The Bits Blog on Literature

The Bedford Bits blog provides instructors with teaching ideas from leading scholars, authors, and professors, focusing on composition generally, while LitBits was created just for literature instructors.  However, sometimes the great contributors on Bits have approaches and perspectives that are equally useful in the literature classroom.

For this week’s post, we have gathered a collection of great posts on poetry, using technology and culture to engage students, and writing as a social action.

 

Holly Pappas, Gen Ed Poetry: Finding a Real Toad or Two

http://blogs.bedfordstmartins.com/bits/literature/gen-ed-poetry-finding-a-real-toad-or-two/archived/

Holly Pappas offers an assignment that will help engage students who are overwhelmed by or bored with poetry, and explains to her students that they don’t need perfect understanding to appreciate what is happening in a poem.

Joelle Hahn, Poetry, Proliferating

http://blogs.bedfordstmartins.com/bits/uncategorized/poetry-proliferating/archived/

Technology has made an undeniable impact on the written word, and Joelle presents a variety of online resources for navigating online poetry.

Traci Gardner, Using Pop Culture to Hook Students on Poetry

http://blogs.bedfordstmartins.com/bits/teaching-with-technology/using-pop-culture-to-hook-students-on-poetry/tgardner/

Song lyrics, commercial jingles, and Dr. Seuss all play a role in Traci Gardner’s plan to entice students into loving poetry.

Andrea Lunsford/Jeanne Law Bohannon, Multimodal Mondays: Day in the Life: A DIY Assignment Using Immediate Media, Archives, and Animation to Engage Student-Scholars in Digital, Public Writing

http://blogs.bedfordstmartins.com/bits/uncategorized/multimodal-mondays-day-in-the-life-a-diy-assignment-using-immediate-media-archives-and-animation-to-engage-student-scholars-in-digital-public-writing/alunsford/

An explanation of how Twitter, Storify, and Go Animate bring digital learning and literacy to the classroom.

Traci Gardner, A List of Ten Inspired by Literary Starbucks

http://blogs.bedfordstmartins.com/bits/assignment-idea-2/a-list-of-ten-inspired-by-literary-starbucks/tgardner/

Traci Gardner uses Literary Starbucks as a model, creating an assignment that allows students to playfully explore the minds and characters of great literary figures.

Michael Michaud, Writing is a Public Act: Take One

http://blogs.bedfordstmartins.com/bits/authors-2/michael-michaud/writing-is-a-public-act-take-one/archived/

In this exploration of how the private writing of the college classroom differs from the public writing of the internet, Michael Michaud discusses his efforts to bring student writing into the public sphere and generate discussion about the impact that writing can have.

Andrea Lunsford, Writing to Make Something Happen in the World

http://blogs.bedfordstmartins.com/bits/authors-2/andrea-lunsford/writing-to-make-something-happen-in-the-world/alunsford/

Andrea Lunsford discusses “good writing” in the context of words that serve a performative – even a transformative – purpose in the world, sharing and causing waves of social justice and change.

Send Us Your Turkey-Day Assignments!

Holidays can be hard to write about. The “what you did on your summer vacation” prompt probably tops the pile, but tired sentiments about gratitude and world peace might not be far behind.

With Thanksgiving coming up, the Teaching Poetry blog wants to know how you approach this holiday with your students. Do you assign elegant odes or SPAMku? Do you avoid the topic altogether?

  • How do you get around clichés and get your students thinking for themselves?
  • What models do you use?
  • If you teach creative writing, what assignments work best for generating original turkey-day themed verse?

Send in your thoughts, your favorite assignments–or stories of classroom disasters. We’ll be collecting your insights over the next couple of weeks and posting your responses on November 16th, just in time for the holiday. Then, we’ll ask you to vote for the coolest activity!

E-mail assignments to: aflynn (at) bedfordstmartins (dot) com

Deadline: anytime before Friday, November 13
Vote on all submissions: November 16
Favorites go live: November 17

Stay tuned!

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Joelle Hann is a senior editor at Bedford/St.Martin’s who worked on the third edition of Helen Vendler’s Poems, Poets, Poetry, and originally created the Teaching Poetry blog in 2009.

Helen Vendler: Close Reader In Action

by Andrew Flynn

Helen Vendler is famous for reading poems closely. Her skills are certainly on display in this discussion with master interviewer Christopher Lydon a couple of years ago. It appeared on his Internet radio show Open Source.

Vendler talks about her then-new book on W. B. Yeats, Our Secret Discipline, offering thought-provoking analysis of a number of poems, including the famous “An Irish Airman Forsees His Death”:

I know that I shall meet my fate
Somewhere among the clouds above;
Those that I fight I do not hate,
Those that I guard I do not love;
My county is Kiltartan Cross,
My countrymen Kiltartan’s poor,
No likely end could bring them loss
Or leave them happier than before.
Nor law, nor duty bade me fight,
Nor public men, nor cheering crowds,
A lonely impulse of delight
Drove to this tumult in the clouds;
I balanced all, brought all to mind,
The years to come seemed waste of breath,
A waste of breath the years behind
In balance with this life, this death.

Vendler makes many illuminating observations (the discussion of the poem begins at minute 5:12)—about the poem’s history, its form, and its content—but I was particularly struck by her analysis of time and place. Vendler notes:

The thing that Yeats does that to me is astonishing in this poem is that he makes the airplane take off. When the Irish airman begins speaking, he’s on the ground, saying “I know that I shall meet my fate/Somewhere among the clouds above”—so he’s looking up to the clouds in the sky, the clouds are above. Later, he says, “A lonely impulse of delight/ Drove to this tumult in the clouds”—this tumult that he is now experiencing in the clouds, where he is surrounded by the clouds and is up in the air. And, somehow between line two and line twelve the plane has gone up into the air and he is speaking from the air, where he began speaking from the ground. And that seems to me one of the sort of amazing things Yeats could do in a poem, without telegraphing it, without saying, “First I will show him speaking on the ground, then I will show him aloft in his plane.” He doesn’t say a word. He just makes it happen. It’s all show and no tell with Yeats.

I’d read this poem a dozen or so times before, but I’d never noticed this major shift in time and place. Her analysis makes for fresh reading of this well-read poem, though I’m still trying to figure out what happens between lines two and twelve.

The quality of Vendler’s reading is that it reveals both subtleties that benefit academic debates on interpretation and also make the act of reading more pleasurable.

In her Poems, Poets, Poetry text, Vendler includes “An Irish Airman Forsees His Death” in chapter 6 on “Constructing a Self.” The chapter focuses on space and time, testimony, typicality, and motivations—considerations that help readers understand how poets create their speakers. Vendler advises:

As you read a poem, ask yourself question about the speaker constructed within the poem. Where is he or she in time and space? Over how long a period? With what motivations? How typical? Speaking in what tones of voice? Imagining life how? Resembling the author or different from the author? The more you can deduce about the speaker, the better you understand the poem. If you think about what has been happening to the speaker before the poem begins (if that is implied by the poem), you will understand the speaker better.

Helpful advice—and the entire Open Source interview with Christopher Lydon is well worth a listen.

Activity:
Take a favorite poem that you think you know well. Then consider Vendler’s advice quoted above. How do these considerations about the poem’s speaker change the way you read? How does it change your understanding of the poem’s meaning?

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Andrew Flynn is an editorial assistant at Bedford/St. Martin’s. He graduated from Columbia in 2008, with a BA in history and philosophy. Before coming to Bedford he interned at the Paris Review.

Praise Song for the Day: Elizabeth Alexander’s Inaugural Poem

Elizabeth Alexander was the fourth poet to be invited to read an inaugural poem at the swearing-in of a new American president (the others were Robert Frost at JFK’s ceremony [1961]; and Maya Angelou [1993] and Miller Williams [1997] at each of Bill Clinton’s ceremonies). It’s notoriously difficult, as reported by NPR’s Melissa Block and Salon’s blogger Jim Fisher, to write an ‘occasional poem’—a poem for a specific event. The best poets in this genre might be English poets of yore, such as John Milton, Samuel Johnson, and Andrew Marvell, whose livelihood sometimes relied on writing and performing such poems for a benefactor. Sandwiched between Barack Obama’s powerful speech, and Joseph Lowery’s spirited benediction, Alexander’s poem was challenged to live up to its potential as a nuanced, invigorating, and relevant form of expression. According to LA Times critic David L. Ulin, Salon writer Alex Koppelman and Poetry Foundation Commentators, she had mixed success. Do you think Alexander’s poem “Praise Song for the Day” rose to the occasion? Take our poll at the end of this post. Continue reading “Praise Song for the Day: Elizabeth Alexander’s Inaugural Poem”