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Paper #1 Annotated Bibliography Paper #2 Topics Paragraph, Sentence Pointers Peer Reader Guidelines

Juvenal Scourging Woman

Juvenal Scourging Woman

Artist: Aubrey Beardsley
Style: Art Nouveau

 

PAPER #1 (20%)

Choose a section of Juvenal for close analysis. Use your knowledge of satire, your historical knowledge of Juvenal's period, the legal and other cultural details that you know about Roman women, and the concept of gender to aid you in your analysis.
Paper length: 3 pages plus a 1-page commentary.

Draft due: Tuesday, April 15

We will work with the draft in class.

Paper due: Tuesday, April 22

Commentary

Write about the process of your own writing. Questions you might address: How did things go? What sort of problems did you have? How did you "solve" them? What did you learn from having your paper read by peer and instructor? What pleases you about the paper? How did your thinking change as you wrote and revised the paper? The commentary is informal and, though required, is not graded.

See The Savoy, a site on Beardsley.
For wiki site, click here.

 

Annotated bibliography(15%)
Annotated Bibliography of items concerned with your paper topic: 5 articles. To be posed on the Message Board and turned in in hard copy to AJVS

Due Date: May 13

Samples:

1. "The Patriarchal Stamp of Scripture: The Implications of Structuralist Analyses for Feminist Hermeneutics" Pamela J. Milne Journal of Feminist Studies in Religion Vol. 5, No. 1 (1989) pp. 17-34
Milne speaks about three ways in which female exegetes liberate themselves from patriarchal biased scripture. First is to emphasize the positive texts about women, second is to look at the bible as a critique of oppression, including patriarchy, and third is to look at the text and learn about the lives of women as they live within a patriarchal society. Some believe that it is possible to stay within the biblical tradition and reinterpret masculine glosses whereas others believe the bible cannot be remade into a "spiritual source for women" (18). Milne focuses her analysis on Genesis 2-3, looking at the viability of reformist feminist arguments on the bible. She explains the structuralist perspective taken on Genesis and the binaries which result in the exclusion of female as neither an animal or human but a separate undefined category. However, binary oppositions are a fabrication of the perceiver and in that way are not a given but imposed upon a text by both a reader and writer. Milne ultimately argues that the bible cannot be reread as feminist because at its structure, it is supported by a patriarchal mindset. Milne concludes, "If we want an authoritative sacred scripture that does not make it possible to believe that women are secondary and inferior humans, it appears that we need to make new wine to fill our new wineskins" (38).

2. Baudot, Laura. "What Not to Avoid in Swift's 'The Lady's Dressing Room'". SEL Studies in English Literature 1500-1900 49.3 (Summer 2009): 637-666. Print.
Laura Baudot argues that the absence of the woman in "The Lady's Dressing Room" creates a void, referring to Celia's absence in the poem, which allows for an analysis based on philosophical materialism and aesthetic "enthusiasm" instead of satire. Baudot suggests that the poem exposes "Swift's self-reflexive inquiry into the nature of poetic creation," the classical muse (638). The void allows for the scene in the dressing room to occur and for the unveiling of the chamber pot, which supports idea that everything is composed of either matter or void. Baudot claims Swift uses the idea matter and void "to reveal the true mortality of the seeming goddess," humbling women and resituating them in their humanity to dethrone them from their position as the divine muse (641). For Swift, the poetic muse is inconsequential and nonexistent; she is "purely a material phenomenon… [and] a mental and optical illusion" (655-656) because she is invoked by desperate poets in search of inspiration.
The contradiction between philosophical material and aesthetic enthusiasm that Baudot proposes to warrant an interpretation of Swift beyond his satirical elements is not adequately explained. Baudot attempts to use the contradiction to extend her argument to other aspects, such as religion, science, and the muse, results in a deviation from her strongest assertion, which is the importance and function of void in the poem.


3. Carolyn Osiek, R.S.C.J., "The Ministry and Ordination of Women
According to the Early Church Fathers," Women and Priesthood: Future Directions, pp. 59-68. Web. 29 April 2012. <http://www.womenpriests.org/classic/osiek2.asp>

Carolyn Osiek suggests in "The Ministry and Ordination of Women According to the Early Church Fathers" that women were ordained in some times and places and that this ordination was respected within the limits of its function in each particular community. A church observing the statutes of the Apostolic Constitutions may have had women serving as deaconesses, while down the street in the same city the local Marcionite church may have had women composing half its assembly of presbyters. Any ordination to the ministry is ordination to a specific role of service that varies according to time and place. It was no different with the ministry of women.
What was—hopefully—different then than now is the attitude of men toward women in the Christian community. Tertullian could call women "the devil's gateway";(31) Origen could declare shameful whatever a woman said in the assembly, "even if it be marvelous and holy, it still comes from the mouth of a woman;"(32) Epiphanius could say that "the female sex is easily mistaken, fallible, and poor in intelligence."(33) Much of the pastoral practice of the early Church incorporated and reflected similar views.
It has often been pointed out that the blatantly misogynist statements of the Church Fathers are sometimes balanced by other more appreciative reflections about women.(34) Be that as it may, belief in the natural inferiority of women was an assumption that went largely unquestioned in antiquity and lies behind most of the repressive restrictions against women in early Christianity. The Vatican Declaration's assertion that "the undeniable influence of prejudices unfavorable to women" found in the writings of the Church Fathers "had hardly any influence on their pastoral activity, and still less on their spiritual direction" (35) is at best naive.
It is, however, useless to blame past generations for what to us appears as short-sightedness because it was based on limited awareness. We can only blame ourselves and our own generation if we do not change and act on our own expanded awareness just as faithfully as past generations did on theirs.
Future directions for women in ministry cannot be founded solely on past practice for several reasons: the evidence is too disparate, the social role of women in general was entirely different then than it is now, and most importantly, because Tradition cannot be interpreted in this manner. To understand Tradition as that which dictates limits for present and future Christian life is to make of it our plaything and our instrument to try to control the Spirit. Rather, Tradition is that solid base upon which the living experience of Christians builds.(36) The way in which Tradition becomes normative and yet develops and unfolds new ways of understanding is precisely what is at issue in this book, and is expanded in other chapters.(37)
Believers of every age are called upon to adapt fundamental Christian insights to their own new situations. This is what the apostolic generation, as well as every generation since then, has had to do. Christian history and tradition can show how those before us have dealt with diversity and change by creating and adapting structure and practices according to the circumstances in which they found themselves while yet remaining loyal to the faith given them in Jesus Christ. We are not observers of that history. We are part of it.


4. Clark, Elizabeth A. "Dissuading from Marriage: JEROME AND THE ASCETICIZATION OF SATIRE". Satiric Advice on Women and Marriage: From Plautus to Chaucer. Ed. Warren S. Smith. US: The University of Michigan Press, 2005. 154-181. Print.
Elizabeth A. Clark argues that Jerome borrows from earlier writers of satires as a way to reinforce his own purposes of dissuading woman from marriage. Jerome is undoubtedly linked to the Latin tradition of satire but also draws from Romans. He attacks his predecessors by insulting their literary skills; he adopts their ideas but criticizes their styles. Clark feels that he skillfully uses others' material for his own purposes, "recast[ing] earlier Christian writing to raise the stakes for ascetic renunciation" (159). Unlike his predecessors, Jerome targets women—not men—and attempts to dissuade them from marriage. Jerome does not attack marriage itself but stresses on the failings of marriage to discourage women. For Jerome, marriage is not the same as virginity and that a woman should strive for virginity over marriage because it is the true expression of asceticism—he takes on an extreme view towards Christianity by placing great emphasis on virginity.
Jerome makes much use of Tertullian's arguments but develops them further for his own ascetic purposes. "[N]ow, it is not 'monogamy' that is encouraged but lifelong sexual abstinence" (168). Both Tertullian and Jerome draw upon Saint Paul but Jerome pushes the context of Paul further in a "rigorously ascetic…direction" (168). Jerome's extreme interpretations, such as a complete denial of sexual intercourse, lead to a more negative view on marriage. He takes on all works and is sure to highlight any and all "ascetic resonances" in order to support his own view on marriage (171).
Clark introduces her argument as a reading of Jerome as a misogamist but fails to properly illustrate this. Instead, her piece is most useful in terms of reading Jerome in context to other writers of misogamist satire, especially Tertullian.

 

5. "Contested Authority: Jerome and the Wife of Bath on 1 Timothy 2" Theresa Tinkle The Chaucer Review, Vol. (44), No. 3 (2010), pp 268-293. Penn State University Press.
Tinkle argues that Jerome in Against Jovinian and Chaucer in the Wife of Bath's Prologue both comment on their own cultures' versions of the struggle of an "unruly woman". "Their respective acts of reception reveal the shifting imperatives of medieval exegesis, and the continuing adaptation of Scripture to new cultural contexts." Jerome in his interpretation of the bible is simply looking to justify asceticism, using scripture to fit his narrow social agenda. He contradicts himself in his ascetic fervor and has no sense of moderation in his argument when it comes to sexual impulses. The Wife of Bath on the other hand comes from a time in history of unresolved controversy of laity and women in conjunction with scripture. "Chaucer puts a lay woman in the discursive place of the Church Father, privileging "carnal" hermeneutics and elaborating a gendered scriptural argument." While the Wife of Bath accepts Jerome's argument from Against Jovinian, she differs in her interpretation of 1 Timothy 2. While Jerome focuses on the interpretation of the word chastity, the Wife of Bath focuses on the skepticism of a masculine text, bringing in doubt and imitation of the masculine exegetes with her words. Tinkle argues that Chaucer "desanctifies" the arguments of the Church Fathers by exposing their masculine self-interest in using the scripture as a weapon against women and wives.


6. Hansen, Elaine Tuttle. "The Wife of Bath and the Mark of Adam." Women's Studies 15.4 (1988): 399-416. Rpt. in Poetry Criticism. Vol. 58. Detroit: Gale, 2005. Literature Resource Center. Web. 15 May 2012. <http://go.galegroup.com/ps/i.do?id=GALE %7CH1420059248&v=2.1&u=ucirvine&it=r&p=LitRC&sw=w>

Hansen begins her article by expressing the Wife of Bath as a "figure to be reckoned with by anyone interested in the history, both factual and literary, of women" and that while not an early piece of antifeminist literature, it provides a look at the voices of fourteenth century women (Hansen). She then remarks that the Wife of Bath was a woman born in a time where women were not allowed to voice crude or dissenting opinions, therefore making the Wife's Prologue seem impossible to be true. While she is triumphant in her public disapproval of men, it is noted that the true author of this tale is a man, Chaucer. Even this tirade against men is in the control of a man.

In Part II of the article Hansen notes the Wife of Bath as "a feminine monstrosity who is the product of the patriarchal authority she ineffectively and only superficially rebels against" (Hansen). Chaucer has willingly written against men and against authority, choosing to stand with his character and use her voice as a mouthpiece for feminism. The Wife of Bath's real tool is her way with words, her ability to manipulate language and rhetoric, which is Chaucer's way of giving her validity. Female silence is not adhered to in this Tale, yet Hansen cannot ignore that this poem is written by and written about men (Hansen).


7. "What the Man of Law Can't Say: The Buried Legal Argument of the Wife of Bath's 'Prologue' " Susanne Sara Thomas The Chaucer Review Vol. 31, No. 3 (1997) pp. 256-271
Thomas argues that the Wife of Bath's argument is closer to a legal argument than that of a preacher at the pulpit; she is not delivering a sermon but a mock legal case. The Wife of Bath according to Thomas is the most rhetorical of all the storytellers thus distancing herself from a philosophical argument. Thomas makes the point that in being rhetorical, the Wife of Bath takes on what Plato would categorize a "morally indifferent" argument which is purely self-interested, interested not in truth but in power. So too the rhetorical argument is associated with oral tradition as are lawyers as opposed to written tradition. The Wife of Bath too combines the scripture with the "custom of marriage" or her own personal experience to make her points. Thomas ultimately claims that the Wife of Bath exposes the rhetorical techniques of law men with her one sided, manipulative arguments she uses against scripture and against her own husbands. Thomas suggests her burning of Jankyn's book is representative of the weakened authority of documents in the fourteenth century. "The document is not the actual agreement, and can only be offered in court as evidence of an agreement. Once n the courtroom, as we see in the Wife of Bath's performance, rhetoric seizes a manipulative power over the documentary evidence." The Wife of Bath in her arguments ultimately reinforces rule by law which is a written or oral negotiation as opposed to oath and sovereignty.

8. Young, Allison J. "In Likeness And Unity: Debunking The Creation Order Fallacy." Priscilla Papers (2009): 12-15. Academic Search Complete. Web. 15 May 2012.
In this very interesting article called "In Likeness and Unity: Debunking the Creation Order Fallacy," the author Allison Young discusses the topic of "order of creation" in the book of Genesis in the Bible; the idea that Adam was created before Eve because of hierarchical reasons, giving males authority over females, and that he must have had a special reason for being created first, a purpose that Eve did not share. She first examines the creation story from two different perspectives: from the egalitarian view that argues Eve and Adam were created in equality, and from the hierarchical view that argues Adam has authority over Eve. Then, she argues that Genesis 1 actually gives no timeframe for the creation of Adam and Eve, claiming that "Both were created equal in value in the image of God, and both were given the same task of caring for the earth…Genesis 1 gives no indication that man and woman were created any different, other than one being 'male' and the other 'female'" and points out that "In Genesis 1, man and woman are created at the same time, and no temporal ordering appears" (12). Then she goes on to examine the second creation story in Genesis 2, where God makes woman out of man's rib, an evidence of "the order of creation." But instead of looking at this from the hierarchical perspective, Young argues that God created Eve because she was necessary, and because it wasn't good that Adam was alone. She also supports her argument by arguing that creating another from one's flesh is giving them unity, not hierarchy. This article in which Alison Young defends gender equality in the creation story of Genesis is helpful in looking at the creation story from different perspectives, even if they are opposed from each other.

9. Laennec, Christine M. "Unladylike Polemics: Christine De Pizan's Strategies of Attack and Defense." Tulsa Studies in Women's Literature, 12.1 (1993): 47-59. JSTOR. Web. 14 May 2012. <http://www.jstor.org/stable/463756>.
In this article, Laennec examines the reasons why Christine de Pizan argued with the misogynist powers that be, and how she combatted their criticisms. One of her main tactics is "[claiming] to be an innocent bystander caught up in the fray" (47). What she really does is use this tactic to set up a system through with she asserts her authority by highlighting the oppressive nature of the men that criticize her. Laennec also argues that this tactic is not unique to Pizan's writing's, and that several medieval women writers used similar means to establish their authority.
Laennec examines the City of Ladies to show how Christine strategizes and defends herself and other women writers. She portrays women as weak and defenseless to assert womens' "right to be defended" as well as to highlight "their inherent goodness" (49). This connects to several other works that she has written, which shows that there is an overall strategy to Christine de Pizan's works.

10. Grundy, Isobel. ""Trash, Trumpery, and Idle Time": Lady Mary Wortley Montagu and Fiction." Eighteenth
Century Fiction 5.4 (1993): 1-16. Web. 16 May 2012.
<http://digitalcommons.mcmaster.ca/ecf/vol5/iss4/2/>.
Isobel Grundy argues in her article about Lady Mary Wortley Montagu's fiction that there are no gender issues in her letters and other forms of writings because she takes on both perspectives. Because of her "rich diversity" in all forms and in her actual life, Lady Mary has the ability to tell stories from both a male and female perspective (1). Grundy is quoted saying, "…But her work- poems, letters, essays, plays, stories- shimmers with the play of a critical mind: social critique, gender critique, political and medical and literary critique" even without the form of novella writing that some of her other eighteenth century writing counterparts have mastered besides.
Isobel Grundy applauds Lady Mary for challenging her own gender ideology with her "highly individualistic, idiosyncratic mind" (2). While Grundy mainly talks of Lady Mary's young novel achievements that represent love from the eyes of both genders, he also talks about how Mary doesn't think total gender equality is possible since her leading lady and leading man deal with love in very different ways: the lady is refined, the gentlemen a scoundrel. The only thing that is equal between the two is that "both these works foreground the pursuit of power, to which they subordinate the pursuit of love" (6).
"These choices reflect a double Lady Mary: scholarly and escapist, perhaps masculine and feminine. It was the escapist, the feminine, which baffled lady Walpole, Hervey, and the overwhelming concensus of recorded commen on early novels" when Grundy talks of Lady Mary's critiques on other literature (7).

 


Messelina

Bathyllus Luring

Artist: Aubrey Beardsley
Style: Art Nouveau

Lo ! while Bathyllus, with his flexile limbs, (90)
Acts Leda, and through every posture swims,
Tuccia delights to realize the play,
And in lascivious trances melts away.


Paper #2 (50%)

PLEASE NOTE and TAKE SERIOUSLY: No delay is possible for due dates of drafts and revisions of papers.

NB: All topics depend on close analysis of texts.

Paper length: 12-15 pages plus a 1-to-2-page commentary.

DRAFT due: Thursday, May 22.

Bring 3 copies of your draft on Thursday, May 22, 2 for peer readers, 1 for AJVS.

By Sunday (May 25), e-mail your comments to the writers of the papers you read. Bring copies of these e-mails to peer conferences on May 29.


Peer conferences

PAPER due: Thursday, June 5 (last day of class)

COMMENTARY:
Write about the process of your own writing.
Questions you might address: How did things go? What sort of problems did you have? How did you "solve" them? What did you learn from having your paper read by peer and instructor? What pleases you about the paper? How did your thinking change as you wrote and revised the paper? The commentary is informal and, though required, is not graded.

Paper #2 Topics

1. Chaucer's Wife of Bath and Christine de Pizan both have a quarrel with books. Carefully explain the quarrel each has, making clear the ways these quarrels are similar to and different from one another. Then say "So what?" and develop the rest of your essay answering that question.
Look forward to one other reading for the course and draw on it for comparison. You may draw on the 3rd text in either the explanatory or the "So what?" section of your paper.
Please also read further material available on the web and on reserve and call on those materials for your discussion.

2. Explain carefully why, on the one hand, the ascetic writings of the Church Fathers necessarily produce a satiric view of women. Then explain why these writings can also produce a feminist image of women. Then say "So what?"
Read the introduction and some parts of The Desert Fathers (ed. Helen Waddell, on reserve in the library) in order to make your case. (Note that at the end of the collection, there are 2 stories of women: St. Pelagia the Harlot and St. Mary the Harlot.) You should also draw on Wykked Wyves in the course of your discussion.

3. Review in detail the satires by Richard Ames and Robert Gould. Explain carefully the satiric charges made against women by each poetic speaker. Then imagine these speakers going to see the Vagina Monologues. Would their case against women be confirmed or disconfirmed? Why? Some articles will be on reserve to consider for this topic.

4. What is the status of the family in three of the works we are reading for this course. Explain carefully; then ask "So What?" Some of our readings will help you and I'll put further readings on reserve. Please consult with me about your choice of works (it should have a significant chronological range in order to reflect the range of the course).

5. We are reading some "answers" to male satirists against women: work by Christine de Pizan and Lady Mary Wortley Montague. Put The Vagina Monologues in this list and compare these "defenses" of women. Begin by explaining how each is a defense of women, compare the 3, and then ask "So what?"

6. Ladies' dressing and undressing rooms: Describe carefully the "Lady's dressing room scenes" in poems by Juvenal and Ames, and explain how they function in those poems. Then examine Swift's and Lady Mary's poems, given over entirely to these scenes. Explain how those poems work to your reader. Then say "So what?" In the course of your paper, refer to other works we have read (e.g., church fathers, Christine de Pizan, Wife of Bath) or to critical articles. There will be some articles on Swift's poems in the bin beside my office door.

7. Creation scenes: Read carefully and explain woman's position in the creation stories of Genesis and the account of woman's creation in Semonides. Then examine and describe references to women's deficiencies since creation or birth in the material we have read (e.g., Tertullian, Oldham). Then explain the creation story in Ames's poem. Then say "So what?"

8. Women's sexualized being is an issue in a number of works we have read. Explain how women's sexualized being is described and used in 3 works we have read. Then say, "So what?" You should draw on Scott's article on gender, as well as Wykked Wyves. You may want to draw on the Swift articles in the bin on my door.

The Men's Tribune
Explores and strongly advocates men's rights

How do you read this site?

Image from Men's Tri
Image from Men's Tribune site

 

 

 

Google "anti-feminist jokes" and see what you find. What do you learn from these jokes?

 

 

What is wit?

Example from John Dryden's translation of Juvenal:

"Women's tears are but the sweat of eyes."

Waving-guy gif

PARAGRAPH AND SENTENCE POINTERS

Say what you mean: Put the most important meaning words in the most important grammatical positions. This move is one of your most important revision strategies. It will help you get rid of wordiness, initial delaying constructions, and clunky clauses; and it will encourage you to subordinate properly.*

Hook-ups: Sentences in a paragraph must "hook" on to preceding sentences. In hooking on to a previous sentence, each sentence establishes some kind of relationship (to that previous sentence). You need to be able to say what the relation of each sentence to the one before it is. If your sentences have not met each other yet, they (almost certainly) don't belong in the same paragraph.
Look for the stated or implied connector in each of your ¶s.

Develop your paragraphs: Most paragraphs in English start out in a certain direction and keep on going that way. Many start in one direction and then turn (with such words as
"however" and "nevertheless"). There are two "rules" about turning: a) you can only turn once per paragraph; b) all sentences following the turn support that turn OR the original direction of the paragraph.* (One apparent exception is only apparent; I'll explain it in class.)

Test your paragraphs with the "paragraph test": cut the paragraph into sentences and see if another intelligent, attentive person can put the paragraph together again.

*These two ideas are from Frederick Crews's The Random House Handbook.

 

PEER READER GUIDELINES

1. Read the paper until you find the thesis. Circle the key terms of the thesis, and put an asterisk next to it in the margin of the paper. Based on the thesis statement, how do you expect the essay to unfold? Can you imagine objections that the writer should take into account? Do you remember any material from our reading that might be helpful to the writer? (That is, can you offer the writer specific quotations that might be useful in the development of his or her paper?)
2. Read the paper through for a first impression. What strikes you about it? Whatare its best sections?

3. Were you right about the thesis? If not, what now appears to be the thesis to you? Does the paper follow through on it? If the paper seems to have more than one thesis, do you see any relation between them?

4. Locate and underline transitions between paragraphs. Do the transitions follow the "plot" or "argument" of the material being analyzed? Or do they follow the development of the writer's thinking?

5. Comment in detail on a paragraph that "works" and a paragraph that doesn't. What hooks sentences together in the paragraph that works? What kind of help does the non-working paragraph need?

6. What did you learn from the paper? What do you think the writer will learn from you?

7. Please type responses to these questions on a separate page. Make two copies give one to the writer of the paper, and turn another in with your final draft so you can get credit for your peer reading. Please also turn in with your final draft the peer-reading sheet given to you by your peer reader.

8. For writer-peer-instructor conferences, sign up on the sheet on my office door.

"I have nothing to say."

Key to AJVS comments and questions

Check = nice, good, etc.

Check, check = very nice, good, etc.

_______ ________= Something is wrong with the connection
between circled or underlined elements.

¶ = Paragraph.

¶ development, coherence, and unity. "Paragraph & Sentence Pointers" may help you with this.

Sp = spelling.

SS = sentence structure.

SVA = subject-verb agreement.

// ism = parallelism.

ref = reference not clear (for pronouns, etc.).

frag = sentence fragment.

P = punctuation problem.

ROS = run-on sentence.

CS = comma splice.

NI = not idiomatic.

Pass = passive voice used inappropriately.

Pred = predication. Something is wrong with the way you are putting
together a subject and a verb.

wd ch = problem with word choice.

T = problem with shift in verb tense or with sequence of tense.

# = spacing. You need to add a space or spaces.

POV = point of view. You may want me to explain this problem while
looking at your paper.

Rep = repetition.

Redundant = redundant.

Transition = Something amiss with transition between sentences or
paragraphs.

Subordination = problem with subordination.

Logic = Problem with logic, e.g., your evidence doesn't match your
claim; you have made an unacknowledged assumption or you have
assumed agreement that doesn't exist; you have drawn an inference
that doesn't follow from your observation or from your evidence.

Leap = Same as above.

Meaning ? = Even with effort, I find this sentence or phrase
hard to understand.

Hm . . . = I'm not persuaded. Sounds doubtful to me.

This = Try not to usethe word "this" without a noun following it. Say
"this point," "this idea," "this problem," etc., rather than "this,"
"this,","this."

GSS = Getting-started sentences; omit.

TOTS = Too obvious to state.

TSINWVH = This sentence is not working very hard.

TSDNATKEO = These sentences do not appear to know each other.
Please introduce them. And please see paragraph and sentence
pointer on "hook-ups."

AMAT = Ask me about this [point].

CA = Clarify assertion. One frequent possibility: Put the most
important meaning words in the most important grammatical positions.
See advice on sentences and paragraphs: "Say what you mean."

Condense = Clarify assertions, subordinate appropriately, and aim for
economy in expression. You often need to condense in order to see
what needs to be

Let’s talk about sentences J.

As for words: Could you lose “serves to”; “references”; “states that”; “is evident/apparent” “within”

 

 

Sample annotation

Mary Elizabeth Pence, “Satire in St. Jerome,” The Classical Journal, Vol. 36, No. 6 (Mar., 1941), pp. 332-336.

Mary Pence argues that Jerome, though he did not write in verse, was a satirist. He was “fearless in denouncing the moral evils and in his Letters especially, he appears as another Juvenal” (323).  Pence makes her claim plausible not only in quoting Jerome’s sometimes lacerating criticisms but also by showing that Jerome was steeped in the writings of Roman moralists and satirists.

Pence opens her article by making vivid the corruption, danger, and instability of Roman civilization at the close of the fourth and the beginning of the fifth century.  Although much had changed in the 300 years that divide Jerome and Juvenal, Juvenal’s moral indignation provided patterns to the Christian Jerome.

Jerome “rails,” Pence says, “against all classes of society—patricians, plebeians, and even slaves” (323). But he repeatedly, “pointed a finger of shame” at women, women who paint their faces for the sake of deception and women who disfigure their faces to announce their fasting (324, 326).  His strongest criticisms are for Christians.  Christianity had become by his time a powerful institution, and in its power, he saw its corruption, often marking that corruption by criticizing the relation of ecclesiastics to women.

Although Pence emphasizes Jerome’s satiric writings, she also situates him by showing other elements of his personality e.g., his grief at the sack of Rome.

The article is most useful in its detail of Jerome’s satiric sensibility, his closeness to classical satirists, and the shared political corruption and instability of the worlds of Jerome and Juvenal.

To consider:

#1: When you use an article as old as this one, you need to have a rationale for using it instead of a more modern article.
Some early articles are really important or really useful to your thinking.
For our purposes, we can say that as early as the 40s--70 years ago--critics were discussing the satiric force of Jerome's work. We can take for granted that the topic is important.
You don't want to use an early article as if no one as written about it since. But from Pence's essay, we can see that Jerome's standing as a satirist is of long standing (a standing that may well precede Pence's article).

You can do a little checking. Google results reveal: http://www.mendeley.com/research/satire-st-jerome/.

#2. Pence does not develop the gender related issues that her material brings up. WE might ask, 'Why when the society is under particular pressure, when its institutions seem to be decaying, when the stability of the society is at risk, why then are women a particular object of satire?
Although we may not be able to answer this question fully, we can keep in mind that his question remains to be answered.

-----------------------------------

Notes that preceded this annotation:

Notes on Pence article in preparation for an annotation.

Pence shows how important the Latin satirists were to Jerome.  He quoted them frequently (1 out of citations).  Even though during his acetic period he had turned away from all “pagan” writers, asking, rhetorically, “What has Virgil to do with the gospels?” (331) (similar to Tertullian’s “What has Athens to do with Jerusalem?”) Jerome returned to the writers of his earlier training and turned their moral criticisms and insights to his own purposes. And generally speaking, Jerome is much more hostile to Christian heretics than to pagans. (335).

Pence basically claims that Jerome writes satires—except that he doesn’t write in verse, he is in all other ways a satirist. He was “fearless in denouncing the moral evils which existed in the world of his day and in his Letters especially, he appears as another Juvenal” (323).

Pence opens her article by making vivid the corruption, danger, and instability of Roman civilization at the close of the fourth and the beginning of the fifth century.  Although much had changed in the 300 years that divide Jerome and Juvenal, Juvenal’s moral indignation provided patterns and even a vocabulary useful to the Christian Jerome.

Pence is very helpful in showing readers in detail how much Jerome’s intellectual life was shaped by the Latin satirists, including but not limited to Juvenal.

Although we are especially interested in the satiric force of Jerome’s writing, Pence also shows other sides of his thinking and experience.  He chokes in sorrow at rumors of the fall of Rome: “’My voice sticks in my throat, and sobs choke my words, as I dictate [this letter]. The city has been taken, which once took captive the whole world’”(323).

Her claim seems to be that Jerome was a satirist.  Or that he can legitimately be seen as a satirist.

He “rails against all classes of society—patricians, plebeians, and even slaves” (323).

“Again and again he pointed a finger of shame at the woman of the world who painted her face and showed off a robe of shining silk” (324). He rails at women who paint their faces (324) and at women who “disfigure their faces so men will be sure to know they have been fasting” (326).

His criticism of Christians, living a worldly life, is especially pointed. (325). By Jerome’s time,  Christianity was a powerful institution, and Jerome criticizes ecclesiastics for their visits to women. 327

A scholar himself, he criticized those who saw in Virgil’s fourth eclogue a prophecy of the coming of Christ.

He was not afraid to “arous[e] long-lasting hatred against himself” (328).

Jerome is like Lucilius in attacking still living enemies, especially those who had criticized him (e.g., a monk who criticized his position on Jovinian).  Juvenal usually used people already dead as satiric examples.  Pease quotes some rather harsh, punitive, comments Jerome makes about his enemies.

The ethical principles of the earlier satirists were especially important to Jerome 334: “satirists are always preachers, and Jerome no less than Horace, Persius, and Juvenal.” 334

“In his moral attitude he was rigorous to the extreme” (336).

Peer reading and conferences

Bring 3 copies of your draft on Thursday, May 22, 2 for peer readers, 1 for AJVS.

By Sunday (May 25), e-mail your comments to the writers of the papers you read. Bring copies of these e-mails to peer conferences on May 27.

See peer-reader guidelines above.


Tuesday, May 27        Peer-instructor conference schedule   
Your peer group will be determined by the time slot in which you sign up.


BAGELS and cream cheese provided.        BYO coffee, tea, milk, etc.

 

#1 Tuesday, May 27 - 9:30am - 10:30am


Di Ferdinand, Amber

Flores, Nidia

Gutierrez, Izzy

#2 Tuesday, May 27 - 10:30am - 11:30am


Torres, Kelsey

 

Zuniga, Jessica

 

Grimes, Lily

 

#3 Tuesday, May 27 - 1:30pm - 2:30pm


Magh, Arnold

 

 

 

Vidal, Dre

 

 

 

Chen, Alan

 

 

 

#4 Tuesday, May 27 - 2:30pm - 3:30pm


Roberson, Allison

 

 

 

 

Beurskens, Katie

 

 

 

 

Noble, Elizabeth

 

 

 

 

#5 Tuesday, May 27 - 3:30pm – 5:00 pm


Hong, Devin

 

 

 

 

 

Geiger, Sam

 

 

 

 

 

Chapa, Julie

 

 

 

 

 

Zepeda, Emmanuel

 

 

 

 

 

Kim, David

 

 

 

 

 

Please give your drafts to the two people below you in the schedule. 


Examples:
            In group #1, Amber gives her drafts to Nidia and Izzy.  Nidia gives hers to Izzy and Amber. Izzy gives hers to Amber and Nidia.

            In Group #55, Devin gives his drafts to Sam and Julie.  Sam gives his drafts to Julie and Emmanuel.  Julie gives her drafts to Emmanuel and David.  Emmanuel gives his drafts to David and Devin.  David gives his drafts to Devin and Sam.

Sam needs to leave immediately after class, so he can respond first to David’s draft and then leave to catch his bus.

Otherwise, please plan to stay for the whole session.

Please see Peer-guidelines above.

 

waving guy gif || CHECK LIST: REVIEW BEFORE TURNING IN FINAL DRAFT

Items to be turned in

1. Revised paper

2. Draft with AJVS comments

3. Peer-reading sheets that you received

4. Peer-reading sheets that you wrote

5. COMMENTARY

6.If you want to: Stamped, self-addressed envelope

a) If you want me to mail your paper to you, please provide a stamped, self-addressed envelope. Go to the post office and ask the clerk to weigh your paper so that you can provide the proper postage.

b) If you want me to mail only a general comment on the paper, please provide a stamped, self-addressed envelope.