This one was short... I started last night, and I finished today, so there wasn't much time for a halfway point post. Let me start my discussion of the book by saying that this is the second text I've read by Ayn Rand, and I loved it. I read The Fountainhead over the summer, and it is definitely on my top 5 favorite books. Though Anthem isn't so high on the list as The Fountainhead, its still... well... just awesome.
I think that Rand's roots (she was born and raised in Soviet Russia, moving to the U.S. at the age of 21) have a lot to do with her subject matter. From the start I couldn't help but compare the narrator to the ideals of a communist government, where everyone lives for the 'we' and no one for the 'I.' I was also reminded of Howard Roark and Dominique Francon from The Fountainhead. Those characters are individualists to a T. they live for themselves, and only when they are content with themselves can they begin their lives together. It seems that one of Rand's general themes is that if we are to share our lives with others, we should choose to do so, and do so while being ourselves entirely, and still living for ourselves. Of course, its impossible for me to go too deep into Ayn Rand's philosophy here, for I know little of it save what I've learned through The Fountainhead and Anthem. What I do know of her philosophy, I really like, excluding the atheism.
So Prometheus' journey throughout Anthem is very interesting. Everyone in the novel, with the exception of Gaea and International 4-8818, acts as a foil to both Prometheus and the idea of the 'I' in general. His is essentially a journey of self discovery, in its truest sense. He discovers individuality, and the personal freedom comes that comes with living for one's self.
My only qualm was the difficulty I had in understanding who the main character was talking about when he would us 'we' and 'they,' but I suppose that is the point. It was a qualm at first, but turned into something that I think worked really well for the text. When I came to realize who was being discussed, I was blown away. I really loved this book and the content that it put forth.
Monday, November 8, 2010
Post #12: The Perks of Being a Wallflower - Finished.
First, let me say that I thoroughly enjoyed the book. As stated in my previous post, it brought me back to being Charlie's age. I felt myself relating my teen years to his. Many of my experiences resembled his (the older friends, the smoking, the thoughts on girls, etc.), though he experienced things that I never have (suppressed memories, LSD, anxiety, etc.) Ultimately though, Charlie's letters contained a lot of my personal experience int hem, and many teens would feel the same way. The end of the book was interesting. I didn't expect the revelation that came about (to both Charlie and the reader). I'll discuss that more on Brittany's NiceNet posts, becasue discussing it here would involve spoilers, and I'd hate to spoil the ending of such a good book.
Now, I'll touch on some topics from Dr. Cole's response:
As for Charlie's writing improvements... I'm really not sure. There is one point in the middle of the book in which Charlie states that his teacher has noticed improvements. This made me think that I was noticing them, too. Whether or not it was wishful thinking on my part or actual improvement on Charlie's is something upon which I am yet undecided. I'll have to reread the first couple of chapters and juxtapose them with the last few, to see what turns up. This is something I plan to do, though I can't say when. I will say though, that at the time I was reading, I thought that I noticed it. It seemed at the time that the transitions were smoother, the writing was less choppy (when I started the book I thought that it was broken up a lot, with short sentences and fewer, for lack of a better term, "big words"). Like I said, I'll have to look into it more; I'll let you know when I do.
When I'm reading a book where an unknown person is addressed directly (this happens with the Spanish picaresque novels that we discussed in 103), I like to think that the reader is the unknown person. However, it becomes difficult to make such an argument in this case because Charlie seems to know specifics about the person to whom he is writing: they are older, wiser, and didn't try to sleep with someone even though they knew they could have, and he heard about the person through a friend. On the contrary, Charlie describes that manner in which he writes his reports for Bill as creative. He puts himself in the shoes of Thoreau when writing about Walden, for example. There is part of me that feels like Charlie could have been doing the same thing for his diary; however, there is a scene in which he mentions the actual mailing of his last letter, so again, this might be improbable. I suppose that if the addressee of the letters is not intended to be the reader, it must be the person whom Charlie describes.
In terms of Charlie's reliability... I think that he is reliable, and here is why: He's writing these letters to vent, essentially. He seeks no response, no advice, and shows no interest in communicating with the recipient beyond telling his story. He specifically states that he will not include a return address, because he doesn't want the recipient to know him or his friends. I think that if he were seeking the acceptance of the recipient of the letters, he might be unreliable, but since he is only seeking an outlet, I don't see why he would lie. Also, there are moments in his letters where he seems cool, where he seems naive, where he seems high strung.... he goes through nearly every aspect of adolescence (and to some degree, life) before our eyes. If he were lying, I think that it would be hard for Charlie to capture what is really ghoing on around him.
The pop-culture references were one of my favorite parts of the book. For one, they offer a lot of material beyond the text, were I ever to teach this book. Two, I've heard most of the songs, read about half of the books, and seen some of the movies, and they all highlight some aspect of Charlie's personality. For example, Walden highlights Charlie being able to see the beauty in nature and enjoy solitude. The Fountainhead highlights Charlie's individuality, or lack there of, as its characters seek personal fulfillment, often at the expense of others. TKaM highlights Charlie's loss of innocence.... an argument (or multiple arguments) could be made for each and every item on each of the three lists, I'm sure. In terms of whether these references date the text... I think not. Most of the pop culture references are of classic songs movies and books. Each of the pieces mentioned are timeless in their own right, so I think that using them to highlight Charlie's personality traits adds to the books transcendence. If anything, the book gets dated to adolescence, no a particular time when a particular generation grew up.
As for Charlie Brown... I don't really know anything about Charlie Brown. I've read a few comic strips and saw one play when I was young, but other than that, I have no basis for comparison. That's something that I'll have to look into.
As a final comment, I did notice one thing that I found interesting.... its kind of random. One of Charlie's letters is dated April 29, 1992, which happens to be the date of the L.A. riots. I wonder what Chbosky's intention was there. Perhaps he was making a subtle reference to the riots, perhaps it was just another pop culture reference (Sublime has a song called April 29, 1992, and its about the riots), or perhaps it means nothing at all. I'll have to read that letter again to see what the topic was.
On to Rand's Anthem!
Now, I'll touch on some topics from Dr. Cole's response:
As for Charlie's writing improvements... I'm really not sure. There is one point in the middle of the book in which Charlie states that his teacher has noticed improvements. This made me think that I was noticing them, too. Whether or not it was wishful thinking on my part or actual improvement on Charlie's is something upon which I am yet undecided. I'll have to reread the first couple of chapters and juxtapose them with the last few, to see what turns up. This is something I plan to do, though I can't say when. I will say though, that at the time I was reading, I thought that I noticed it. It seemed at the time that the transitions were smoother, the writing was less choppy (when I started the book I thought that it was broken up a lot, with short sentences and fewer, for lack of a better term, "big words"). Like I said, I'll have to look into it more; I'll let you know when I do.
When I'm reading a book where an unknown person is addressed directly (this happens with the Spanish picaresque novels that we discussed in 103), I like to think that the reader is the unknown person. However, it becomes difficult to make such an argument in this case because Charlie seems to know specifics about the person to whom he is writing: they are older, wiser, and didn't try to sleep with someone even though they knew they could have, and he heard about the person through a friend. On the contrary, Charlie describes that manner in which he writes his reports for Bill as creative. He puts himself in the shoes of Thoreau when writing about Walden, for example. There is part of me that feels like Charlie could have been doing the same thing for his diary; however, there is a scene in which he mentions the actual mailing of his last letter, so again, this might be improbable. I suppose that if the addressee of the letters is not intended to be the reader, it must be the person whom Charlie describes.
In terms of Charlie's reliability... I think that he is reliable, and here is why: He's writing these letters to vent, essentially. He seeks no response, no advice, and shows no interest in communicating with the recipient beyond telling his story. He specifically states that he will not include a return address, because he doesn't want the recipient to know him or his friends. I think that if he were seeking the acceptance of the recipient of the letters, he might be unreliable, but since he is only seeking an outlet, I don't see why he would lie. Also, there are moments in his letters where he seems cool, where he seems naive, where he seems high strung.... he goes through nearly every aspect of adolescence (and to some degree, life) before our eyes. If he were lying, I think that it would be hard for Charlie to capture what is really ghoing on around him.
The pop-culture references were one of my favorite parts of the book. For one, they offer a lot of material beyond the text, were I ever to teach this book. Two, I've heard most of the songs, read about half of the books, and seen some of the movies, and they all highlight some aspect of Charlie's personality. For example, Walden highlights Charlie being able to see the beauty in nature and enjoy solitude. The Fountainhead highlights Charlie's individuality, or lack there of, as its characters seek personal fulfillment, often at the expense of others. TKaM highlights Charlie's loss of innocence.... an argument (or multiple arguments) could be made for each and every item on each of the three lists, I'm sure. In terms of whether these references date the text... I think not. Most of the pop culture references are of classic songs movies and books. Each of the pieces mentioned are timeless in their own right, so I think that using them to highlight Charlie's personality traits adds to the books transcendence. If anything, the book gets dated to adolescence, no a particular time when a particular generation grew up.
As for Charlie Brown... I don't really know anything about Charlie Brown. I've read a few comic strips and saw one play when I was young, but other than that, I have no basis for comparison. That's something that I'll have to look into.
As a final comment, I did notice one thing that I found interesting.... its kind of random. One of Charlie's letters is dated April 29, 1992, which happens to be the date of the L.A. riots. I wonder what Chbosky's intention was there. Perhaps he was making a subtle reference to the riots, perhaps it was just another pop culture reference (Sublime has a song called April 29, 1992, and its about the riots), or perhaps it means nothing at all. I'll have to read that letter again to see what the topic was.
On to Rand's Anthem!
Wednesday, November 3, 2010
Post #11: The Perks of Being a Wallflower, Pt. 1
I started reading Chbosky's Perks of Being a Wallflower last night. I've been wanting to read it for about a year now (it's been on my "Want to read list," located on the right side of the screen, since the semester started), but haven't had the opportunity until now. So, I got in bed and began to read, and the next time I looked up, 140+ pages later, it was 3 a.m. Needless to say, the book is engaging. It certainly put me into the "reading flow" that is so common to avid readers. It was engaging, and funny, and sad, and surprising, and all those other adjectives that can be used to describe a book in a positive light, but I'll highlight my favorite parts (hopefully, without giving too much away).
One thing that I found interesting is how quickly things happen for/to Charlie - Chbosky does well to capture this aspect of growing up. In Charlie's case, he grows up at a rapid pace, like most adolescents do... to be honest, it was like being 15 all over again. Topics like alcohol, drugs, sex, parties, friendships, interest in the opposite sex... all of these happen rapidly for young people, and Charlie's case is no different.
The humor involved is great, too. Chbosky has a way of finding the humor in those profound moments of adolescence. Here's an example: At one point, Charlie writes something along the lines of... "Girls are weird. I don't mean it in a mean way, I just don't know how else to describe it." I remember thinking the exact same thing, and I'm sure that nearly every person that has gone through adolescence has thought that of the opposite sex. You're growing up, romantic interest in others is growing, but since the situation is entirely new to you (not to mention that the other person is going through the exact same thing), its difficult to know what to do. So many situations in the novel are presented in a humorous light. For adult readers, this book really brings you back... as an adolescent reader, I think that it would really offer insight into what is going on in your life. Charlie would have been a character that I could have related to when I was 15, and I'm sure that would be the case for many other adolescents.
There are two other things that I'd like to talk about, but I'm going to save them for when I'm done, so that I can see them develop as I continue. The first is Charlie's writing style. Since the beginning of the novel, I've noticed improvement in the narrator's writing skills. I'm interested to see how this pans out. I thought it was very interesting. I'm thinking that Chbosky did it intentionally to show that the more you write, the better you get at it. I'll talk more about this in my next post. The second is all of the references that are made to books, film, and music. The two play an important role in Charlie's life, and I'm interested to see where it leads him. Here are the texts, films, and songs mentioned....
I'll probably finish the book tonight, so I'll write more in the next day or two.
One thing that I found interesting is how quickly things happen for/to Charlie - Chbosky does well to capture this aspect of growing up. In Charlie's case, he grows up at a rapid pace, like most adolescents do... to be honest, it was like being 15 all over again. Topics like alcohol, drugs, sex, parties, friendships, interest in the opposite sex... all of these happen rapidly for young people, and Charlie's case is no different.
The humor involved is great, too. Chbosky has a way of finding the humor in those profound moments of adolescence. Here's an example: At one point, Charlie writes something along the lines of... "Girls are weird. I don't mean it in a mean way, I just don't know how else to describe it." I remember thinking the exact same thing, and I'm sure that nearly every person that has gone through adolescence has thought that of the opposite sex. You're growing up, romantic interest in others is growing, but since the situation is entirely new to you (not to mention that the other person is going through the exact same thing), its difficult to know what to do. So many situations in the novel are presented in a humorous light. For adult readers, this book really brings you back... as an adolescent reader, I think that it would really offer insight into what is going on in your life. Charlie would have been a character that I could have related to when I was 15, and I'm sure that would be the case for many other adolescents.
There are two other things that I'd like to talk about, but I'm going to save them for when I'm done, so that I can see them develop as I continue. The first is Charlie's writing style. Since the beginning of the novel, I've noticed improvement in the narrator's writing skills. I'm interested to see how this pans out. I thought it was very interesting. I'm thinking that Chbosky did it intentionally to show that the more you write, the better you get at it. I'll talk more about this in my next post. The second is all of the references that are made to books, film, and music. The two play an important role in Charlie's life, and I'm interested to see where it leads him. Here are the texts, films, and songs mentioned....
Literature
In the novel, Charlie's teacher, Bill, assigns him various books to read. Charlie describes them all as his favorites.- To Kill a Mockingbird by Harper Lee
- This Side of Paradise by F. Scott Fitzgerald
- Peter Pan by J.M. Barrie
- The Great Gatsby by F. Scott Fitzgerald
- A Separate Peace by John Knowles
- The Catcher in the Rye by J. D. Salinger
- On the Road by Jack Kerouac
- Naked Lunch by William S. Burroughs
- Walden by Henry David Thoreau
- Hamlet by William Shakespeare
- The Stranger by Albert Camus
- The Fountainhead by Ayn Rand
Film and television
The novel references these films and television shows:- Rocky Horror Picture Show
- The Graduate
- Harold and Maude
- My Life as a Dog
- Dead Poets Society
- The Unbelievable Truth
- This Side of Paradise
- It's a Wonderful Life
- Reds
- The Producers
- Hannah and Her Sisters
- M*A*S*H
- Saturday Night Live
Music
The novel references these songs:- "Asleep" by The Smiths
- "Vapour Trail" by Ride
- "Scarborough Fair", a traditional folk song popularized by Simon and Garfunkel
- "A Whiter Shade of Pale" by Procol Harum
- "Time of No Reply" by Nick Drake
- "Dear Prudence" by The Beatles
- "Gypsy" by Suzanne Vega
- "Nights in White Satin" by The Moody Blues
- "Daydream" by The Smashing Pumpkins
- "Dusk" by Genesis
- "MLK" by U2
- "Blackbird" by The Beatles
- "Landslide" by Fleetwood Mac
- "Smells Like Teen Spirit" by Nirvana
- "Another Brick in the Wall Pt. II" by Pink Floyd
- "Something" by The Beatles
- "School's Out" by Alice Cooper
- "Autumn Leaves" by Nat King Cole
- "Broken Wings" by Mr. Mister
I'll probably finish the book tonight, so I'll write more in the next day or two.
Post #10: Anthology of Poetry by Young Americans (2000 Edition: Volume LIX)
I was at the S&A Boutique in Dunkirk and saw this little book on the shelf, the spine reading as above. I thought, "Poetry, Ok, sounds good. Young Americans, ok... I like Bowie (Of course, this has nothing to do with Bowie, but it crossed my mind). Only a buck... this is looking good." Long story short, I read a few poems and decided to buy it, knowing that for this class I was assigned to read a poetry anthology. So I bought it, and I read it, and I was blown away by it... for two reasons:
First, this anthology, as the title implies, contains poems written by young Americans. The content of the poems spans a wide range, from family issues to holidays to problems with friends, to growing up in general. The anthology offers insight into the lives of adolescents and pre-adolescents through art created by those of the age group. After reading it I was really taken aback... I was amazed by what these kids had created. All of the poems were great, but I figured I'd share my favorite on the blog:
STREET
You start out at a crawl,
slowly, slowly going down the street.
While others are rushing crushing and running
around you.
Eventually the current picks you up --
faster and faster
until you are rushing crushing pushing
along the busy crazy streets.
all of a sudden the crowd slows
down,
slowly, slowly, crawling, walking, slowly, until --
you are stopped, at a dead stop.
The rushing crushing pushing life
is over.
All over.
-Evelyn Ann Greene
Age: 13
To think that a 13 year old could capture so beautifully the cycle of life is astounding. I really like her repetition of 'slowly.' I think that it highlights how slow life seems to flow by, despite the suddenness with which certain things, such as aging, seem to come. This young woman possessed an insight that most young people, myself included, didn't have at 13.
Second, I thought that it would be an interesting assignment to use when I teach. It's no secret that students perform better when they are writing with a purpose. What better purpose for writing poetry that trying to get it published in an anthology. Granted, the purpose should be personal to them as well (not simply to publish), but they might put in more effort if publishing a poem is something that they're interested in. I did a little research and found that this company is still in business, and they're still publishing this anthology on a yearly basis. I think that when I teach I will have my students write poems and try to get them published in this anthology. It only costs the price of a postage stamp, and I think covering the 44 cents per student is something I could handle. Overall, reading this anthology was a great experience, both in terms of reading, and in terms of providing me with an exciting assignment for my future students.
First, this anthology, as the title implies, contains poems written by young Americans. The content of the poems spans a wide range, from family issues to holidays to problems with friends, to growing up in general. The anthology offers insight into the lives of adolescents and pre-adolescents through art created by those of the age group. After reading it I was really taken aback... I was amazed by what these kids had created. All of the poems were great, but I figured I'd share my favorite on the blog:
STREET
You start out at a crawl,
slowly, slowly going down the street.
While others are rushing crushing and running
around you.
Eventually the current picks you up --
faster and faster
until you are rushing crushing pushing
along the busy crazy streets.
all of a sudden the crowd slows
down,
slowly, slowly, crawling, walking, slowly, until --
you are stopped, at a dead stop.
The rushing crushing pushing life
is over.
All over.
-Evelyn Ann Greene
Age: 13
To think that a 13 year old could capture so beautifully the cycle of life is astounding. I really like her repetition of 'slowly.' I think that it highlights how slow life seems to flow by, despite the suddenness with which certain things, such as aging, seem to come. This young woman possessed an insight that most young people, myself included, didn't have at 13.
Second, I thought that it would be an interesting assignment to use when I teach. It's no secret that students perform better when they are writing with a purpose. What better purpose for writing poetry that trying to get it published in an anthology. Granted, the purpose should be personal to them as well (not simply to publish), but they might put in more effort if publishing a poem is something that they're interested in. I did a little research and found that this company is still in business, and they're still publishing this anthology on a yearly basis. I think that when I teach I will have my students write poems and try to get them published in this anthology. It only costs the price of a postage stamp, and I think covering the 44 cents per student is something I could handle. Overall, reading this anthology was a great experience, both in terms of reading, and in terms of providing me with an exciting assignment for my future students.
Monday, November 1, 2010
Post #9: On this type of reading/writing experience
Prior to ENED 250, I had never participated in a class that was digitally-based, nor had a kept a reader's notebook (digitally or otherwise). I've noticed some changes in the way I read, write, and think about the literature I'm coming into contact with. There are some things that I like about this type of class and some things I don't. Here they are:
I'll start with a pro: direct communication with the instructor. So many students in so many classes have questions or insights about what they're reading, but for whatever reason, be it timidness, lack of time, etc, they never get the opportunity to discuss it directly with their teachers. The writers notebook gives students and instructors an arena in which to discuss these things. Having said notebook digitized only adds to the benefit; it incorporates technology and makes this discussion quick and easy. On a personal level, being able to read the comments that my instructor has made has been quit helpful. Those in the instructor's position tend to know what questions to ask and how to help students expand their reading of a given text.
Another pro: publication. I've always been of the mindset that writing for a purpose - for the public sphere - is more exciting and beneficial than writing for yourself and your teacher. Students tend to be more interested in writing, too, if their writing is for a reason. If students are writing for something personal, in this case a their own blog, they're more likely to try and enjoy it. Writing for this blog was, on the first day of class, an assignment. Now, it has become something that I enjoy writing because it matters more to me on a personal level than an essay or paper would. Giving writing a purpose beyond the classroom gets students, myself included, far more interested in writing than would be otherwise possible.
And for a con: The only real downside that I've seen is difficulties with in-class discussion. I'm not saying that discussions are impossible, but they're fewer and farther between than they would be if we were all reading the same text at the same time. This is a personal opinion, and my views on the subject may differ from many other students, but I've always really enjoyed the in-class discussion aspect of English classes. Sitting in a circle, discussing a book, thinking on your feet, even getting into a debate about a theme... these are all things that I love about the discussions that can be had in a classroom when everyone is reading the same text. It seems more difficult to have such a discussion in this type of setting, where people are all reading different books of different genres with different themes and different subject matter... which leads me to another pro... well, two, actually.
Pro (two of them wrapped into one): 1. WE GET TO PICK OUR BOOKS! This is the first class I've ever taken where I've gotten to pick what I'm reading, and it has been great. No more will students be forced to read something that doesn't spark their interest. So many students are turned off to reading because they're assigned things that are of no interest to them, so having students read what they want is an excellent counter. 2. Having students read different books has two pros in itself. First, students hear about the books that others are reading, and hence, are introduced to a range of texts they would otherwise remain undiscovered to them. Here's an example: I'd never heard of Rand's Anthem prior to this class, but someone mentioned it in class, and being that I've read The Fountainhead and love it, I decided to go out and get Anthem. Had we all been reading the same books, its likely that the discussion about Anthem never would have occurred, so Anthem may have gone on unknown to me indefinitely. Second, since were all reading different books, were given the opportunity to discuss themes and motifs that span genres, authors, and texts. When I write on my blog that I really like theme X in novel Y, someone can read it and say, "Hey, Tim, you should check out poem Z, or short story A." I, in turn, can do the same for others, offering suggestions or ideas that may further someones reading or introduce them to otherwise undiscovered reading material.
These are just a few of my thoughts on the way this class is set up. It isn't a definitive list by any means, for I'm sure that I could continue. The bottom line is that I really think setting up a class as this one is is beneficial to the students, myself included. I've enjoyed it, I've been engaged in the work, and most importantly, its shown me uses of technology that will benefit me (and my students) when I'm teaching.
I'll start with a pro: direct communication with the instructor. So many students in so many classes have questions or insights about what they're reading, but for whatever reason, be it timidness, lack of time, etc, they never get the opportunity to discuss it directly with their teachers. The writers notebook gives students and instructors an arena in which to discuss these things. Having said notebook digitized only adds to the benefit; it incorporates technology and makes this discussion quick and easy. On a personal level, being able to read the comments that my instructor has made has been quit helpful. Those in the instructor's position tend to know what questions to ask and how to help students expand their reading of a given text.
Another pro: publication. I've always been of the mindset that writing for a purpose - for the public sphere - is more exciting and beneficial than writing for yourself and your teacher. Students tend to be more interested in writing, too, if their writing is for a reason. If students are writing for something personal, in this case a their own blog, they're more likely to try and enjoy it. Writing for this blog was, on the first day of class, an assignment. Now, it has become something that I enjoy writing because it matters more to me on a personal level than an essay or paper would. Giving writing a purpose beyond the classroom gets students, myself included, far more interested in writing than would be otherwise possible.
And for a con: The only real downside that I've seen is difficulties with in-class discussion. I'm not saying that discussions are impossible, but they're fewer and farther between than they would be if we were all reading the same text at the same time. This is a personal opinion, and my views on the subject may differ from many other students, but I've always really enjoyed the in-class discussion aspect of English classes. Sitting in a circle, discussing a book, thinking on your feet, even getting into a debate about a theme... these are all things that I love about the discussions that can be had in a classroom when everyone is reading the same text. It seems more difficult to have such a discussion in this type of setting, where people are all reading different books of different genres with different themes and different subject matter... which leads me to another pro... well, two, actually.
Pro (two of them wrapped into one): 1. WE GET TO PICK OUR BOOKS! This is the first class I've ever taken where I've gotten to pick what I'm reading, and it has been great. No more will students be forced to read something that doesn't spark their interest. So many students are turned off to reading because they're assigned things that are of no interest to them, so having students read what they want is an excellent counter. 2. Having students read different books has two pros in itself. First, students hear about the books that others are reading, and hence, are introduced to a range of texts they would otherwise remain undiscovered to them. Here's an example: I'd never heard of Rand's Anthem prior to this class, but someone mentioned it in class, and being that I've read The Fountainhead and love it, I decided to go out and get Anthem. Had we all been reading the same books, its likely that the discussion about Anthem never would have occurred, so Anthem may have gone on unknown to me indefinitely. Second, since were all reading different books, were given the opportunity to discuss themes and motifs that span genres, authors, and texts. When I write on my blog that I really like theme X in novel Y, someone can read it and say, "Hey, Tim, you should check out poem Z, or short story A." I, in turn, can do the same for others, offering suggestions or ideas that may further someones reading or introduce them to otherwise undiscovered reading material.
These are just a few of my thoughts on the way this class is set up. It isn't a definitive list by any means, for I'm sure that I could continue. The bottom line is that I really think setting up a class as this one is is beneficial to the students, myself included. I've enjoyed it, I've been engaged in the work, and most importantly, its shown me uses of technology that will benefit me (and my students) when I'm teaching.
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