Classmate Response week 9

This entry is in response to Melissa's free write entry from week 8.

Melissa,

   I don't think you're alone in your concern about the poem project.  The thought of leading an hour long, in-depth semiotic discussion of a poem freaks me out too. Here's how I've been thinking about it--maybe it'll help shift your perspective as well.

** You know what you're talking about. I've read many of your sign inventories, heard your comments in class--you always offer brilliantly excavated signs and ways to place them in historical/cultural contexts. It's a skill you seem to have down.

** I think the purpose of this poem project is to facilitate discussion, to activate collaboration . You're not giving a lecture on your analysis of a poem. Instead, think of ways you can bring your ideas to the table ( the stuff you've gathered from your own sign inventory, your interpretation, historical/cultural contexts) and also collect ideas from other members of the class. Remember, everyone should come prepared--taking notes and coming up with signs of their own. They're probably going to come up with ideas of their own that will surprise you, stuff you didn't originally see. For me, this is going to be the most important and helpful aspect in my project overall. I saw this happen to James in last night's class--a few times, as a class, we found a few possible signs that he didn't see on his own. Similarly, he went down avenues I didn't think of.  In this way, when James sits down to flesh out his finished project, this collaboration will ultimately help him. I recall Dr. Davidson saying something to the effect of " come well prepared, but with no plan."

So, this is how I've thought about approaching this thing. Thinking about it this way helps quell some of the natural anxiety about leading class for an hour.  I hope this helps.