In class today we looked at documentation, as in observing the rules of intellectual integrity when doing research. Simply put, when you are not the origin of the thought, you need to let your audience know who is. All good writing involves research and certainly academic writing is distinguished by its use of documentation.
We looked at Diana Hacker's Research and Documentation. I also read from Rules for Writers, the section that looked at paraphrase, signal phrases, quotes, and other uses of source material (53a, pp. 406-416). You can post your essays here.
We practiced citations for a book, an article in a magazine, and newspaper. Students were then assigned chapters 3 & 4 from Dyson's Holla, to develop an essay question. Students then swapped questions to complete the rest of the assignment, which was to answer the question utilizing one block quote, one phrase, one paraphrase, and another quote. The goal here is to practice incorporating citations into prose; however, students should remember that the citation is an affirmation, not the claim. It's the amen, the ashay, the nod from the writer you cite that you and he share the same thought on the issue you stated. Make sure you write enough before inserting evidence. The exposition holds the quote, it provides the context--it is the host at the party. Normally, you would not have this many citations for a such a short work. At the least, you are probably looking at three paragraphs.
We are reading up to chapter 5 for Monday in Holla. We have to get through Dyson, the Afeni biography is an easy read, but the Blood Beats collection of articles is not. Plus I want us to have time to read The Elephant Man.
Some students are not carrying their books. You have bring your books to class: Dyson, Hacker, Stunk and White, a dictionary. Students need to invest in a three hold punch and a folder with rings for the handouts I give you. You also need binder dividers to label contents.
Pam checked into tickets to The Color Purple. The student discount is $25. We will collect money Thursday, October 4, to get into the mail (the theatre needs a months notice to process.) Payment can be in cash, cashier's check and money order. You decide. My interview this afternoon with London (Nettie character) was great. The cast is in Chicago, but they are looking forward to coming to San Francisco. London was at the beautician as we spoke. We didn't finish all my questions. She
told me I could e-mail them to her for completion.
I made the announcement that there is a screening of a new film on hop hop dance: Respond to Sound II, Saturday, Sept. 29, 6 p.m. at East Side Arts Cultural Center, 2277 International Blvd. @ 23rd Avenue, in Oakland. The admission is $10.
Students said the BET special on Hip Hop was worth viewing. Jennie said that the discussion covered topics we've covered in our class. Michael Eric Dyson, Ph.D. was one of the panelists. It will probably repeat for the next few weeks. Check the listings.
I handed out a list for the Literature Circles we will be forming on Tuesday, and another on peer reviews. The second sheet was from Rules for Writers.
Thursday, September 27, 2007
Wednesday, September 26, 2007
Cyber Assignment 1
In class Tuesday, Sept. 25, we read the lyrics to Tupac's song: "Holler If Ya Hear Me" aloud. We even chose parts with the entire class acting as the chorus, coming in where Public Enemy would on the album. It was fun!
We had a great discussion about the style of this song, and the difference in tone compared to some of his other songs we'd examined. We then read four poems from Rose and listed themes on the board.
To set up a contrast, we listened to "Brenda's Got a Baby" and "Keep Ya Head Up." The freewrite question was to discuss how Keep Ya Head Up is a letter of hope to "Brenda." Since we have access to the Internet I certainly recommend students visit wwww.YouTube.com to listen to the song and see the video. Oh, one of your classmates told me that the YouTube version of Byron Hurt's film is an excerpt not the entire film. If you missed the film and can't get it from the library, the website is helpful as well as resources in our library. There is a book on Nelly, 50 Cents, Tupac (I checked it out, and others.)
The assignment is to respond in 250 words minimally to the following: Look at one of the 4 poems written in A Rose Grew From Concrete pp. 11, 13, 15, or 17 and compare and contrast the themes discussed in the song, "Holler If You Hear Me."
The assignment is due today. Paste it here.
As students prepared for the essay, I suggested they list themes for the poems and themes found in the lyrics, then see where the two overlap before developing the thesis.
I have pasted the lyrics below along. Go to YouTube to listen to the song and watch the video.
Aww yeah, uhh, uhh
Holla if ya hear me, yeah!
[Verse One]
Here we go, turn it up, let's start
From block to block we snatchin hearts and jackin marks
And the punk police can't fade me, and maybe
We can have peace someday G
But right now I got my mind set up
Lookin down the barrel of my nine, get up
Cause it's time to make the payback fat
To my brothers on the block better stay strapped, black
And accept no substitutes
I bring truth to the youth tear the roof off the whole school
Oh no, I won't turn the other cheek
In case ya can't see us while we burn the other week
Now we got him in a smash, blast
How long will it last 'til the po' gettin mo' cash
Until then, raise up!
Tell my young black males, blaze up!
Life's a mess don't stress, test
I'm givin but be thankful that you're livin, blessed
Much love to my brothers in the pen
See ya when I free ya if not when they shove me in
Once again it's an all out scrap
Keep your hands on ya gat, and now ya boys watch ya back
Cause in the alleys out in Cali I'ma tell ya
Mess with the best and the vest couldn't help ya
Scream, if ya feel me; see it clearly?
You're too near me -
[Chorus]
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[Verse Two]
Pump ya fists like this
Holla if ya hear me - PUMP PUMP if you're pissed
To the sell-outs, livin it up
One way or another you'll be givin it up, huh
I guess cause I'm black born
I'm supposed to say peace, sing songs, and get capped on
But it's time for a new plan, BAM!
I'll be swingin like a one man, clan
Here we go, turn it up, don't stop
To my homies on the block gettin dropped by cops
I'm still around for ya
Keepin my sound underground for ya
And I'ma throw a change up
Quayle, like you never brought my name up
Now my homies in the backstreets, the blackstreets
They fell me when they rollin in they fat jeeps
This ain't just a rap song, a black song
Tellin all my brothers, get they strap on
And look for me in the struggle
Hustlin 'til other brothers bubble -
[Chorus]
[2Pac] Holla if ya hear me!
"Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
[Verse Three]
Will I quit, will I quit?
They claim that I'm violent, but still I keep
representin, never give up, on a good thing
Wouldn't stop it if we could it's a hood thing
And now I'm like a major threat
Cause I remind you of the things you were made to forget
Bring the noise, to all my boyz
Know the real from the bustas and the decoys
And if ya hustle like a real G
Pump ya fists if ya feel me, holla if ya hear me
Learn to survive in the nine-tre'
I make rhyme pay, others make crime pay
Whatever it takes to live and stand
Cause nobody else'll give a damn
So we live like caged beasts
Waitin for the day to let the rage free
Still me, till they kill me
I love it when they fear me -
[Chorus]
[2Pac] Holla if ya hear me!
"Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] You're too near me, to see it clearly
[repeat 4x]
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[repeat 2X]
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
"Hard!" .. "The rebel"
"Hard!" .. "The rebel"
[repeat 12X to fade]
[2Pac] Holla if ya hear me!
"Hard!" .. "The rebel"
We had a great discussion about the style of this song, and the difference in tone compared to some of his other songs we'd examined. We then read four poems from Rose and listed themes on the board.
To set up a contrast, we listened to "Brenda's Got a Baby" and "Keep Ya Head Up." The freewrite question was to discuss how Keep Ya Head Up is a letter of hope to "Brenda." Since we have access to the Internet I certainly recommend students visit wwww.YouTube.com to listen to the song and see the video. Oh, one of your classmates told me that the YouTube version of Byron Hurt's film is an excerpt not the entire film. If you missed the film and can't get it from the library, the website is helpful as well as resources in our library. There is a book on Nelly, 50 Cents, Tupac (I checked it out, and others.)
The assignment is to respond in 250 words minimally to the following: Look at one of the 4 poems written in A Rose Grew From Concrete pp. 11, 13, 15, or 17 and compare and contrast the themes discussed in the song, "Holler If You Hear Me."
The assignment is due today. Paste it here.
As students prepared for the essay, I suggested they list themes for the poems and themes found in the lyrics, then see where the two overlap before developing the thesis.
I have pasted the lyrics below along. Go to YouTube to listen to the song and watch the video.
Aww yeah, uhh, uhh
Holla if ya hear me, yeah!
[Verse One]
Here we go, turn it up, let's start
From block to block we snatchin hearts and jackin marks
And the punk police can't fade me, and maybe
We can have peace someday G
But right now I got my mind set up
Lookin down the barrel of my nine, get up
Cause it's time to make the payback fat
To my brothers on the block better stay strapped, black
And accept no substitutes
I bring truth to the youth tear the roof off the whole school
Oh no, I won't turn the other cheek
In case ya can't see us while we burn the other week
Now we got him in a smash, blast
How long will it last 'til the po' gettin mo' cash
Until then, raise up!
Tell my young black males, blaze up!
Life's a mess don't stress, test
I'm givin but be thankful that you're livin, blessed
Much love to my brothers in the pen
See ya when I free ya if not when they shove me in
Once again it's an all out scrap
Keep your hands on ya gat, and now ya boys watch ya back
Cause in the alleys out in Cali I'ma tell ya
Mess with the best and the vest couldn't help ya
Scream, if ya feel me; see it clearly?
You're too near me -
[Chorus]
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[Verse Two]
Pump ya fists like this
Holla if ya hear me - PUMP PUMP if you're pissed
To the sell-outs, livin it up
One way or another you'll be givin it up, huh
I guess cause I'm black born
I'm supposed to say peace, sing songs, and get capped on
But it's time for a new plan, BAM!
I'll be swingin like a one man, clan
Here we go, turn it up, don't stop
To my homies on the block gettin dropped by cops
I'm still around for ya
Keepin my sound underground for ya
And I'ma throw a change up
Quayle, like you never brought my name up
Now my homies in the backstreets, the blackstreets
They fell me when they rollin in they fat jeeps
This ain't just a rap song, a black song
Tellin all my brothers, get they strap on
And look for me in the struggle
Hustlin 'til other brothers bubble -
[Chorus]
[2Pac] Holla if ya hear me!
"Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
[Verse Three]
Will I quit, will I quit?
They claim that I'm violent, but still I keep
representin, never give up, on a good thing
Wouldn't stop it if we could it's a hood thing
And now I'm like a major threat
Cause I remind you of the things you were made to forget
Bring the noise, to all my boyz
Know the real from the bustas and the decoys
And if ya hustle like a real G
Pump ya fists if ya feel me, holla if ya hear me
Learn to survive in the nine-tre'
I make rhyme pay, others make crime pay
Whatever it takes to live and stand
Cause nobody else'll give a damn
So we live like caged beasts
Waitin for the day to let the rage free
Still me, till they kill me
I love it when they fear me -
[Chorus]
[2Pac] Holla if ya hear me!
"Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[2Pac] You're too near me, to see it clearly
[repeat 4x]
[2Pac] Holla if ya hear me!
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
[repeat 2X]
"Hard!" .. "Tellin you to hear it, the rebel" - P.E.
"Tellin you to hear it.."
"Hard!" .. "The rebel"
"Hard!" .. "The rebel"
[repeat 12X to fade]
[2Pac] Holla if ya hear me!
"Hard!" .. "The rebel"
Friday, September 21, 2007
Thursday's discourse
We talked about Byron Hurt's film, it's narrative structure and how this paralleled the argument over the definition of what is an essay verses, what is an article in the handout students prepared for class. The conclusion was that what made great writing great or gave it longevity was its ability to have implications or ties to universal themes. This is what distinguishes Elements of Style from Rules for Writers. Such elegance gives this grammar book such appeal that it remains on booklists long after its authors have died.
Byron Hurt's film comes narrative and documentary styles as you probably will as you write certain papers; however, there is something about his work that makes it more film and news piece about a topic of current interest. Explorations of manhood and how it is represented in the media is not a new subject; so Hurt joins a long list of contributors to the genre.
Will he maintain currency? We'll see.
We discussed the Initial Planning Sheet from Byron Hurt's perspective, and after the topic, Pam had made a significant point when she said that Hurt's purpose was to question why it is that black manhood is portrayed through violence, homophobia, misogyny, median and though Hurt's work certainly has wide appeal, his intended audience was men like himself, men who listened and silently condoned these norms by unquestionably participating whether that an active or passive participation.
So Hurt's goal was to educate and break sterotypes re: those themes mentioned as perpetuated by black men.
We will get back to Dyson next week We're up to Chapter 4 (I think). We'll certainly be there Thursday, if we aren't so read up to Chapter 5 to be safe. Continue to write your chapter reflections. If students want to share their freewrites here that would be nice, some of your responses are certainly engaging and thought provoking.
Homework due next week is to read four authors on The Essay and respond to one of them with your definition of an essay. I'd like students to post their responses to the author's here after we share on Tuesday, Sept. 25.
We didn't spend a lot of time on Holler because we first finished watching Byron Hurt's film from where we'd left off. As I said in class, you can watch the film on line. I post a link in an earlier post. Also, if you haven't watched Tupac's interview at the Malcolm X Grassroots conference, another post, do so, it's a really treat.
We spoke about the Jena 6. The response in that small town was more than the locals expected. Listen to democracynow.org, hardknock.org at kpfa.org for great interviews and coverage. When one thinks about the fate of young black men today, 11 years after Tupac was killed, and contrast the circumstances that led to his demise, it seems like the circle remains unbroken, but the national response to the travesty of justice in the Jena 6 case is certainly a chink in fiber.
Assignments are due by Monday, Sept. 24 at 12 noon. Send to me via e-mail professorwandasposse@gmail.com. I will be hosting a study session every Monday from 9:10 to 10:50. If any of you have gotten As in English 1A or English 5, please drop by, and you can also drop by for help of course.
There is a special coming on HBO Monday-Tuesday, Sept. 23-24. I couldn't find it in the program schedule, but perhaps you can. If you watch it and write about it, you can get extra credit. Extra credit doesn't take the place of assigned work.
What else?
The concert was canceled so goes our field trip. Have a great weekend.
Oh, thanks Walter for bringing in the CD: Tupac's Greatest Hits. We listened to How Long Will They Mourn Me. There are some great books in the COA library on hip hop. Check the cart, quite a few of them circulate.
Byron Hurt's film comes narrative and documentary styles as you probably will as you write certain papers; however, there is something about his work that makes it more film and news piece about a topic of current interest. Explorations of manhood and how it is represented in the media is not a new subject; so Hurt joins a long list of contributors to the genre.
Will he maintain currency? We'll see.
We discussed the Initial Planning Sheet from Byron Hurt's perspective, and after the topic, Pam had made a significant point when she said that Hurt's purpose was to question why it is that black manhood is portrayed through violence, homophobia, misogyny, median and though Hurt's work certainly has wide appeal, his intended audience was men like himself, men who listened and silently condoned these norms by unquestionably participating whether that an active or passive participation.
So Hurt's goal was to educate and break sterotypes re: those themes mentioned as perpetuated by black men.
We will get back to Dyson next week We're up to Chapter 4 (I think). We'll certainly be there Thursday, if we aren't so read up to Chapter 5 to be safe. Continue to write your chapter reflections. If students want to share their freewrites here that would be nice, some of your responses are certainly engaging and thought provoking.
Homework due next week is to read four authors on The Essay and respond to one of them with your definition of an essay. I'd like students to post their responses to the author's here after we share on Tuesday, Sept. 25.
We didn't spend a lot of time on Holler because we first finished watching Byron Hurt's film from where we'd left off. As I said in class, you can watch the film on line. I post a link in an earlier post. Also, if you haven't watched Tupac's interview at the Malcolm X Grassroots conference, another post, do so, it's a really treat.
We spoke about the Jena 6. The response in that small town was more than the locals expected. Listen to democracynow.org, hardknock.org at kpfa.org for great interviews and coverage. When one thinks about the fate of young black men today, 11 years after Tupac was killed, and contrast the circumstances that led to his demise, it seems like the circle remains unbroken, but the national response to the travesty of justice in the Jena 6 case is certainly a chink in fiber.
Assignments are due by Monday, Sept. 24 at 12 noon. Send to me via e-mail professorwandasposse@gmail.com. I will be hosting a study session every Monday from 9:10 to 10:50. If any of you have gotten As in English 1A or English 5, please drop by, and you can also drop by for help of course.
There is a special coming on HBO Monday-Tuesday, Sept. 23-24. I couldn't find it in the program schedule, but perhaps you can. If you watch it and write about it, you can get extra credit. Extra credit doesn't take the place of assigned work.
What else?
The concert was canceled so goes our field trip. Have a great weekend.
Oh, thanks Walter for bringing in the CD: Tupac's Greatest Hits. We listened to How Long Will They Mourn Me. There are some great books in the COA library on hip hop. Check the cart, quite a few of them circulate.
Heartz of Men
Heartz Of Men Lyrics
http://www.lyricsdepot.com/tupac-shakur/heartz-of-men.html
Artist: Tupac Shakur
Album: All Eyez On Me
Ahh, Suge what did I tell you nigga,
when I come out of jail what was I gonna do
I was gonna start diggin' into these niggas chest, right
Watch this, hey Quik let me see them binoculars, nigga
Them binoculars
Ha ha ha ha, yah nigga time to ride
Grab your bullet proof vest nigga
cause its gonna be a long one
Now me and Quik gonna tell you niggas
how its like on this side
The real side
Now on this ride its gonna be some real mutha-fuckas
and there is gonna be some pussys
Now the real niggas are gonna be the ones with
money and bitches
The pussys are gonna be the niggas
on the floor bleeding
Now everybody keep your eyes on the prize
cause the ride gets tricky
See you got some niggas on your side
That say they your friends But in real life they your enemies
And then you got some mutha-fuckas that say they your enemies
But in real life they eyes is on your money
See the enemies say the truth
But in real life those niggas will be the snitches
Its a dirty game y'all
Y'all got ta be careful about who you fuck with
and who you don't fuck with
Cause the shit get wild y'all
Keep your mind on your riches, Baby
Keep your mind on your riches
9-1-1 its a emergency cowards tried to murder me
From the hood to the 'burbs, everyone of you niggas heard of me
Shit I'm legendary niggas scary and paralyzed
Nothing more I despise than a liar and cowards die
My mama told me When I was to see
Just a vicious mutha fucker while these devils left me free
I proceed to make them shiver when I deliver
Criminal lyrics from a world wide mob figure
Thug niggas from everywhere Mr. Makaveli
Niggas is waiting for some thug shit thats what they tell me
So many rumors but I'm infinite Immortal Outlaw
Switching up on you ordinary bitches
like the south bore you bit less
And every breath I breathe untill the moment I'm deceased
Will be another moment ballin' as a G
I rip the crowd then I start again
Internally I live in sin untill the moment
that they let me breathe again
The heartz of men
My lyrical verge with so much pain that
To some niggas it hurts My guns bust
And if you ain't one of us it gets worse
Bitch niggas get their eyes swoll and fly mode
I'm an homicidal outlaw and five-o get your lights on
Fight long, tonights gonna be a fucking fight so we might roll
My own homies saying I'm heart less
But I'm a G to this 'til the day I'm gone thats regardless
Drive-by and niggas bow down
I thought I'd rot in jail, paid bail, well niggas out now
Throw up your hands if your thugged out
First nigga act up first nigga getting drugged out
I can be a villian if yah let me
I'll Mutha fuck yah if yah too upset me
tell the cops to come and get me
rip the crowd like a phone number
Start again, don't have no mutha fuckin' friends nigga
Look inside the heartz of men
In The Heartz of Men
In The Heartz of Men
To all me niggas engaged in making money in the fifty states
Keep your mind on your chips and fuck a punk bitch
No longer living in fear my pistol close in hand
Convinced this is my year like I'm the chosen man
Give me my money and label me as a Don
If niggas is having problems smoke fire and bomb them
I died and came back,
I hustle with these lyrics as if its a game of crack
Thugishness is in my spirit
I'm lost and not knowing scar'd up but still flowing
energized and still going
Uhh, can it be fate that makes a sick mutha fucka break
On these jealous ass coward cuz they evil and fake
What will it take?
Give me that bass line I'm feeling bombed
Deathrow baby don't be alarmed
The homie Quik gave a nigga beat and let me start again
Represent cause I've been sent
The heartz of men
http://www.lyricsdepot.com/tupac-shakur/heartz-of-men.html
Artist: Tupac Shakur
Album: All Eyez On Me
Ahh, Suge what did I tell you nigga,
when I come out of jail what was I gonna do
I was gonna start diggin' into these niggas chest, right
Watch this, hey Quik let me see them binoculars, nigga
Them binoculars
Ha ha ha ha, yah nigga time to ride
Grab your bullet proof vest nigga
cause its gonna be a long one
Now me and Quik gonna tell you niggas
how its like on this side
The real side
Now on this ride its gonna be some real mutha-fuckas
and there is gonna be some pussys
Now the real niggas are gonna be the ones with
money and bitches
The pussys are gonna be the niggas
on the floor bleeding
Now everybody keep your eyes on the prize
cause the ride gets tricky
See you got some niggas on your side
That say they your friends But in real life they your enemies
And then you got some mutha-fuckas that say they your enemies
But in real life they eyes is on your money
See the enemies say the truth
But in real life those niggas will be the snitches
Its a dirty game y'all
Y'all got ta be careful about who you fuck with
and who you don't fuck with
Cause the shit get wild y'all
Keep your mind on your riches, Baby
Keep your mind on your riches
9-1-1 its a emergency cowards tried to murder me
From the hood to the 'burbs, everyone of you niggas heard of me
Shit I'm legendary niggas scary and paralyzed
Nothing more I despise than a liar and cowards die
My mama told me When I was to see
Just a vicious mutha fucker while these devils left me free
I proceed to make them shiver when I deliver
Criminal lyrics from a world wide mob figure
Thug niggas from everywhere Mr. Makaveli
Niggas is waiting for some thug shit thats what they tell me
So many rumors but I'm infinite Immortal Outlaw
Switching up on you ordinary bitches
like the south bore you bit less
And every breath I breathe untill the moment I'm deceased
Will be another moment ballin' as a G
I rip the crowd then I start again
Internally I live in sin untill the moment
that they let me breathe again
The heartz of men
My lyrical verge with so much pain that
To some niggas it hurts My guns bust
And if you ain't one of us it gets worse
Bitch niggas get their eyes swoll and fly mode
I'm an homicidal outlaw and five-o get your lights on
Fight long, tonights gonna be a fucking fight so we might roll
My own homies saying I'm heart less
But I'm a G to this 'til the day I'm gone thats regardless
Drive-by and niggas bow down
I thought I'd rot in jail, paid bail, well niggas out now
Throw up your hands if your thugged out
First nigga act up first nigga getting drugged out
I can be a villian if yah let me
I'll Mutha fuck yah if yah too upset me
tell the cops to come and get me
rip the crowd like a phone number
Start again, don't have no mutha fuckin' friends nigga
Look inside the heartz of men
In The Heartz of Men
In The Heartz of Men
To all me niggas engaged in making money in the fifty states
Keep your mind on your chips and fuck a punk bitch
No longer living in fear my pistol close in hand
Convinced this is my year like I'm the chosen man
Give me my money and label me as a Don
If niggas is having problems smoke fire and bomb them
I died and came back,
I hustle with these lyrics as if its a game of crack
Thugishness is in my spirit
I'm lost and not knowing scar'd up but still flowing
energized and still going
Uhh, can it be fate that makes a sick mutha fucka break
On these jealous ass coward cuz they evil and fake
What will it take?
Give me that bass line I'm feeling bombed
Deathrow baby don't be alarmed
The homie Quik gave a nigga beat and let me start again
Represent cause I've been sent
The heartz of men
Tuesday, September 18, 2007
Today in class we listened to Too Short's The Ghetto then discussed the work looking at its themes, style and place in the literary canon. Kim shared her experience this weekend at deFermery Park where Too Short performed this work for an audience of about 1000 people. She said it was a positive event hosted by Youth Uprising and others for the West Oakland community.
Joe comment on Short's work was though is was good, and certainly popular off the page, Too Short's writing was not in the same class as Tupac, whose work is still being read, analyzed and celebrated 11 years after his death. Pam pointed to the language Pac uses, his introduction of historic references and how these relate to the present--his writing far surpassed that of his peer Short.
We read aloud another work of Too Short's called Life is Too Short. This was followed by students working on the Tupac profiles; one group of students did a profile on Afeni, using Holler to support their analysis. We ran out of time and will continue the profiles on Thursday after completing the film.
Homework was to fill out the Initial Planning Sheet for the essay on the topic per Hurt's film and to read the handout Encountering the Essay. In Holler, we have completed Chapter 3, next week we'll try to get through chapters 4 and 5.
You can watch the film at http://grabbavid.com/hip+hop+beyond+beats+and+rhymes.
The final draft is due via email by Friday at 12 noon. You can send it to me at professorwandasposse@gmail.com.
Joe comment on Short's work was though is was good, and certainly popular off the page, Too Short's writing was not in the same class as Tupac, whose work is still being read, analyzed and celebrated 11 years after his death. Pam pointed to the language Pac uses, his introduction of historic references and how these relate to the present--his writing far surpassed that of his peer Short.
We read aloud another work of Too Short's called Life is Too Short. This was followed by students working on the Tupac profiles; one group of students did a profile on Afeni, using Holler to support their analysis. We ran out of time and will continue the profiles on Thursday after completing the film.
Homework was to fill out the Initial Planning Sheet for the essay on the topic per Hurt's film and to read the handout Encountering the Essay. In Holler, we have completed Chapter 3, next week we'll try to get through chapters 4 and 5.
You can watch the film at http://grabbavid.com/hip+hop+beyond+beats+and+rhymes.
The final draft is due via email by Friday at 12 noon. You can send it to me at professorwandasposse@gmail.com.
Field Trip No. 1
Field Trip No. 1 for Sabir’s classes Fall 2007
Friday, Sept. 28, 2007 @Slim's 333 11th St, San Francisco, CA, 94103-4313,
US 415) 255-0333 , http://www.slims-sf.com/
For our first trip of the semester we will attend a concert with Supernatural, who is a master at freestyling. The concert details follow. I am going to see if I can get a discount on the price, so don’t get your tickets yet. I’ll let you know Wednesday/Thursday. What I need you to do is let me know if you can attend. You are encouraged, but not required to attend; however, seeing the artists perform will certainly inform our comments about artists whose work is this genre.
Email me at professorwandasposse@gmail.com.
The assignment will be to write a short essay, 250-500 about freestyle, the art of rap using the concert as an example to illustrate your points. This will be a descriptive essay.
In preparation we will look at freestyling and also at the biographies of the artists on the bill. If anyone has any prior knowledge of the artists, please bring in material to share. Let me know in advance if you need technology. We will do this next week beginning Monday. I am not on campus on Fridays.
The Magnificents featuring Rahzel, MC Supernatural and DJ JS1
Showtime: 9:00 PM (Doors: 8:00 PM)
Ticket price: $16/$18
Tickets available on-line at: slimstickets.com, Tickets.com
All Ages 6 and Over
The undisputed “Godfather of Noyze” has re-defined the beat box. A self-defined “vocal percussionist,” Rahzel has perfectly mastered this quintessential hip hop art form and has emerged as a true virtuoso. To hear him is to be converted.
Supernatural has been on the scene for more than 15 years, earning worldwide props for his high profile battles and freestyle showmanship. Constantly blowing audiences away with his on-stage magnetism, he was featured on the Word of Mouth tour alongside Dilated Peoples, Jurassic 5, & the Beat Junkies, and also toured with Linkin Park on the Projekt Revolution Tour. Respected as one of the most gifted emcees in the game, Supernatural has etched a special place in hip-hip history for his undeniable freestyle skills. He tackles a number of topics with an electrifying delivery and deft wordplay; from battle narratives, social commentaries, to industry issues, Supernatural shines from start to finish
Friday, Sept. 28, 2007 @Slim's 333 11th St, San Francisco, CA, 94103-4313,
US 415) 255-0333 , http://www.slims-sf.com/
For our first trip of the semester we will attend a concert with Supernatural, who is a master at freestyling. The concert details follow. I am going to see if I can get a discount on the price, so don’t get your tickets yet. I’ll let you know Wednesday/Thursday. What I need you to do is let me know if you can attend. You are encouraged, but not required to attend; however, seeing the artists perform will certainly inform our comments about artists whose work is this genre.
Email me at professorwandasposse@gmail.com.
The assignment will be to write a short essay, 250-500 about freestyle, the art of rap using the concert as an example to illustrate your points. This will be a descriptive essay.
In preparation we will look at freestyling and also at the biographies of the artists on the bill. If anyone has any prior knowledge of the artists, please bring in material to share. Let me know in advance if you need technology. We will do this next week beginning Monday. I am not on campus on Fridays.
The Magnificents featuring Rahzel, MC Supernatural and DJ JS1
Showtime: 9:00 PM (Doors: 8:00 PM)
Ticket price: $16/$18
Tickets available on-line at: slimstickets.com, Tickets.com
All Ages 6 and Over
The undisputed “Godfather of Noyze” has re-defined the beat box. A self-defined “vocal percussionist,” Rahzel has perfectly mastered this quintessential hip hop art form and has emerged as a true virtuoso. To hear him is to be converted.
Supernatural has been on the scene for more than 15 years, earning worldwide props for his high profile battles and freestyle showmanship. Constantly blowing audiences away with his on-stage magnetism, he was featured on the Word of Mouth tour alongside Dilated Peoples, Jurassic 5, & the Beat Junkies, and also toured with Linkin Park on the Projekt Revolution Tour. Respected as one of the most gifted emcees in the game, Supernatural has etched a special place in hip-hip history for his undeniable freestyle skills. He tackles a number of topics with an electrifying delivery and deft wordplay; from battle narratives, social commentaries, to industry issues, Supernatural shines from start to finish
Friday, September 14, 2007
Topical Invention
Asking questions to develop thesis sentences 09/14/07
Often writing students are stymied when asked to write a thesis statement which is the single most important aspect of the writing process. It guides the entire process since every aspect of the composition is tied to it: topic sentences, proofs, introductory remarks, and the essay’s conclusion. When I learned of topical invention as a strategy I was drawn to it, perhaps for the dialectic aspect, the questioning. I like asking questions, particularly good questions. I don’t even care if I don’t know the answer because in the spirit of the essay, the journey is what’s important not necessarily having a conclusion that puts a bow on the problem. There can still be problems when we conclude; however, the essay helps us design the search most effectively. Often students look to have a research question when beginning the writing process. The thesis is often the flip side of this: make a guess. Answer your own question. Often this isn’t easy until one knows something about the topic, after the initial research.
Planning
If the planning stages of the essay writing process ask: What is your topic? What is your purpose for writing about this topic? And what question do you want your essay to answer? Then the thesis is one’s angle on this topic.
What do you hope to prove? If we are looking at mother son relationships, and Tupac and Afeni are our case study or example then a question one could ask is: What are the effects of addiction on the relationship between a parent and her child, when the parent is an addict?
The answer from what we know so far could be: Although Tupac Shakur’s love and affection towards his mother Afeni Shakur is unquestioned, as a child and even an adult it took him a long while to completely trust her because of the suffering her chemical dependency had on the lives of him and his sister for most of their lives.
Since this is a class where we look at art, then how is this volatile relationship between mother and child explored artistically in Tupac’s poetry and music?
If we look at Dear Mama, then we could point to the dualities and the emotional, psychological, maybe even philosophical split evident in Tupac’s relationship with his mother in lines where he characterizes his mother as both a “queen and a dope fiend,” or in lines where he forgives her, also when he speaks about her honesty and her presence, even if it was flawed. Perhaps it’s better to have a flawed parent than none at all?
His forgiveness is also evident in the letter Dyson mentions he wrote his mother when she had a year clean. He didn’t completely trust her, but Tupac, the adult, was willing to love her even if he was skeptical.
Addiction is a mare on one’s credibility, and one’s ability to parent, yet Tupac in Dear Mama says, he holds no one above his mama. (This is a thesis, answering the question: What was their relationship?)
Let’s look for examples in Tupac’s creative work, as Dyson has, for examples to support our claims. You could take a poem from Rose or a song or even a film Tupac stars in—what types of characters does he play, to reflect on a theme raised in Holler.
Another example:
When a parent makes mistakes like Afeni Shakur’s regarding the lives of her two children, it is often hard for said parent to correct or repair the damage, yet she did.
Can you find evidence of her recovery’s effect on the lives of her children, specifically Tupac in his music or poetry? Tupac’s problems were no isolated ones, if you know of other artists or writers who had to live through similar dilemmas you could bring their work in as other examples to support your claim.
Asking questions to develop thesis sentences 09/14/07
Often writing students are stymied when asked to write a thesis statement which is the single most important aspect of the writing process. It guides the entire process since every aspect of the composition is tied to it: topic sentences, proofs, introductory remarks, and the essay’s conclusion. When I learned of topical invention as a strategy I was drawn to it, perhaps for the dialectic aspect, the questioning. I like asking questions, particularly good questions. I don’t even care if I don’t know the answer because in the spirit of the essay, the journey is what’s important not necessarily having a conclusion that puts a bow on the problem. There can still be problems when we conclude; however, the essay helps us design the search most effectively. Often students look to have a research question when beginning the writing process. The thesis is often the flip side of this: make a guess. Answer your own question. Often this isn’t easy until one knows something about the topic, after the initial research.
If the planning stages of the essay writing process ask: What is your topic? What is your purpose for writing about this topic? And what question do you want your essay to answer? Then the thesis is one’s angle on this topic.
What do you hope to prove? If we are looking at mother son relationships, and Tupac and Afeni are our case study or example then a question one could ask is: What are the effects of addiction on the relationship between a parent and her child, when the parent is an addict?
The answer from what we know so far could be: Although Tupac Shakur’s love and affection towards his mother Afeni Shakur is unquestioned, as a child and even an adult it took him a long while to completely trust her because of the suffering her chemical dependency had on the lives of him and his sister for most of their lives.
Since this is a class where we look at art, then how is this volatile relationship between mother and child explored artistically in Tupac’s poetry and music?
If we look at Dear Mama, then we could point to the dualities and the emotional, psychological, even philosophical split evident in Tupac’s relationship with his mother in lines like “queen and dope fiend,” or in lines where he forgives her, also when he speaks about her honesty and her presence, even if it was flawed. Perhaps it’s better to have a flawed parent than none at all? His forgiveness is also evident in the letter Dyson mentions he wrote his mother when she had a year clean. He didn’t completely trust her, but Tupac, the adult, was willing to love her even if he was skeptical.
Addiction is a mare on one’s credibility, and one’s ability to parent yet, Tupac in Dear Mama says, he holds no one above his mama. (This is a thesis statement that answers the question "what was their relationship").
Let’s look for examples in Tupac’s creative work, as Dyson has, for examples to support our claims. You could take a poem from Concrete or a song or even a film Tupac stars in—what types of characters does he play, to reflect on a theme raised in Holler.
Another example:
When a parent makes mistakes like Afeni Shakur’s regarding the lives of her two children, it is often hard for said parent to correct or repair the damage, yet she did.
Can you find evidence of her recovery’s effect on the lives of her children, specifically Tupac in his music or poetry? Tupac’s problems were no isolated ones, if you know of other artists or writers who had to live through similar dilemmas you could bring their work in as other examples to support your claim.
More commentary
What follows are my notes on a strategy one can use to develop thesis sentences. After choosing a topic the writer then asks a variety of questions about it to develop sentences, declarative sentences that respond to the questions posed below: What is it or what was it? What caused it or what did it cause? What is it like or unlike? What does an authority say about it?
In the reverse, one can scan published writing and ask the same question to get examples of sentences that answer these questions.
As in most invention exercises, one can start with a clustering or mapping or listing freewrite before developing sentences.
Let’s say once again the topic is Tupac Shakur’s relationship to his mother. An example of a definition would be “Afeni says Tupac’s birth signified a new stage in her life” (30). Another is when she says, “’I had never been able to carry a child past three month of pregnancy, but in the midst of [the incarceration and trial], this child stayed” (30).
A consequence is when Afeni’s male co-defendants skipped town, she had to “get a court order so that I could have egg and a glass of milk every morning” (30).
Another consequence/definition is Dyson’s sentence: The Panther 21 had fired off a missive to the Oakland headquarters accusing the West Coast branch of ‘tripping out, pseudo-machoism, arrogance, myrmidonism, dogmatism, regionalism, regimentation, and fear” (30).
Sometimes one can see a consequential relationship between sentences even though in form, they are more definition.
The homework was to look at the themes in Chapter 3 and develop thesis sentences around one theme. Try to use the topical invention strategies for this exercise.
I hope this helps. Just remember that the homework is your opportunity to practice the concepts before your performance date. So don't be afraid to get it wrong, we will catch you before you fall off the stage.
More general notes (given to my English 1A and 201 students)
What follows are my notes on a strategy one can use to develop thesis sentences. After choosing a topic the writer then asks a variety of questions about it to develop sentences, declarative sentences that respond to the questions posed below: What is it or what was it? What caused it or what did it cause? What is it like or unlike? What does an authority say about it?
In the reverse, one can scan published writing and ask the same question to get examples of sentences that answer these questions.
As in most invention exercises, one can start with a clustering or mapping or listing freewrite before developing sentences.
Let’s say once again the topic is Tupac Shakur’s relationship to his mother. An example of a definition would be “Afeni says Tupac’s birth signified a new stage in her life” (30). Another is when she says, “’I had never been able to carry a child past three month of pregnancy, but in the midst of [the incarceration and trial], this child stayed” (30).
A consequence is when Afeni’s male co-defendants skipped town, she had to “get a court order so that I could have egg and a glass of milk every morning” (30).
Another consequence/definition is Dyson’s sentence: The Panther 21 had fired off a missive to the Oakland headquarters accusing the West Coast branch of ‘tripping out, pseudo-machoism, arrogance, myrmidonism, dogmatism, regionalism, regimentation, and fear” (30).
Sometimes one can see a consequential relationship between sentences even though in form, they are more definition.
The homework was to look at the themes in Chapter 3 and develop thesis sentences around one theme. Try to use the topical invention strategies for this exercise.
Now here are my original notes:
Topical Invention Strategies – notes * 050300 Sabir
“Invention” is a term that describes the processes writers use to generate topics or subjects to write about. There are many ways to do this: brainstorming, clustering, listing, outlines and a heuristic or questioning strategy where writers probe their “topics” as a means to further develop the subject. Four common topics or “mental places” writers would go philosophically to find argument are definition, analogy, consequence, and testimony.
Definition: “The topic of definition involves the creation of a thesis by taking a fact or idea and expanding on it by precisely identifying its nature. The subject can be referred to its class, or genus, and the argument made that whatever is true of the genus is true of the species: “A single-payer national health plan is a socialist policy – and should therefore be classed with other socialist policies.” Another form of definition is “the argument from the word” – the use of dictionary or etymological meanings to define things or ideas” (143).
“Definition always answers the question, “What is/was it?” asked in a variety of contexts. The subject can be defined in its immediate context, a larger context, in different settings, in space, in time, or in a moral continuum” (144).
Analogy: “The topic of analogy is concerned with discovering resemblances or differences between two or more things, proceeding from known to unknown. It should be noted that no analogy is perfect and that all deal in probabilities. Nonetheless, analogy is a useful tool fore investigating comparisons and contrasts: “the first week of college is like the first week of boot camp.” Another type of analogical reasoning is the argument from contraries, or negative analogy: “The marijuana laws are unlike Prohibition.” Although analogy is often thought of only as a figure of speech, it is an important demonstration as well” (143).
“Analogy always answers the question “what is it like or unlike?” and the topic of the analogy usually answers the question by explaining a lesser known element in the context of a better known element. Because of its explanatory nature, at least one side of the analogical topic statement is often historical or general” (144).
Consequence: “The topic of consequence investigates phenomena in a cause-to-effect or effect-to-cause pattern. The best use of consequence is in the prediction of probabilities from patterns that have previously occurred: “Inability to prevent clan warfare led to the failure of the United Nations peacekeeping effort in Somalia.” The topic of consequence is prone to two fallacies. The first is the fallacy of post hoc, ergo propter hoc,” after this, therefore because of this.” Just because one element precedes another element does not mean that the former is the cause of the latter. An extreme example of this fallacy might be “the first human-powered flight led to the failure of the United Nations peacekeeping effort in Somalia.” The second fallacy, a priori, claims but does not demonstrate a cause-and-effect relationship between two phenomena” (145).
“Consequence always answers the question, “What caused/causes/will cause it?” or “What did it cause/is it causing/will it cause?” It is not a topic to be taken lightly because, even in a thesis statement, it demands that the writer trace the chains of consequence to the end. Consequence can be either explanatory or predictive” (145).
Testimony: “The topic of testimony relies on appeals to an authority, some external source of argumentation. For example, the authority could be an expert opinion, statistics, or the law. This topic is not as useful today as it once may have been: our controversial age produced so many authorities whose views are in conflict with one another that all too often they cancel one another out, and celebrities often give paid – and therefore untrustworthy – testimony in the form of advertising. Still, testimony can be a good starting place for an argument, especially when students have a familiarity with, and an understanding of, the source of the testimony” (145).
“Testimony always answers the question “What does an authority say about it?” Authorities can range from experts and statistics to eyewitnesses and accepted wisdom” (145).
* Notes: Chapter 7, “Classical Topical Invention (142 – 146).” The St. Martin’s Guide to Teaching Writing, Third Edition by Robert Connors, Cheryl Glenn.
Often writing students are stymied when asked to write a thesis statement which is the single most important aspect of the writing process. It guides the entire process since every aspect of the composition is tied to it: topic sentences, proofs, introductory remarks, and the essay’s conclusion. When I learned of topical invention as a strategy I was drawn to it, perhaps for the dialectic aspect, the questioning. I like asking questions, particularly good questions. I don’t even care if I don’t know the answer because in the spirit of the essay, the journey is what’s important not necessarily having a conclusion that puts a bow on the problem. There can still be problems when we conclude; however, the essay helps us design the search most effectively. Often students look to have a research question when beginning the writing process. The thesis is often the flip side of this: make a guess. Answer your own question. Often this isn’t easy until one knows something about the topic, after the initial research.
Planning
If the planning stages of the essay writing process ask: What is your topic? What is your purpose for writing about this topic? And what question do you want your essay to answer? Then the thesis is one’s angle on this topic.
What do you hope to prove? If we are looking at mother son relationships, and Tupac and Afeni are our case study or example then a question one could ask is: What are the effects of addiction on the relationship between a parent and her child, when the parent is an addict?
The answer from what we know so far could be: Although Tupac Shakur’s love and affection towards his mother Afeni Shakur is unquestioned, as a child and even an adult it took him a long while to completely trust her because of the suffering her chemical dependency had on the lives of him and his sister for most of their lives.
Since this is a class where we look at art, then how is this volatile relationship between mother and child explored artistically in Tupac’s poetry and music?
If we look at Dear Mama, then we could point to the dualities and the emotional, psychological, maybe even philosophical split evident in Tupac’s relationship with his mother in lines where he characterizes his mother as both a “queen and a dope fiend,” or in lines where he forgives her, also when he speaks about her honesty and her presence, even if it was flawed. Perhaps it’s better to have a flawed parent than none at all?
His forgiveness is also evident in the letter Dyson mentions he wrote his mother when she had a year clean. He didn’t completely trust her, but Tupac, the adult, was willing to love her even if he was skeptical.
Addiction is a mare on one’s credibility, and one’s ability to parent, yet Tupac in Dear Mama says, he holds no one above his mama. (This is a thesis, answering the question: What was their relationship?)
Let’s look for examples in Tupac’s creative work, as Dyson has, for examples to support our claims. You could take a poem from Rose or a song or even a film Tupac stars in—what types of characters does he play, to reflect on a theme raised in Holler.
Another example:
When a parent makes mistakes like Afeni Shakur’s regarding the lives of her two children, it is often hard for said parent to correct or repair the damage, yet she did.
Can you find evidence of her recovery’s effect on the lives of her children, specifically Tupac in his music or poetry? Tupac’s problems were no isolated ones, if you know of other artists or writers who had to live through similar dilemmas you could bring their work in as other examples to support your claim.
Asking questions to develop thesis sentences 09/14/07
Often writing students are stymied when asked to write a thesis statement which is the single most important aspect of the writing process. It guides the entire process since every aspect of the composition is tied to it: topic sentences, proofs, introductory remarks, and the essay’s conclusion. When I learned of topical invention as a strategy I was drawn to it, perhaps for the dialectic aspect, the questioning. I like asking questions, particularly good questions. I don’t even care if I don’t know the answer because in the spirit of the essay, the journey is what’s important not necessarily having a conclusion that puts a bow on the problem. There can still be problems when we conclude; however, the essay helps us design the search most effectively. Often students look to have a research question when beginning the writing process. The thesis is often the flip side of this: make a guess. Answer your own question. Often this isn’t easy until one knows something about the topic, after the initial research.
If the planning stages of the essay writing process ask: What is your topic? What is your purpose for writing about this topic? And what question do you want your essay to answer? Then the thesis is one’s angle on this topic.
What do you hope to prove? If we are looking at mother son relationships, and Tupac and Afeni are our case study or example then a question one could ask is: What are the effects of addiction on the relationship between a parent and her child, when the parent is an addict?
The answer from what we know so far could be: Although Tupac Shakur’s love and affection towards his mother Afeni Shakur is unquestioned, as a child and even an adult it took him a long while to completely trust her because of the suffering her chemical dependency had on the lives of him and his sister for most of their lives.
Since this is a class where we look at art, then how is this volatile relationship between mother and child explored artistically in Tupac’s poetry and music?
If we look at Dear Mama, then we could point to the dualities and the emotional, psychological, even philosophical split evident in Tupac’s relationship with his mother in lines like “queen and dope fiend,” or in lines where he forgives her, also when he speaks about her honesty and her presence, even if it was flawed. Perhaps it’s better to have a flawed parent than none at all? His forgiveness is also evident in the letter Dyson mentions he wrote his mother when she had a year clean. He didn’t completely trust her, but Tupac, the adult, was willing to love her even if he was skeptical.
Addiction is a mare on one’s credibility, and one’s ability to parent yet, Tupac in Dear Mama says, he holds no one above his mama. (This is a thesis statement that answers the question "what was their relationship").
Let’s look for examples in Tupac’s creative work, as Dyson has, for examples to support our claims. You could take a poem from Concrete or a song or even a film Tupac stars in—what types of characters does he play, to reflect on a theme raised in Holler.
Another example:
When a parent makes mistakes like Afeni Shakur’s regarding the lives of her two children, it is often hard for said parent to correct or repair the damage, yet she did.
Can you find evidence of her recovery’s effect on the lives of her children, specifically Tupac in his music or poetry? Tupac’s problems were no isolated ones, if you know of other artists or writers who had to live through similar dilemmas you could bring their work in as other examples to support your claim.
More commentary
What follows are my notes on a strategy one can use to develop thesis sentences. After choosing a topic the writer then asks a variety of questions about it to develop sentences, declarative sentences that respond to the questions posed below: What is it or what was it? What caused it or what did it cause? What is it like or unlike? What does an authority say about it?
In the reverse, one can scan published writing and ask the same question to get examples of sentences that answer these questions.
As in most invention exercises, one can start with a clustering or mapping or listing freewrite before developing sentences.
Let’s say once again the topic is Tupac Shakur’s relationship to his mother. An example of a definition would be “Afeni says Tupac’s birth signified a new stage in her life” (30). Another is when she says, “’I had never been able to carry a child past three month of pregnancy, but in the midst of [the incarceration and trial], this child stayed” (30).
A consequence is when Afeni’s male co-defendants skipped town, she had to “get a court order so that I could have egg and a glass of milk every morning” (30).
Another consequence/definition is Dyson’s sentence: The Panther 21 had fired off a missive to the Oakland headquarters accusing the West Coast branch of ‘tripping out, pseudo-machoism, arrogance, myrmidonism, dogmatism, regionalism, regimentation, and fear” (30).
Sometimes one can see a consequential relationship between sentences even though in form, they are more definition.
The homework was to look at the themes in Chapter 3 and develop thesis sentences around one theme. Try to use the topical invention strategies for this exercise.
I hope this helps. Just remember that the homework is your opportunity to practice the concepts before your performance date. So don't be afraid to get it wrong, we will catch you before you fall off the stage.
More general notes (given to my English 1A and 201 students)
What follows are my notes on a strategy one can use to develop thesis sentences. After choosing a topic the writer then asks a variety of questions about it to develop sentences, declarative sentences that respond to the questions posed below: What is it or what was it? What caused it or what did it cause? What is it like or unlike? What does an authority say about it?
In the reverse, one can scan published writing and ask the same question to get examples of sentences that answer these questions.
As in most invention exercises, one can start with a clustering or mapping or listing freewrite before developing sentences.
Let’s say once again the topic is Tupac Shakur’s relationship to his mother. An example of a definition would be “Afeni says Tupac’s birth signified a new stage in her life” (30). Another is when she says, “’I had never been able to carry a child past three month of pregnancy, but in the midst of [the incarceration and trial], this child stayed” (30).
A consequence is when Afeni’s male co-defendants skipped town, she had to “get a court order so that I could have egg and a glass of milk every morning” (30).
Another consequence/definition is Dyson’s sentence: The Panther 21 had fired off a missive to the Oakland headquarters accusing the West Coast branch of ‘tripping out, pseudo-machoism, arrogance, myrmidonism, dogmatism, regionalism, regimentation, and fear” (30).
Sometimes one can see a consequential relationship between sentences even though in form, they are more definition.
The homework was to look at the themes in Chapter 3 and develop thesis sentences around one theme. Try to use the topical invention strategies for this exercise.
Now here are my original notes:
Topical Invention Strategies – notes * 050300 Sabir
“Invention” is a term that describes the processes writers use to generate topics or subjects to write about. There are many ways to do this: brainstorming, clustering, listing, outlines and a heuristic or questioning strategy where writers probe their “topics” as a means to further develop the subject. Four common topics or “mental places” writers would go philosophically to find argument are definition, analogy, consequence, and testimony.
Definition: “The topic of definition involves the creation of a thesis by taking a fact or idea and expanding on it by precisely identifying its nature. The subject can be referred to its class, or genus, and the argument made that whatever is true of the genus is true of the species: “A single-payer national health plan is a socialist policy – and should therefore be classed with other socialist policies.” Another form of definition is “the argument from the word” – the use of dictionary or etymological meanings to define things or ideas” (143).
“Definition always answers the question, “What is/was it?” asked in a variety of contexts. The subject can be defined in its immediate context, a larger context, in different settings, in space, in time, or in a moral continuum” (144).
Analogy: “The topic of analogy is concerned with discovering resemblances or differences between two or more things, proceeding from known to unknown. It should be noted that no analogy is perfect and that all deal in probabilities. Nonetheless, analogy is a useful tool fore investigating comparisons and contrasts: “the first week of college is like the first week of boot camp.” Another type of analogical reasoning is the argument from contraries, or negative analogy: “The marijuana laws are unlike Prohibition.” Although analogy is often thought of only as a figure of speech, it is an important demonstration as well” (143).
“Analogy always answers the question “what is it like or unlike?” and the topic of the analogy usually answers the question by explaining a lesser known element in the context of a better known element. Because of its explanatory nature, at least one side of the analogical topic statement is often historical or general” (144).
Consequence: “The topic of consequence investigates phenomena in a cause-to-effect or effect-to-cause pattern. The best use of consequence is in the prediction of probabilities from patterns that have previously occurred: “Inability to prevent clan warfare led to the failure of the United Nations peacekeeping effort in Somalia.” The topic of consequence is prone to two fallacies. The first is the fallacy of post hoc, ergo propter hoc,” after this, therefore because of this.” Just because one element precedes another element does not mean that the former is the cause of the latter. An extreme example of this fallacy might be “the first human-powered flight led to the failure of the United Nations peacekeeping effort in Somalia.” The second fallacy, a priori, claims but does not demonstrate a cause-and-effect relationship between two phenomena” (145).
“Consequence always answers the question, “What caused/causes/will cause it?” or “What did it cause/is it causing/will it cause?” It is not a topic to be taken lightly because, even in a thesis statement, it demands that the writer trace the chains of consequence to the end. Consequence can be either explanatory or predictive” (145).
Testimony: “The topic of testimony relies on appeals to an authority, some external source of argumentation. For example, the authority could be an expert opinion, statistics, or the law. This topic is not as useful today as it once may have been: our controversial age produced so many authorities whose views are in conflict with one another that all too often they cancel one another out, and celebrities often give paid – and therefore untrustworthy – testimony in the form of advertising. Still, testimony can be a good starting place for an argument, especially when students have a familiarity with, and an understanding of, the source of the testimony” (145).
“Testimony always answers the question “What does an authority say about it?” Authorities can range from experts and statistics to eyewitnesses and accepted wisdom” (145).
* Notes: Chapter 7, “Classical Topical Invention (142 – 146).” The St. Martin’s Guide to Teaching Writing, Third Edition by Robert Connors, Cheryl Glenn.
Thursday, September 13, 2007
Welcome to the English 1B Blog site for Fall 2007
http://poeticsrapandtothersocialdiscourses.blogspot.com/
Well, it's taken a month, but we're finally up and ready to go here at the COA English 1B site. I hope the class continues to evolve and develop as we explore the life of one Tupac Amaru Shakur, his work a lens whereby we can examine more closely the lives he touched and one could safely say he touched far more lives than we'll ever know.
Today, on the anniversary of his departure all too soon from the planet, we listened to Words of Wisdom , then discussed the themes, analyzed the writing and looked at his style: the repetition of lines, the visual imagery, his historic references and his ability to tie the philosophical to the concrete whether that is naming his heroes as the song ends, people like his step-dad Dr. Mutulu Shakur and his aunt Assata, people who sacrificed their freedom for their ideals. I guess we could say, Tupac did also, who knows where his steps were headed. I read that he was about to take control of his product and do somethings independent of the corporate industry, he and Biggie, so within seconds they were both gone.
Our discussion linked the lyrical content to the Dyson's tome, which made the discussion resonate on many levels. In my English 1A a student said that the poem incorporated themes explored in Liberty Needs Glasses (135). What Liberty needs is to take off the blindfold and watch what's being measured. Martin Luther King spoke of this too in his I Have a Dream speech, the part where he talks about the bank of justice and the check stating insufficient funds. He was going to give America another chance to make good on her promissory note.
In Wisdom, Tupac sounds short on patience, but then how long has King been gone? What about Malcolm and Kwame Ture?
On the 11th anniversary of Tupac's murder many of Tupac's peers are angry and tired.There is a great speech by Tupac to the Malcolm X Grassroots Movement.
http://blog.myspace.com/index.cfm fuseaction=blog.view&friendID=15116190&blogID=309550976.
Tonight there is an event at Suite 181, 181 Eddy Street @ Mason in San Francisco.
Visit http://www.hiphopdx.com/index/news/id.5679/title.bay-area-to-honor-tupac for information about what's planned.
Also this weekend, Too Short is performing in West Oakland at the deFremery Park, 18th and Adeline Streets, in Oakland. It's mentioned in the Too Short article I gave you. If you missed it, visit www.eastbayexpress.com.
In Wisdom MLK Jr. has been unfairly propagandized. I don't know if Tupac was familiar with Kings later speeches. The "peacemaker" is quite radical if one looks at those given just before he was killed, for instance, the Vietnam War, and the speech he presented to the striking garbage men in Detroit. Also, Malcolm X and King were not foes. In fact, Malcolm X went to Georgia to support King, but King was in prison, but he spoke at an event hosted by Mrs. Coretta Scott King.
But his point that we only have one official hero is well-stated. It is the same with resistance movements. The most popular one is the one Nat Turner led, however there were hundreds. Not a day passed that some African descendant resisted bondage, but we have no official account because the people do not write their history. No, history is the palate where the conquer er tells his version of the story. Perhaps Tupac in Wisdom, is cautioning us to tell our own stories and until they are published widely, beware of all others.
After our discussion we shared our homework assignment: Topical Invention where students were asked to identify sentences that were analogies, definitions, consequences, ot testimony. We discovered that many of the sentences easily straddled a couple of categories; it wasn't always clean. We also noted that Dyson often used multiple proofs, in one case to define his subject. See page 51-52 last paragraph. These sentences are all define, yet, structurally one is a comparison, another is a consequence, etc.
It was a great discussion, one where students were continuing to cross reference songs and poetry. We then broke into small groups and students began to develop a profile of Tupac. We will continue this on Tuesday. We will also begin to look at possible topics for essays students could write based on this book.
We also when discussing Words of Wisdom spent a few minutes on NIGGA.
What else? Oh, homework is to read Chapter 3 and list some of the reoccurring themes. Identify minimally 5 arguments, and develop 5 thesis sentences of your own. We will take each others thesis sentences and develop an introductory paragrapb from one of them.
Well, it's taken a month, but we're finally up and ready to go here at the COA English 1B site. I hope the class continues to evolve and develop as we explore the life of one Tupac Amaru Shakur, his work a lens whereby we can examine more closely the lives he touched and one could safely say he touched far more lives than we'll ever know.
Today, on the anniversary of his departure all too soon from the planet, we listened to Words of Wisdom , then discussed the themes, analyzed the writing and looked at his style: the repetition of lines, the visual imagery, his historic references and his ability to tie the philosophical to the concrete whether that is naming his heroes as the song ends, people like his step-dad Dr. Mutulu Shakur and his aunt Assata, people who sacrificed their freedom for their ideals. I guess we could say, Tupac did also, who knows where his steps were headed. I read that he was about to take control of his product and do somethings independent of the corporate industry, he and Biggie, so within seconds they were both gone.
Our discussion linked the lyrical content to the Dyson's tome, which made the discussion resonate on many levels. In my English 1A a student said that the poem incorporated themes explored in Liberty Needs Glasses (135). What Liberty needs is to take off the blindfold and watch what's being measured. Martin Luther King spoke of this too in his I Have a Dream speech, the part where he talks about the bank of justice and the check stating insufficient funds. He was going to give America another chance to make good on her promissory note.
In Wisdom, Tupac sounds short on patience, but then how long has King been gone? What about Malcolm and Kwame Ture?
On the 11th anniversary of Tupac's murder many of Tupac's peers are angry and tired.There is a great speech by Tupac to the Malcolm X Grassroots Movement.
http://blog.myspace.com/index.cfm fuseaction=blog.view&friendID=15116190&blogID=309550976.
Tonight there is an event at Suite 181, 181 Eddy Street @ Mason in San Francisco.
Visit http://www.hiphopdx.com/index/news/id.5679/title.bay-area-to-honor-tupac for information about what's planned.
Also this weekend, Too Short is performing in West Oakland at the deFremery Park, 18th and Adeline Streets, in Oakland. It's mentioned in the Too Short article I gave you. If you missed it, visit www.eastbayexpress.com.
In Wisdom MLK Jr. has been unfairly propagandized. I don't know if Tupac was familiar with Kings later speeches. The "peacemaker" is quite radical if one looks at those given just before he was killed, for instance, the Vietnam War, and the speech he presented to the striking garbage men in Detroit. Also, Malcolm X and King were not foes. In fact, Malcolm X went to Georgia to support King, but King was in prison, but he spoke at an event hosted by Mrs. Coretta Scott King.
But his point that we only have one official hero is well-stated. It is the same with resistance movements. The most popular one is the one Nat Turner led, however there were hundreds. Not a day passed that some African descendant resisted bondage, but we have no official account because the people do not write their history. No, history is the palate where the conquer er tells his version of the story. Perhaps Tupac in Wisdom, is cautioning us to tell our own stories and until they are published widely, beware of all others.
After our discussion we shared our homework assignment: Topical Invention where students were asked to identify sentences that were analogies, definitions, consequences, ot testimony. We discovered that many of the sentences easily straddled a couple of categories; it wasn't always clean. We also noted that Dyson often used multiple proofs, in one case to define his subject. See page 51-52 last paragraph. These sentences are all define, yet, structurally one is a comparison, another is a consequence, etc.
It was a great discussion, one where students were continuing to cross reference songs and poetry. We then broke into small groups and students began to develop a profile of Tupac. We will continue this on Tuesday. We will also begin to look at possible topics for essays students could write based on this book.
We also when discussing Words of Wisdom spent a few minutes on NIGGA.
What else? Oh, homework is to read Chapter 3 and list some of the reoccurring themes. Identify minimally 5 arguments, and develop 5 thesis sentences of your own. We will take each others thesis sentences and develop an introductory paragrapb from one of them.
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