Great Works Fall 2013

You will be looking at 2-3 of your classmates’ work. Hopefully, each will provide you with (from the original assignment):

• 45-55% of the project [in draft form] for feedback from the professor and some classmates
• In addition to the draft of about half of the project, you should attach a brief list or outline of what you have left to do, along with the cover letter (following the directions on the assignment sheet)

In response to the draft, list/outline and cover letter, please WRITE A LETTER to each of your classmates. Bring the letter to class on Monday, Nov. 25. BRING 2 COPIES of the letter (one for the author and one for the professor). Your letter should be 1-2 pages double spaced and consider the following points:

1. Revisit the assignment sheet and the requirements for the project. Be sure to look at the revised assignment sheet posted on the blog (remember the changes to the Timeline project). Is the project about 50% drafted? It’s just a draft; you’ll still edit what you’ve done and add more. But there should be some significant volume of work drafted.
2. For the Timeline and Blog (and our one video) projects, comment on the DESIGN elements. Is it visually appealing? Exciting? Enticing? Thought provoking? How can the author develop the design aspect to complement the reading experience and the overall point (theme and ARGUMENT) of the project in worthwhile ways?
3. For bloggers, I’d like to see at least 4-5 distinct pages, in order to add depth, texture, and interest to the blog. Does the blog have sufficient number of pages? Are the pages developed (they don’t have to have TONS of materials, but do they feel complete, relevant?) or do they seem dashed off — mere after thoughts? What suggestions can you offer?
4. Post some comments on the blogs in your review group, just to start some conversation. Blogs need comments! Ask your friends and family to visit your blog and post comments.
5. Have bloggers been maintaining the blog in a way that sets them up to have 12-18 meaty posts spread out over 6 weeks by Dec. 6? Very short posts, posts with just an image or link for instance, are great, but aren’t really one of the “meaty” posts unless the link or image is developed.
6. For Timeliners, are there a sufficient number of story boards? Are about or at least 40% of them on literature from our class? Is there a clear connection between the discreet entries? Or are they too, well, discreet? How to better connect them and build them toward a narrative that makes a central argument? Offer suggestions for the themes, threads, and arguments you see emerging that Timeliners can develop in the coming weeks. Timeliners will likely need an introduction and conclusion to tie it all together.
7. Are the Timelines tying the non-literary events or artifacts in interesting ways to the literature? Do you have suggestions for additional events/artifacts to use and/or ways to deepen the connections?
8. Do the time frames that Timeliners have determined make sense? Are they defended or explained, either directly or indirectly? That is, does it make sense that the Timeline begins and ends where it does?
9. Same for bloggers and the video artist, there should be a narrative developing. Is there? Is it coherent and are the posts (and scenes in the video) connected in meaningful and interesting ways? Is there an intro? (Be sure to write a conclusion, when the time comes!) IS the blog/video developing, or just circling around the same issues? Can you suggest ways to develop it? Is the video conveying a point and purpose? Is there some discernible and compelling argument emerging from the combination of the visual and spoken elements of the video? Does the video need some sort of framing device (and intro and conclusion)? Suggestions for it?
10. Not to forget the translators in the class: has the writer begun working on the translation and accompanying essay? Is the writer working through important decisions such as: choosing a text and/or specific passage from the text and justifying why that text? Why that passage? Why certain choices in translating certain words/phrases in certain ways? Is the translator trying to emphasize a certain theme, tone or argument through her or his choices (for instance)? Does it look like the author is on track to answer these points from the assignment: “In your explanatory essay, cite specific examples from your and other translation(s) as you 1) defend your translation choices and 2) make a compelling argument about the primary task(s) and responsibilities of a literary translator. You may do research to support your argument.” Translators need to do some digging: read translator’s prefaces or other materials in which translators discuss the text and their choices. This will help you think about your own choices as a translator and give you models for how to defend those choices. You might start by looking at the large chunk of the translator’s preface of The Shocken Bible that you can read on that book’s Amazon page (click on the “Look Inside option and start reading on page ix). See how the translator lays out the principle(s) guiding his translation (starting on the bottom of ix)? What principles are guiding YOUR translation? How can you help the people in your group think about the principles guiding their own translations? Also look at the American Literary Translators Association web page.  But these resources are just a start. Do some leg work. Try to help each other out with suggestions and comments on the passages translated so far and on how the writer is justifying and contextualizing his or her choices.