Class Notes, 20 June 2011

Don Quixote

Class ratings

5 stars: 1

Anthony: the book was an adventure: whimsical and humorous, even if it was long. Crazy comedic character, real-life insanity taken to the extreme. Comedic heroic story.

4 stars: 9

Yocheved: common sense of humor, not just for intellectuals. BUT, I found the novel repetitive. Fighting windmills getting hurt, fighting sheep and getting, fighting Basque and getting; tremendous influence on the development of the novel. Liked the slapstick.

Helen: DQ is the type of character laughs at, but also feels sympathy for. He’s a lost cause, but he’s adamant about doing what he wants. He’s a misguided good person. Got bored because each chapter ends with him hurt . . . over and over.

3 stars: 7

Raspreet: overall story interesting, liked the quick stories; told in scenes, but also why I didn’t like it; repetitive adventure, same cycle in the narrative over and over. A big book, could’ve been shorter.

Jessica: like that DQ’s adventurous; DQ and Sancho go through obstacles; don’t like the narrator telling the story: I would rather like the story if Sancho or another of the characters told the story, would prefer the homodiegetic narrative.

2 stars: 2

Briana: DQ is comical and silly, and that kept me interested. BUT the size of the book was intimidating. Sancho’s a good sidekick. I favor modern literature over historical literature. I liked how each chapter gave the two-line summary.

Sabrina: funny, like the pooping scene; like the concept of the story, BUT it was too long, and it dragged on, and it could’ve ended about halfway earlier.

from amazon.com

One of the reasons I decided to read this book was because I knew it was a classic. I had seen and heard variations and excerpts from it in different works and was curious about the actual classic itself. Honestly, when I first started reading it, I found it somewhat sluggish and repetitive. My thoughts were, ok, the gag was cute the first time, but it’s growing somewhat old. It wasn’t until I neared the conclusion that the message Shakespeare was conveying reached me. The message I interpreted was that people have value regardless of class distinction or societal roles. While this sounds simplistic and commonplace for us in the 21st century, when one considers the time and culture in which the novel was originally produced, one realizes Shakespeare was making a profound statement in an artistic, creative way. I identified with some of the characters and the situations in which they found themselves. Romeo and Juliet helps us see that our perception largely determines what we see. His reality was based on what was happening within him.

This “review” is not “academic” as it’s more of a suggestion than an analysis. The analysis is very general, and it could be applied to any work of literature.

Classic: something that people regard as a genuine work of art.

Academic titles:

–there’s always a colon (:)—for example, “Living Life: A Way To Get By”;  first part is the subject, then after the colon a little more specific about what you will be developing in the essay.

First part is broad overview about topic, the second part is specific to what you will be writing about

First part is the “hook”: catches attention, gets audience interested, and the second part relates the “hook” to literature.”

In the response you’re reading, check over the critical terms: this will be in the second part of the title, also the second part should also include the author and title of the text(s) analyzed—just the aesthetic texts

“I am the eye”: Focalization in Guillermo Samperio’s “She Lived in a Story”

She Lived in a Gaze: Focalization in Guillermo Samperio’s “She Lived in a Story”

The first part of the title, can have a small quote from the book, or relate to some thematic element from the novel.

______________

–FIND a PIE paragraph

–Annotate the P/I/E sections

–Read over the I section and highlight “important” words or phrases

–give your own “E” to the quote

–two things you liked about this response

–“This essay _____s . . .”

List of scholarly verbs

This essay argues

(thesis verbs)

Posits

questions

Contends

Compares

Demonstrates

Transcends

Correlates

analyzes

Asserts

Portrays

Debates

Claims

Negates

Refutes

Maintains

Indicates

Suggests

Explicates

Extrapolates

Illustrates

Ascertains

Interprets

Undermines

Explains

Persuades

Dissuades

Points out

Confirms

Describes

–add any additional connections you see happening between aesthetic texts not mentioned in the response.

Possible “themes” and work groups. As a group, come up with a “definition” for what narratological terms you will be analyzing with

–narrators/narration

–round/static characters/characterization

–matrix narratives/narrative levels

–focalization/POV

____________________

Pg. 27: DQ’s insanity

Pg. 61: introduction of Sancho

Death of Don Quixote: Part II of novel

Chapter 74, pg. 975

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