Monthly Archives: October 2015

Interesting Chinese Poems

Known to have a strange personality and alcohol problems, Li Bo writes interesting poems and seeks for freedom from the social convention and reality limits.  An example is shown through “South of the Walls We Fought.”  He mentions about the hardships of the warriors’ deaths as well as criticize the warfare in the north and northwest parts of China against the Tibetans.  He says “Beacon fires blaze without ceasing,/ the marching and battle never end./ They died in fighting on the steppes,/ their vanquished horses neigh,/ mourning to the sky./ Kites and ravens peck men’s guts,/ fly with them dangling from their beaks/ and hang them high/ on boughs of barren trees.” (lines 14-22).  He describes the gruesomeness of the battle through the example of the birds picking the soldiers’ guts.  The detail about dragging the guts and hanging them on the tree enhances the cruelty of the birds.  They probably keep the guts for extra food, but overall the after effect of the battle is very violent.  The description of the horses is an addition to the horrible deaths of the men.  The author displays the brutality of the continuous battle.  He mentions about his opinion of weapons: “Now I truly see that weapons/ are evil’s tools:/ the Sage will use them only/ when he cannot do otherwise.” (25-28). I find an ambiguous part in that the author just realized that the weapons inflict harm to people.  Weren’t weapons in battle always having a meaning of death in the first place? And if the Sage has no other choices in a situation except using a weapon as self-defense, then shouldn’t this action be seen as good rather than evil?

Du Fu, another great Chinese poet, has an interesting poem “Spending the Night in a Tower by the River.”  It seems like the author has many thoughts: “No sleep for me. I worry over battles./ I have no strength to right the universe.” (7-8). Perhaps he is looking for peace not war.  How can a single man impact the world? Shouldn’t there be a larger group of people to accomplish the goal?

Short paper #5: Translation (due 11/2, 11/4, 11/9, 11/11, or 11/16)

For short paper #5, repeat what we’ve practiced in short papers #2, #3, and #4: Pick a short passage (a few lines or sentences) and close read it, making sure to annotate your text and provide evidence of that annotation. This time, however, I want you to find 1-2 other translations of the passage you chose, and compare them to each other: how do these different translations seem like and unlike each other? What changes in vocabulary, tone, and even content do you see, and what is significant, to your mind, about these changes? What effect do you think one translator is going for versus another (for example, is one using more exuberant language to create a melodramatic effect)?

In 1-2 pages, present your observations of these differences and similarities and what you think is significant about them.

Note: if you can find a translation into another language you also read (such as French or Spanish), that’s great too–you might compare these translations across languages).

Links to a few alternate translations:

The Pillow Book: You can “match up” your lines in the Norton with the translations below by finding the correct journal entry number.

Translation by Ivan Morris: http://isites.harvard.edu/fs/docs/icb.topic787484.files/eas97ab_pillowbook.pdf

Snippets from Arthur Waley’s version (which is itself abridged: he only translated 1/4 of the work): https://blogs.baruch.cuny.edu/eng2800jmwd/?page_id=222 

A book in Baruch’s library with different translations of the Pillow Book:  Worlding Sei Shonagan (PL788.6 .A1995 H46 2012)

Meredith McKinney, the translator of our version in the Norton, discusses her translation process: http://www.kyotojournal.org/the-journal/in-translation/on-translating-a-classic/ 

Kokinshu: 

Translations by Thomas McAuley:

Book 1. Spring

Poem 1:http://www.temcauley.staff.shef.ac.uk/waka0321.shtml 

Poem 2: http://www.temcauley.staff.shef.ac.uk/waka0322.shtml

Poem 3: http://www.temcauley.staff.shef.ac.uk/waka0323.shtml

Poem 23: http://www.temcauley.staff.shef.ac.uk/waka0331.shtml

Poem 25: http://www.temcauley.staff.shef.ac.uk/waka0332.shtml

Poem 26: http://www.temcauley.staff.shef.ac.uk/waka0333.shtml

Book 2: Spring

Poem 69: http://www.temcauley.staff.shef.ac.uk/waka0346.shtml

Poem 70: http://www.temcauley.staff.shef.ac.uk/waka0347.shtml

Poem 71: http://www.temcauley.staff.shef.ac.uk/waka0348.shtml

Book 11: Love

Poem 553: http://www.temcauley.staff.shef.ac.uk/waka0591.shtml

Poem 554: http://www.temcauley.staff.shef.ac.uk/waka0592.shtml

Book 13: Love

Poem 635: http://www.temcauley.staff.shef.ac.uk/waka0641.shtml

Poem 657: http://www.temcauley.staff.shef.ac.uk/waka0647.shtml

Poem 658: http://www.temcauley.staff.shef.ac.uk/waka0648.shtml

Translations of Kokinshu poems by Larry Hammer: http://lnhammer.livejournal.com/182467.html

Sir Gawain and the Green Knight:

Jessie Weston’s translation: http://www.yorku.ca/inpar/sggk_weston.pdf

W.A. Neilson’s translation: http://www.yorku.ca/inpar/sggk_neilson.pdf

James Winny’s translation: http://online.hillsdale.edu/file/great-books-101/week-11/Week-11—Jackson-GB-101-2014-Readings.pdf

A.S. Kline’s translation: http://www.poetryintranslation.com/PITBR/English/GawainAndTheGreenKnight.htm

(and, if you’re interested, the original Middle English!: http://quod.lib.umich.edu/c/cme/Gawain?rgn=main;view=fulltext)

Tang Dynasty Poetry: A google search for these poems will lead you to several different translations of the poems we read by Li Bo, Du Fu, Wang Wei and Bo Juyi. Here are a few links:

Poems in Chinese, pinyin, literal English, poetic English

Wang Wei

Du Fu

Li Bo

One Thousand and One Nights:

Prologue/Frame Tale: http://www.sacred-texts.com/neu/burt1k1/tale00.htm

The Tale of the Donkey and the Bull (the one the Vizier tells his daughter, Shahrzad): http://www.sacred-texts.com/neu/burt1k1/tale00.htm

(will try to post others: can Google as well)

Fall From the Top

In class we discussed for The Thousand and One Nights the King Shahzaman throwing his wife from the top of the palace into the ground far below. This action was symbolic of the king casting his wife out of his favor, among other things, such as her fall from grace or Shahzaman’s wife being cast into the dirt, where Shahzaman thinks she belongs.

This theme repeats over the rest of The Thousand and One Nights throughout the stories which Shahrazad is telling to prevent the king from killing her. In the Story of the Merchant and the Demon,   the Merchant falls from his wealth and status to weeping and groveling for his life in front of the demon.

Seeing this repeat in the text does raise questions, such as why this theme is repeated and if it is revealing a cultural value to us readers. I believe it is. I think that these stories serve as a warning; don’t get used to rank and privilege because you can lose it in an instant. Shahzaman’s wife was careless and was caught by her husband and then was killed and thrown out. The merchant was careless, throwing seeds left and right, and then had to pay for it by crying and almost losing his life.

This theme of fleeting wealth is one which is common and exists to this day. Even Bob Dylan touched on this theme in his song Like a Rolling Stone, writing “Once upon a time you dressed so fine,/ you threw the bums a dime in your prime,/ didn’t you? But now you don’t talk so loud /Now you don’t seem so proud/About having to be scrounging your next meal.” So it is interesting to see that this theme does date back so far.

Sakuntala performance information

Remember that we are not meeting in our classroom tomorrow, but in the Vertical Campus in the Baruch Performing Arts Center, in order to see a reading of Sakuntala. I hope you’re looking forward to it as much as I am! Remember that the play starts at 12:45pm, so try to grab a seat by then, and check in with me so I take you down as present.

I’d also encourage you to ask questions at the end! I’ll take note that you did to apply it as participation somewhere in your grade.

More details here: http://www.baruch.cuny.edu/calendar/EventList.aspx?fromdate=10/16/2015&todate=4/12/2016&display=Month&type=public&eventidn=24468&view=EventDetails&information_id=248625

Argument template from class

Below is attached the templates for arguments that we looked at in class, including the revised argument we created. Basically, here are the steps you would take:

  1. Try to fill out the template (I want to write about ______ in _______ because…)
  2. Likely, you will end up with a rather long and unwieldy sentence after filling in that template. Refine/revise it by taking out unnecessary words, splitting it into two sentences using a transition word like “Consequently”).
  3. Look at the templates under “Other Templates for Argument,” to see if you can refine your argument further using one of the templates listed there.
    1. Example: Through X (part of the text), the play/epic reveals Y (your claim about what that part of the text reveals).

Argument template JMWD

Analytical paper building on oral midterm (due 10/26, 11:59pm)

Assignment:

For your midterm essay, write a paper of at least 1500 words (up to 1700) that focuses on ONE of  the texts we have read in the course so far, makes an argument about the text, and supports that argument. Your argument should be your answer to a larger thematic question (see possible questions from oral midterm exam, these potential paper topics, which are based on the questions from the oral midterm, or these prompts on Sakuntala/Medea).  In other words, you are a tour guide through the text, making your argument about the text, telling us how to read it and why we should read it that way by giving evidence and interpreting it (telling us why the word, images, structures make us read it in a specific way). This means you should avoid just summarizing the plot: I have read these texts already–I want YOU to tell me HOW I should read them!

While this paper should focus on one text, you should also compare different VOICES in the text (if you are making an argument about Medea, you should compare her perspective to that of Creon’s, the nurse’s, Jason’s, etc, in order to make your point). Additionally, in your second to last paragraph, you should briefly bring in one of the other texts from the class and discuss how this 2nd text’s take on your topic illuminates something about the values of the culture in the text you have focused on for your paper (for example, when discussing duty in the BG, you might bring in Medea’s ideas of what is owed to the family and to oaths to highlight a different perspective on duty as well as what the BG’s conception of duty says about the culture/society it comes out of. Or, you might compare the BG’s conception of duty to Sakuntala’s–for both, duty is defined as dharma, but the two texts present dharma in different ways).

You may want to focus on expanding an argument or exploring a question that you addressed in one of your short papers.

Short paper no. 4 is your draft of this paper. See specific prompt for it at the bottom of this post.

Breakdown of what to include:

Your paper must have a clearly stated thesis in the first paragraph and you must develop your argument in a logical, persuasive manner throughout the rest of the essay, support your points with textual evidence, and conclude with a paragraph that summarizes your findings. Thus, your paper should contain the following elements: argument, evidence, interpretation of evidence. It should have the follow elements: introduction, body paragraphs, conclusion. I have attached a further explanation of what I mean by these things, and I have attached a template you can use to fill in the blanks and create an argument.

  • Introduction (last sentence or two: your argument)
  • Body paragraphs (topic sentence + evidence + interpretation of evidence)
  • Conclusion (restate points + so what)

Structure:

Here are two possible structures for your paper. Both are valid; it depends on your style:

1)Argument-driven: In your introduction paragraph, introduce a research question you seek to answer and give your answer (thesis statement) at the end of the paragraph. Use your body paragraphs to prove that thesis statement.

2) Inquiry-driven:  In your introduction, introduce a research question you seek to answer; use your body paragraphs to explore this question; come to a conclusion/answer (thesis statement) in your conclusion paragraph.

Format:

  • At least 1500 words (no less: you will lose points if your paper is any shorter). Provide a word count: Do not hand in handwritten assignments to me; stapled/paper clipped
  • Title and Page numbers
  • Bibliography and citations in MLA format
  • Times 12 point font
  • 1-inch margins
  • Double spaced; No extra spaces after paragraphs
  • Fully edited: free of typographical, spelling, punctuation, and grammatical errors
  • Formal language: avoid “you,” “well,” and other slang words.

Resources:

Fill in the blanks to make an argument

More argument templates with examples

Notes on argument, evidence, interpretation

***

Draft for analytical paper, focusing on structure (short paper number 4): due 10/14 or 10/19.

In our short papers so far, we’ve asked questions, tried to pose answers to these questions (as arguments), and tried to use textual evidence to support/build on those arguments (evidence and interpretation). The last thing I want you to focus on before your oral midterm and analytical paper is structure, which is one of the most useful interpretive tools, but also often difficult to see if you are not used to reading for it. This can mean simple repetition, but it can also mean direct parallels being drawn (through repeated images, colors, comparisons, speech, and linguistic echoes). If a parallel is drawn we need to pay attention.

Parallels are not always positive; they may be highlighting differences (or, the difference may be calling our attention to a change in character, or a change in the intensity of the situation). For example, Sakuntala features the king spying on another character in a garden in Act I and Act VII, but the scene in Act VII has a much different tone and resonance. To do more than point out parallels, you need to think about where the passages occur. As parallels build up, they play a part in making sense of the narrative and how we are supposed to interpret it. For example, Gilgamesh and Enkidu are both described at different points as being shaggy and wild, but it means something different, and has different weight, when we see Gilgamesh described this way after Enkidu’s death. You can consider: has the meaning of an image (or whatever the parallel is) changed based on context?

Please write a response paper of 1-2 pages on the text you want to work with/write about in your analytical paper, in which you make an argument about how the text is structured (in other words, what looking at the structure allows you to see about the text’s meaning), how it deploys parallels, and to what end. Alternately, make the argument you want to make in your analytical paper, and use what you’re saying about structure to help you build/support it. Be sure to make an argument and use textual evidence  (this means quote the text) to support it, again showing me your annotations

Wheel of Return

By finishing the reading for Shakuntala, I realized that the play had a wheel which brought things back to their original state. Unlike the other epics that we have read, i.e. Madea and Gilgamesh, the characters do not learn a lesson of any sort, and instead just face challenges in the way to restoring them to their original positions in life. For Shakuntala, it was her return to her social status, Kshatriya, and for the King Dushyanta, it was the return of his love for Shakuntala.

Unlike the other epics, this play also didn’t have a moral to it. It is clear that this was written for the purpose of entertainment, opposed to the educational motives of the Ancient European plays of Madea and Gilgamesh, where young men were even sat towards the front of the theater, so as to learn better and more easily.

I, too, like most readers did not feel much morally aware after reading this, unlike the mini- enlightenment that I experienced after Madea and Gilgamesh. Nonetheless, I enjoyed it for its poems, songs, and metaphors that stand incomparable in their beauty and phrasing.

Sakuntala and the Ring of Recollection

While reading Sakuntala and the Ring of Recollections, I found it interesting how each act emphasizes a specific emotion. Before the play begins, each act is described as a different emtotion. Act 1 being love and excitement, Act 2 combining love and anticipation, and so on (Page 875). The play is broken up so that you can kind of know what will be happening in each act due to the beginning explanation of Sakuntala and The Ring of Recollections.

Through Act 2 and 3, Sakuntala is described in different ways by the king. In Act 2 on line 27, the King says “her heavy hips swayed,” although the play never said that she was thin, are heavy hips a compliment for a woman? In Act 1, she is described as “her arms are tendrils” (Page 882 Line 179), which makes me thinks she is a slender woman, as tendrils are threadlike. Is there a reason the king decided to use the word “heavy,” was heavy hips something a women wanted during this time period? Perhaps the writer used the word “heavy” to foreshadow how Sakuntala will later be pregnant in the play from Dusyanta. Later in Act 3, the king says, “her waist is thin” (Line 73) but in this context she is described this way because she is “lovesick” for the king.

Another passage that I found interesting was in Act 1 on line 158-159, the king describes Sakuntala’s father’s rules about the hermitage as “trying to cut firewood/with the blade of blue-lotus leaf.” This line seems very specific, it seems that the kind could have just said “leaf” instead of adding in the specific type of leaf it would. Is this a metaphor that was used commonly in this time period? Or is there a reason for this word usage? The blue-lotus might be something that the ascetics often water, or perhaps use as herbs of some sort. Or did the king use this metaphor because he was in the presence of ascetics and thought this wording would be appropriate?