Okay, this is not the most in-depth article, but I couldn’t help but think of some of our discussions, and some of your papers, on Ishiguro’s Never Let Me Go.

Here are some quotes:

It’s hard to say exactly when the idea of a second self came into play. Presumably the recognition of a soul appeared hand-in-hand with human consciousness, and it was probably voiced when we had language to put the idea of a soul into words. That would place the time frame for a soul around 200,000 years ago, when humans experienced a cultural explosion which they expressed in art, clothing, and evidence of religion.

[...]

It might also be an evolutionary strategy that takes us away from the anxieties of self-consciousness. Once fully modern humans knew they could die, it probably made sense to pretend that no one really died but that some part of us lived on into the cosmos.

The one question we didn’t quite get to as much as I would have liked to, is the place of death, mortality, in our reckoning of what counts as “the human.” 

Further, if we imagine that cultures often have myths–truths, allegories, full-truths, and half-truths–that reflect the human predicaments of their times, how might we interpret one of the most haunting notions donors are concerned with: their fear that completion doesn’t come after the fourth donation. What is the meaning of that horror to Ishiguro’s novel?

Because you know that I know that you really do want to know…

Puppy Cam


[This is a reprint of a post I published elsewhere in spring 2007, relevant to Thursday's discussion.]

“The aftermath of a car bomb explosion today in a popular market in Amil district in Baghdad.” (NYT)

G-Unit: rap emptied-out, having its new emptiness revealed. Wrong things in wrong places, or random things in right places; uncanny symmetries.

Read the rest of this entry »

Infant

[a. OF. enfant-aunt (F. enfant, Pr. enfan, Sp., Pg., It. infante) child:{em}L. inf{amac}nsinf{amac}nt-em child, n. use of inf{amac}ns unable to speak, f. in- (IN-3) +f{amac}ns, pres. pple. of f{amac}-r{imac} to speak. Aphetized FAUNT.] 

There is much to say on many topics! But right now I am working on your Lacan podcast. In the meantime, keep the comments and questions coming, to help center our conversation and so that I can respond in class tomorrow.

I just want to take a moment to post some relevant NYT articles that have been mentioned by myself and others this week and last. Take a look at them; they are all quick reads:

Read the rest of this entry »

Ahmad's book

As I mentioned in class the other day, it is important to extend “rotten English” so that, conceptually, the term not only speaks to language, but also to how the transformations and modifications that are made possible through language-use might also impact cultural production on the level of form–to “rotten form.”

Further, considering “rotten form” might help us comment on how in a larger sense cultural production is also potentially transformed by, or perhaps merely subject to, the same social and political forces that have so heavily impacted language. The possibilities inherent in form might also be subject to the same losses and gains that we normally associate with a population’s “access” to a “global” language, English.

Rottenness, expansion, is in the various ways M. Nourbese Philip puts her poems on the page: “English is a foreign l/anguish,” and it is also in mashups (here is a favorite of mine), in pop art movements, in films made by cell phone, and so on. It is not only about the spread of language, but also the spread and proliferation of technological access, which I am sure I will have more to say about in another post! But I will say now that there are some compelling questions on the path that gets us from African American vernacular to hip-hop, word to sampling, and then from American hip-hop to artists Read the rest of this entry »

I would have loved to have seen it, but even I think this is too big for a last-minute trip!  It’s a performance of Beckett’s Waiting for Godot, but set in the aftermath of Hurricane Katrina.

Here’s a story at the NYT. This article mainly focuses on the play’s director, Paul Chan, and  also offers us some interesting feed for our class, particularly vis-a-vis art as activism, a la Crimp’s “Mourning and Militancy.

Some of you might also be interested in this play as a way of understanding the notion of site specificity, which I have talked to several of you about in office hours.

Also, Prof. Drabinski sent me this link for us to check out. It’s to a slideshow at CNN.com, which highlights a group’s efforts to add panels for African Americans to the national AIDS quilt. The group is called “Call My Name.”

Finally, thanks to Joe for this article, which, as he points out on one of the class blogs, speaks to several of the themes that are culminating for us at the end of the semester.

Hello!

Please do not forget your blogging assignment for Tuesday. The idea is to choose a single approach to your reading of Adrienne Kennedy, to read though a lens. All of these approaches begin in rather simple and baseline ways, but the purpose of the exercise is to push the approach into telling you something deeper about the play in general, to consider the relationship between mechanism and meaning.

(It is fine if you have already started or are already done: this is just to spur those of you who have not yet begun!)

Here are some suggestions: Read the rest of this entry »

Apologies for the long post ahead, but I want to get my chat out before class, because we’re going to need to hit the ground running in order to do Addie justice and overcome the specter of the comps.

Your blogging has been looking good, especially as I imagine that you are all itching to “get back to the book.”

But oh! please know that all of this is for the book, in honor of it, even.

Again, if we imagine that literature has anything to teach us, then it is on us to look at all the different kinds of ways that teaching might happen. Sometimes that means looking at the social and historical milieu of a text. Sometimes it means looking to source texts that might help us decode writerly decisions. Sometimes, like now, it means expanding the conceptual apparatuses with which we approach texts. True, one might argue that a text’s meaningfulness comes to us through its beauty, but I am pretty sure y’all have the appreciation part down– now it’s time for the rigor.

I am reminded of the final lines of Keat’s “Ode on a Grecian Urn,” which I like to think of as a beautyful poem that best captures the pleasure and frustration of scholarly contemplation: Read the rest of this entry »

As you might have noticed, Kennedy’s play includes a strong dose of Thomas Hardy’s Tess of the d’Urbervilles, and a few of you have expressed dismay at not feeling quite up to speed on your nineteenth century lit.

Rest assured, you can read Kennedy’s play without the Hardy (otherwise I wouldn’t have assigned it!), but it is also good to seek out more information. In fact, this is the kind of seeking-out you should do whenever you are reading literature. When you don’t know something, pause. Ask yourself: is this something I could learn a little bit more about? If the answer is “yes,” then of course go for it. If the answer is no, file it away. At some point your analysis of the text might be tripped-up by this thing you do not know– but knowing that you do not know it will make recovery easier.

And there is almost always a middle-space. It often has a name: wikipedia. Again, as I’ve said in class, the wik is not a great primary source, but when you need dates, geographies, or plot summaries, it is a nice place to start. If you are going to write a paper on the function of the Hardy text in Kennedy’s play, then wikipedia is not enough; you must read the book. But if you need to get the gist of the Hardy, so as to consider why Kennedy has chosen this text… you get my point.

So here are some links to get you started. Read the rest of this entry »

Over the weekend, The New York Times published an op-ed by famed sociologist Orlando Patterson. I, personally, thinks it slips too many things together too quickly, though I guess its purpose is to elicit a response out of the mixture, to get us to think about a particular confluence of effects and affects.

Aside from the article’s content, per se, I found it particularly relevent to today’s class. Like Petry, Patterson is trying to get us to see all these things about where race and gender come together, and the negative and positive consequences therein.

Interesting stuff! I would really like you to read it, if you get a chance. Read the rest of this entry »

Welcome!

Here you will find extra information for English 95 & English 03.

My office hours are T 2-4 and W 10-11, in Johnson Chapel 10.

Please click here to make an appointment with me.

You can click here to send me an email.

Subscribe to mparham updates by Email

a

del.icio.us links