On pages 59-70 of The Theory Toolbox, there is a discussion about the differences between high culture and popular culture. After reading this section, do you think the authors find one culture more valuable than the other? How do they define the cultural differences and what are the benefits of studying both of them? Which culture do you believe you are more influenced by and why?
According to the Theory Toolbox, the simplest definition of agency is “the power do something.” While we may each have our own power to do something that we desire, the agency to do so is determined by contextual sources instead of “from within.” It’s important in helping us develop who we are, but our agency is not without limit. The book cites wealth, racial identity, and career choices as examples of a factor and/or representation of ones agency. What are some other examples that could hint or reveal someone’s supposed agency? Why does that example supposedly give someone more or less power to do something?
On page 43, the author states that “…we are inexorably dependent on social and cultural categories for our well-being and satisfaction. To say that the subject/self is made or constructed is to say that it’s dependent on myriad things other than itself.” To what extent do you agree with this statement? What effect do you think our dependence (or lack thereof) has on us as individuals? Additionally, what effects does it have on us as readers or writers?
According to the Bedford Glossary, a sign is something that stands for something else. Swiss linguist Ferdinand de Saussure said that linguistic signs, specifically, tend to link a concept and sound pattern. For instance, when we say “Hi,” we recognize that word as a greeting. In Japanese, the word “Hai,” which is pronounced the same way, means “yes.” Saussure also believes that the meaning of a sign comes from the difference between it and other signs in the same linguistic system. With that being said, whether it be linguistic or not, what sign do you know of that may mean one thing to Americans, but something totally different in another language or culture? How do they contrast?
On page 16 of The Theory Toolbox, the author states that to call a work “authored” means that it “…offers a maximal amount of interpretative ambiguity or possibility.” Consider a work you have enjoyed and that you believe could be interpreted in multiple ways. How did you interpret it? How do you believe others may have interpreted it? Do you believe this “interpretative ambiguity” contributed to its validity as a work?
Return to the paragraph in the middle of page 7 of “Why Theory?” (the one beginning “This book proceeds under the assumption…”). What is your understanding of what the authors of Theory Toolbox think theory can offer you?
Eaglestone’s chapter on “Critical Attitudes” extends our discussion in class on Tuesday about how “context” gets used (and, in some approaches, deliberately NOT used) in interpretation. At the end of the chapter, Eaglestone notes different “blind spots” and “gaps” in both the intrinsic and extrinsic ways of reading he describes. Why might it be useful to take one approach or the other, despite these gaps and blind spots?
Eaglestone’s chapter “Literature, Value, and the Canon” argues that studying English means “reading, studying and writing about the canon” (PDF page 2). Is this a good thing? A bad thing? Why? (Be sure to ground your response in material from the reading, so that it’s not purely personal opinion.)
Eaglestone’s chapter “Where Did English Come From?” gives a brief history of the development of English as an academic discipline. What does knowing this history encourage you to think about differently, in terms of your own experience and understanding of English as an academic subject? (Remember to connect your response to a specific moment or two in the text of the chapter.)
Get yourself acquainted with the way I’ve structured the course by investigating the course blog. Here you should be able to find enough to give you an impression of the class before we meet on Jan 12. In the course description (“our course” in the blog menu) and syllabus (“policies” and “schedule” in the blog menu), you’ll see that most of our coursework will be done here on the blog site—but with papers submitted, and related comments and grades posted, in OAKS. Take a look around, get familiarized, and feel free, please, to contact me with any questions that might arise before the first day: seamanm[at]cofc.edu.