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Non-Fictional Prose

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Anne Dalke's picture
FatCatRex's picture

Tracing Truth through Time: Suggestions for the Second-Quarter Syllabus

October 3, 2010

Second-Quarter Syllabus Suggestions

AyaSeaver's picture

Non Fictional Prose: Memoir as Narrative?

 I think that in our first weeks in Non-Fictional Prose we’ve achieved a great breadth and I’d like to take that breadth and narrow in on one area to examine the particulars of its nonfiction form. I want to further explore the memoir especially memoirs written by writers who also work in fiction.  These are my ideas, but really they could be dragged in any direction…

 

Week 1:  Moments of Being – Virginia Woolf’s

Woolf’s collection of memoir essays—collected after her death—is a seminal piece of literature and theory. It would be interesting to compare an artist we consider connected to the aspect of creation and read something that is not such much constructed from her life as revealed from it.

maht91's picture

A suggested syllabus

The plan that I have for the rest of the semester includes looking at autobiographies of people under different circumstances and people in different periods in time. I would also like to look into documentaries that reflect either the life of a whole population or the experience of one person. I would be interested in focusing on either feminist film documentaries or conflict zone documentaries. The conflict zone documentaries usually involve a lot of emotion and can be partially biased, which might distort the truth and reality. I am also very interested in looking at journalism as a medium of reporting the truth.

tgarber's picture

Non-Fiction Syllabus Ideas

 For the rest of the semester, I would like to read and discuss:

The Autobiography of Malcolm X by Malcolm X and Alex Haley: This book is an account of Malcolm X’s life as told to Alex Haley through interviews with Malcolm X. In researching this, I found that there has been controversy over if the book is a fully “accurate” representation of Malcolm X’s life when chapters were omitted from the novel that are to be published soon.  This could create a productive discussion on if an omission of knowledge falsifies a “true” account.

SandraGandarez's picture

The importance of word choice

In the Ecology of Wisdom we discussed some major issues with the wording and its connotation it has and the thoughts that are evoked based on that connotation. A good example of this is portrayed throughout the book in “deep” and “shallow” ecology. Those terms give a hierarchy to the terms and to the people who practice it. No one wants to practice shallow ecology because it seems to be superficial and self serving rather than a direct attempt to help the environment. It evokes the feeling that you only want to help the environment because you want to make life better for yourself and increase your quality of life, rather than doing it because it is right or better for the trees, plants, etc.

mkarol's picture

nonfiction syllabus

For the remainder of the semester I think that we should look at different "types" of non fiction, to see how and if they differ:

 

A. Biography or Memoir - one in a format other than the graphic novel we read, as a sort of comparison

SandraGandarez's picture

2nd half of the semester

A possible course outline for the final 6 weeks should explore the multiple ways that non-fictional prose can be written. I think continuing our exploration of the different possibilities available to us will be beneficial because we have already seen such amazingly distinct methods of composing (Bechdel's tragiocomic to Shield's). I think that seeing more of this variation will broaden our horizons so I chose books that interest me, but are written differently and cover different topics.

Smacholdt's picture

Potential Non-Fictional Prose Syllabus

 For the rest of the semester, I propose that we read a variety of biographies, autobiographies, and memoirs in order to explore the experiences of people telling their own and other people’s stories throughout history. My suggestions for reading are:

EVD's picture

Syllabus Ideas

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kgould's picture

Fact, Fiction, Syllabus

 

ckosarek's picture

syllabus, a potentiality.

Our coursework so far has given us a smattering of samples across the nonfiction genre. We've dissected graphic memoirs, criticized criticisms of copyright law, tried to define the nature of reality in a genre that is (let's face it) not exactly real. In light of this, I think it would be interesting to look at reality from a scientific and psychological perspective. If something is a work of creative nonfiction but focuses on scientific "facts," what does that work become (faction? fiction?)? Or if a work focuses on a specific case or example - an isolated incidence - , can it be a "factual" representation of an illness or phenomena as a whole?

ckosarek's picture

Naess and pragmatism wouldn't get along.

 Though I could easily nitpick the entirety of Naess' The Ecology of Wisdom, I am only going to do as much with his essay, "Population Reduction: An Ecosophical View." Naess starts with a true enough observation: that we, the human race, have overpopulated this planet to the detriment of our ecosphere. Logically he says, we must then work on reducing our population over the next few centuries, despite that current politics advocate doing otherwise. He states that "[o]n average, no very great population is required of each culture . . . [and that] huge numbers tend to reduce the manifold" (304). So by increasing our population, we not only destroy the environment, but our cultures as well (more people lead to more fractures).

kgould's picture

Places and maps

 

Smacholdt's picture

A Sense of Place

After Tuesday’s discussion, I read some more of Naess’s essays with the thought that he was writing with the idea that his environmental outlook was better than everyone else’s, or that he was trying to indoctrinate people into his way of thinking. However, while reading the essay about Tvergastein I found that he was simply expressing his own profound respect for nature and sharing his ideas about why this respect is important.

AyaSeaver's picture

Are we told what to think?

      One of the most confusing topics that came up in discussion on Monday was the disagreement in how different readers felt when they read "The Ecology of Wisdom".  Is there a didactic strand to Naess's argument or is he simply revealing one way to live. 

EVD's picture

Class Notes 9/28

We started class by disussing some of the posts people made since the last class on A Field Guide to Getting Lost.

rachelr's picture

"Some places speak distinctly. Certain dank gardens cry aloud for a murder; certain old houses demand to be haunted; certain coasts are set apart for shipwrecks." ~Robert Louis Stevenson

 While reading the beginning of The Ecology of Wisdom I was struck by the passages on pages 46 and 64 where Naess speaks about a distinct sense of "place" and that was can be defined by or identify with a particular place. He says, "… the development of a place in which a person feels at home and feels a sense of belonging shows exceptionally clearly some of the forces at work in the establishment of a place," and then later speaks about a physical place being lost or destroyed, saying "… choose a place that you will likely to be able to master when you are older.

kgould's picture

Getting lost and Annie Dillard

I liked Solnit's book. It speaks really strongly into my own understanding of the brain and the mind and the ways in which we learn. A lot of us feel uncomfortable when we get lost, literally or metaphorically. While I'm not going to lie and say that I enjoy wandering around strange places when I have a destination in mind, I do often go for walks into unknown areas around Bryn Mawr. I like looking at the environment around us, both the natural and cultural aspects of it, and I like snooping on the massive houses around here.