Thinking together

Everybody should have read all the reports and be prepared to help make some decisions about what we should all read first. We'll begin that decision making process by inkshedding. Take out a piece of paper and make your case for the next ten minutes; then we'll read for ten minutes, then we'll do a round.

Some considerations to bear in mind: we don't have to all read the same things at the same time; we can propose things that a group reads, discusses, and reports on. We need, now, to know that texts are accessible -- and that means on line or easily photocopiable (I can scan things and put them on line -- if they're not in copyright).

It's also worth thinking about the fact that some texts are earlier than others, and some are more fundamental than others (that is, depend on earlier or are influential on later texts).

I hope that by 3:45 we'll have made some decisions and everyone will know what she's going to read and report on, and that I will have a list of who is reading what.

Reading

As you read, remember that you're reading for those who might not read the text themselves at all, as well as for those who are also reading it.  Your report should characterize the text as fully as you can -- addressing whatever issues seem important: structure, content, style, voice, expectations the writer has and assumptions she makes. Keep track of questions that come up as you read and append those to your report. There will be a forum for posting reports on readings.

Bear in mind that this isn't an "analysis" of your reading, but a report on it. "Analyses" assume an audience who are already familiar with the work in question, and who probably have already formed their own analyses. On the other hand, it's not a summary, because it's addressed to people who want to know about the work in the context of coming to understand the nonfiction prose of the Restoration and eighteenth century.

Post your report of your reading on the Forum by class time Monday.

Midterm self-assessment

In the course introduction, I said, "Two or three times during the course (at midterm time, and Christmas, and at the end), I'll ask you to spend some time considering them [learning journals] and use them as the basis for a synthesis, focusing on the most important things you've learned and explaining how you learned them (and how you know they've changed your understanding or abilities or behaviour)."

Since it's late in the midterm process, and most people will be finished with the panic in their other courses, I think it's time to do this. It's explained in the next prompt, which will be available on line after class.