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SHORT ASSIGNMENT 2 W2020 This short assignment focuses on Environmental Studies poetic discourse. It is worth 15% of the final grade and is due by MIO by noon, April 24. The tasks below should be applied to Wendell Berry’s poem “I” page 179, The Good Life: Nature. Please note: “I” is the Roman numeral one here, not “I” as in me, my, mine. First of all, number the stanzas and the lines of the poem. Do the three sections below in the order they appear (vocabulary, participatory reading, appreciation). Use the section labels and numbers below in your answers. If you cannot upload screen shots or attachments, then write your assignment in the body of the MIO. For the participatory reading section, you can explain in words in the body of the MIO what is happening in each stanza. POEM I (one, roman number) I go among tress and sit still all my stirring becomes quiet around me like circles on water. My tasks lie in their places where i left them, asleep like cattle. Then what is afraid of me comes and lives a while in my sight. What it fears in me leaves me, and the fear of me leaves it It sings, and i hear its song. Then what I am afraid of comes. I live for while in its sight. What I fear in it leaves it, and the fear of it leaves me. It sings, and I hear its songs After days of labor, mute in my consternations, I hear my song at last and I sing it. As we sing, the day turns, the trees move. By: Wendell Berry, A timbered Choir VOCABULARY SECTION 1. (a) Write down in point form a list of the poem’s words you don’t know, if any, and their definitions. (b) Write down the different definitions of the word “stirring.” Words I don’t know: · Cattle: domesticated quadrupeds held as property or raised for use · Consternations: a sudden, alarming amazement or dread that results in utter confusion. Different meaning of stirring · The beginning of something, such as an emotion or thought. · Causing strong feelings, as of inspiration; rousing · A slight motion or moving about · Producing strong excitement in someone · An early sign that something is starting to happen · Agitating a liquid with an implement PARTICIPATORY READING SECTION 1. Draw one or more pictures of each stanza. Show what is going on in that stanza. Make your drawings dark enough to be easily seen. They don’t have to be artistic, just clear. You can include some explanations in words when necessary for clarity. Please note that the singing in this poem can be taken literally or metaphorically. Please note that line 4 refers to tasks that the speaker left behind, tasks that take place at home or work outside the woods. Lines 16 and 17 refer to what was happening in the speaker’s life before he goes into the woods. APPRECIATION SECTION This section should be done in sentences and paragraphs. Essentially, this section consists of good, solid body paragraphs. See Body Paragraph section below for instructions. 1.Describe at least one new perspective offered by the poem. If you discuss more than one perspective, write one paragraph per perspective. 2. Discuss at least three artistic aspects of the poem that you appreciate (for example, various kinds of repetition (for example, sounds, words, rhythms, etc.); contrasts; similarities and differences between the beginning and end; symbols (which can include not only images but the title); metaphors, etc.). Write one paragraph per aspect. GENERAL GUIDELINES: LENGTH: Approximately 700 words. POINT OF VIEW: Do not use “I” and do not refer to the class or the assignment. See “Point of View” page 66 in The Good Life: Class Handouts. BODY PARAGRAPH: 1.A body paragraph should begin (either in the first or second sentence) with a general topic sentence that gives the reader a brief preview of the focus of the paragraph. To avoid misleading your reader, your topic sentence should be broad enough to embrace all of the paragraph’s contents. (Think of it as an umbrella.) For example, “One new perspective found in the poem is x.” For example, “One of the most clever artistic aspects of the poem is x.” For example, “Symbolism adds richness to the poem.” 3. Any general statements within the paragraph should always come before their supporting details or quotes. There should be one or more lead-in sentences or a lead-in phrase before each supporting detail/quote and a discussion or elaboration afterward of how the detail/quote supports the point you are making. For examples, see pages 109 and 112 in The Good Life: Class Handouts. 4. The flow inside your paragraph should be in a logical order. QUOTES: There should be AT LEAST two quotes in each body paragraph (more is better). Do not use the word “quote” in your assignment. Instead use “lines,” or “stanza” See pages 70-71 in the white book to see examples of how to smoothly integrate quotes. In-text citation and Works Cited instructions are below under FORMAT. FORMAT INSTRUCTIONS TYPING: Please double space and use 12- or 14-point font. Please include a separate TITLE PAGE that contains the title of the assignment and your name on top and John Abbott College and the date on the bottom. Please NUMBER the pages. You may put the numbers anywhere you wish. IN-TEXT CITATIONS: 1.For each quote, indicate its line number by putting the number within brackets after the quote: “Quote” (23) or “Quote” (5-6). 2.Smoothly integrate your quotes into the flow of your text. For examples of how to do this, see pages 70-71 in The Good Life: Class Handouts. 3.Give an in-text citation immediately after a quote even if it is in the middle of a sentence. See page 70, number 3 for an example. 5. If the quote is three lines or less, put slashes between the lines of the quote: “xxxx/xxxx/xxxx” (7-9). See page 70, number 5 in Handouts for an example. For quotes of more than three lines, indent quotes one inch from the left margin and single space them. In this case, you do not have to put quotation marks around the quote since the indentation and page number after the quote indicates that it is a quotation. See page 71, number 7 in Handouts for an example. 6.To leave out words, use three dots: “xxxx…xxx” (5) in addition to any periods (the inclusion of periods may result in a total of four dots). See page 71, number 8 in Handouts for an example. To leave out a line or lines of poetry within a quotation, use a line of dots: ……………………. See page 71, number 9 in Handouts for an example. 7.To add or change words in your quote to make the meaning in context clear or to integrate your quote into your sentence, use square brackets: [inserted words]. See page 71, number 9 in Handouts for an example. END-OF-TEXT CITATION: Include a labeled WORKS CITED section at the end of your short assignment. Last name, first name of author. “Title of Text.” Name of Anthology (italicized), edited by x, place of publication, date, page number(s). In the case of this assignment, you would write Berry. Wendell. “I.” The Good Life: Nature, edited by Patricia Gordon, John Abbott College, 2020, p. 179. GRADING CRITERIA: Not including in-text citations and a Works Cited will result in a grade of 0. Content: on focus; meeting requirements/instructions of the assignment; accuracy; appropriateness, quality and amount of specific details/quotes; depth; scope; and uniqueness.* organization (see BODY PARAGRAPH above and also see pages 63-64b in The Good Life: Class Handouts); to what extent, if any, language impedes reader understanding and ease of reading. If the language impedes ease of reading and/or reader understanding, the grade will be negatively affected and the assignment may fail. Also, see format instructions above. For criteria for levels of grading, see the The Good Life: Class Handouts pp. 78-79. Basically, 90s--special, spectacular, wow; 80s--perfectly fine, with little, if anything, wrong; 70--good, but there’s room for improvement; 60s—a lot of room for improvement; failure--so much room for improvement that the work is unacceptable. *uniqueness: using different ideas, examples, organization, and words than others; if you are doing your own thinking and work, uniqueness will be a natural, inevitable result because everyone has their own individual lives and perspectives. Don’t strain unnaturally for uniqueness. Just do your own thinking. Do not use SOURCES other than class readings and discussion. This includes the Net and other people. Doing so is cheating/ plagiarism and will result in a mark of 0 and a letter being sent to the Registrar’s Office to be put in your file. More details can be found in the CHEATING AND PLAGIARISM POLICY IN THE COURSE OUTLINE. 2 SHORT ASSIGNMENT 2 W2020 This short assignment focuses on Environmental Studies poetic discourse. It is worth 15% of the final grade and is due by MIO by noon, April 24. The tasks below should be applied to Wendell Berry’s poem “I” page 179, The Good Life: Nature. Please note: “I” is the Roman numeral one here, not “I” as in me, my, mine. First of all, number the stanzas and the lines of the poem. Do the three sections below in the order they appear (vocabulary, participatory reading, appreciation). Use the section