating themselves, as much, and hence, get deeper into the stories; of course it only happens if the people in the workshop are dedicate to improving the story and author spent time and effort on that said story.
ENG 307 Advanced Fiction
Highs: No circle jerks, thank god, because pieces were first introduced by students, in a sort of summary and led-in of topics/problems that would discussed, and then deeply and thoroughly discuused (it lived up to being an advanced fiction class for the most part). It may have been my imagination or the shear thrill of being workshopped, but I felt my piece was discussed for what seemed like almost an hour, in comparison to the usual 35 to 40 minutes (I could be wrong of course), and during that time a workshoppe, someone who I respect, pointed out my favorite sentence, which I believe is simple but so telling, as a moment of humanity in otherwise bleak story, and also, another girl told me in her written feedback that my story physically made her uncomfortable (which was what I was intending to do{that's should be the goals of good writing right? I have been trying to strive for that lately, especially after stories I read in this class and others in classes with this same professor}) which leads me to the reading list! here's a condensed list, because we didn't get to read everything originally intended for the class and I may have skipped a story or two (don't tell anyone)
On the Show by Wells Tower (which I have previously wrote about)
Mac in Love and The Intruder by Stephen Dixon
A Perfect Day for Bananafish by Salinger
Feathers by Raymond Carver (which was read along Bananfish)
(I liked Bananafish and Feathers as much as On the Show and plan to reread them and review them)
I See You, Bianca by Maeve Brennan
Gershwin's Second Prelude by Charles Baxter (and something else by Baxter that wasn't as good)
Chablis by Donald Barthleme (which I'd read before, and still knocks my socks off every time)
Hot Ice by Stu Dybek (the same can be said about Hot Ice as Chablis)
A Vintage Thunderbird by Ann Beattie (which I've read before, but doesn't do anything for me. My professor was a pupil of Beattie's so I figured I'd have to read again)
Lows: not being able to have our last workshop at a bar, but then going to a bar after the last class and a certain someone (I wont name names, but he has a blog) having drank too much and then dropping his phone on the el tracks (the phone was okay) and was extremely embarrassed when he had to go get a CTA worker to jump down and retrieve it, while two cops watched it all, and then feeling like something was burrowed inside his stomach and eating his intestines the next day
ENG 382 Major Authors: Hemingway, Faulkner and Bellow
Highs: Everything we read: Maybe half of Big Papa's short stories (too many that were so good to list),
The Sun Also Rises (I read it in high school and had no idea Jake was impotent)
, Sanctuary (didn't want to eat corn on the cob after reading that)
, Go Down, Moses (read the Bear for another class and didn't know how it connects to such a deeper family story)
, Seize the Day (fathers can be real dicks and what happens to their sons if so)
and Henderson, Rain King (Smolak the roller coaster riding bear, who pisses himself every time he rides it, which is one of my favorite details of any ending, and Henderson failing at blowing up the frogs), listening to Edith Piaf in class, watching Phone Booth, Seize the Day (with a surprisingly well acted Tommy Wilhem, played by Robin Williams) and A History of Violence in class, my professor banging his head against the door a few times, his persona, and very personal stories and how they related to what we were learning in class, his intensity (he had to be low to mid sixties), writing an essay about
The Old Man and the Sea and Joe DiMaggio for 5 pages and the professor seemed to like it, him calling me out on my graded quiz by telling me I got the only low score in the class (for any other professor I would have went to the department head), but with this professor, and what we were reading of Hemingway, I felt he was challenging me, in a way Hemingway's characters are macho and I accepted the challenge
Lows: Watching Phone Booth in class and The Modernists (except for Keith Carradine and Hemingway being portrayed in the film for about ten minutes, I didn't understand why we had to watch it)
And last, but not least:
Reading Poetry:
Highs: Our third explication essay being turned into a Imitation poetry assignment (pick a poem by a published poet, imitate it and write about the process, among other things) I picked Matthew Zapruder's "Work" and was pleased with my first draft of the imitation I wrote (I think I posted 'Garden') and the whole process was so fun and challenging; getting to read and make a mood board for Brenda Shaughnessy's
Human Dark with Sugar, getting a free copy of
Blood Dazzled by Patricia Smith from a classmate (I still don't understand why she didn't want to keep it, but I will never not take free poetry books), kitsch and how it related to the feelings of some after the death of Osama Bin Laden, the little notes I scribbled that I think are about Wallace Stevens: 'the poem must resist the intelligence/ almost successfully', imagination is what saves us, and the use of language to make the world more vital, and I wrote 'Man Carrying Thing' above that all {I will research that}; a long list of contemporary poets I want to check out (that were options for our mood board) and a few poems from my peers for their mood board projects, including Berryman, Heaney, Kees, Carson and Bishop.
Lows: nada!
Super 8:
I didn't take a class on J.J. Abrams, but did go to see with my dad on Father's Day. I really enjoyed it. It had the 'Lost' feeling (Abrams) that balanced perfectly with the Spielberg heartwarming quality. I'd watch pretty much anything with Kyle Chandler in it, too. And, I like seeing young child actors really step it up too.
That's all.