Notes for September 25

9/25/12
CLT 361.01

-Professor Barnhart opened the class by giving a brief refresher on class participation/grading for the course.

-He announced that grades for exam 1 are now posted on blackboard

-Exam 2 prompt is now posted and available on blogspot

-Please make sure administrative group's reading is a duration of at least 3 minutes

-For acoustic purposes, readers from the administrative group should now read in front of the class
(He gave example by reading a passage from Bleakhouse aloud in front of the class)
From the professor reading aloud in front of us, we can gain more by listening and 'catching the written word' more thoroughly.

Professor Barnhardt mentioned his thoughts on perhaps implementing a correspondent to prompts as a designated participation role.

Why are our discussions in class in response to our reading assignments relavent?what purpose does staying engaged and coming prepared with 'selfish expectations' for this class have?

Note: the same language/dialouge we use in class discussions can strongly influence questions and answers on the exams.   

Attention was given over to Structure
Prompt 1 (presented by Thesis) was read

From prompt 1 , we detect how vocabulary/diction correlates with 'classes' ,'class system' in the storyline of Bleakhouse.

proper speech vs. improper speech

Next, Foreshadowing (led by Details) read prompt 2

There were Bible references in the reading and Professor Barnhardt also added that the horse can refer to a cat waiting for a mouse

Rob (Structure's administrator) also added that there indeed is a lot of foreshadowing , will Lady Dedlock commit suicide?

The ring symbolized a number of things which are significant.

Analysis read prompt 3
-How much does the Bible refer to the readings? What connections are made?

Lana explained sensationalism / taboo draw and the idea that perhaps Dickens incorporated Bible refernces to cater and attract a larger audience since he initially published this as a weekly/serial seller.

- was it counter intuitive for Dickens to write about the poor, when a large amount of poor people would relate to Bible references made in Bleakhouse ?

Professor adds that the middle class of the 1900's were completely different that our middle class today. The novel/literacy in the 1900's Dickens representation of upper class was NOT very favorable.

Steve explained the quote,"Little pitchers have big ears" referring to small children understanding more than adults would want them to understand.

We then broke up into group discussion...

Professor Barnhart explained the EXAM PROMPT to the class ..
PAY ATTENTION TO LENGTHS SPECIFIED (ie:half page typed)

Announcements:
Next class administrator Group: ANALYSIS
Prompt 1: STRUCTURE
prompt 2: THESIS
prompt 3:DETAILS
READ UP TO CHAPTER 49
EXAM DUE FRIDAY 11:59PM

Christina closed the class the her reading from page 461 of Bleakhouse