Day 6

We were supposed to come up with some kind of organizational tool based on our text. But I may have taken the "creative" portion of our creative assignment too seriously.
I made a mobile. I was wrong.
She said, "I think I'm just gonna look at it and let you take it with you." Everyone else stuck to lists and web diagrams. Maybe I'll write a Choose Your Own Adventure for Monday.1

Today was just lecture so I don't have many observations of students. But a class dynamic is beginning to evolve.
We sit in a large square circle of desks. P.J. sits at a bigger desk at the front. Today she offered to have someone take really good notes for the ADA and $50. Two people volunteered and others expressed willingness.2 She offered to let them "duke it out" in the middle of the "ring". Illinois latched on to this (it's a good thing he's funny) and would periodically refer to it. Like when his pen fell into the circle and no one dared to pick it up (in all fairness, the desks are pretty tight and it would be just as noisy, distracting and difficult for any one else to retrieve the pen as it would be for him) and P.J.3 ended up getting because he "didn't dare to break the circle".

I'm finding that this brainwashing class will be a useful tool for me. It really is a class on how to be an English major.

Quotes from today:
"'explication' That's a big word in our field."
"[you can talk about symbolism if you really want to, but you'll have to be more]...contingent and savvy in your language."

NOTES:
1- She did say we could turn them in on Monday if we weren't satisfied or wanted to make changes based on the lecture.
2- It was Ken the older English major who got the job. This could become crucial information.
3- I really struggle to call her "P.J." It's what she asked for, which makes it easier than "Professor Matheson", but it feels funny.

Day 5

I was late again. But I wasn't the only one. Luckily, starting Tuesday, class won't begin until 8:15.
I discovered a fatal mistake which I will soon need to rectify: I accidentally clicked 7th edition instead of 8th. I was uberconspicuous.
I had nothing to say as I hadn't started Beowulf.1 Although, I have to say now, it was much more interesting than when I read and discussed Beowulf in high school.
I am beginning to see why people like Dr...Professor2 Matheson so much. He really is nice, and smart. He puts his foot up to his knee like a stork and makes an interestingly high pitched grunt3 of excitement at crucial times during the lecture.
We took the full three hours, with a short intermission.
I'm beginning to break into the camaraderie, if only I can keep it up. I didn't talk to Darrell again because he sat way over on the other side of the room.
I figured out why he changed seats: I sat in the same area that he did before and the air conditioning cranked at full power blows right on your neck. No wonder he complained that it was too cold. Luckily, I made my discomfort obvious and the girls behind me turned it off.
English major girls have a very interesting way of whispering. I noticed it with the girls who turned off the AC for me and then again with the girl sitting next to me who felt it her bounded duty to discover who had carelessly let their phone fall to the ground. (She would also periodically wake up and tell us quietly how many more minutes were left in class. "40." "15.") They don't whisper so much as pointedly mouth things at you. It makes me uncomfortable even though I know they're trying to be nice.
I fell in love with my first English major. I couldn't help myself. When I told her she looked lovely, she returned the compliment (NOTE: not showering is OK, I guess.) and I told her where the bathroom was.

NOTES:
1- Perhaps I should refrain from staying up until 2:30 while I'm on duty.
2- Scott says they never call anyone "Dr." This is difficult for me, but I want to fit in.
3- This may be an oxymoron, but you try to describe it. It's weird. Endearing, but weird. Murmur? Hum? Squeak?

Day 4

My decision to type my assignment at the last minute turned out to be a good one, even though the line at the printer in the lab made me late.
I'm not in line with the English major mentality. Not that in general I would care, but I don't want to be marked from the beginning as an outsider. Everyone was commenting on the personal connection and the definitions of 'classic' and 'truth'. I commented on the scientific method.
I tried to make it tie-in to cover my tracks, and, indeed, Ken the older English major liked my point. But everyone else just paused and moved on. Luckily, Sean the 18 year old made the biggest scene by never shutting up and "rankling" some people so hopefully no one will remember my original thinking.
P.J. (as we have been instructed to call our professor) switched from 'fun' to 'pleasure' and 'pleasureable' to describe the class and the je ne sais quois of English majordom.
"there has to be something in your brain... it's like a game."

Day 3

I was late. But not too late.
Dr. Matheson. He's a big name. Many of my sources speak very highly of him.
I didn't get a good look around at the class. It's bigger. Some repeats from yesterday. More older people.
We talked about the history of the English language. It was difficult for me to stay in cover. I'm predisposed to like professors, especially those with such a good reputation, but it bothered me that he kept saying that the history of the English language is moving from complexity to simplicity. I'm sure it will serve some pedagogical purpose, I could tell he actually did know what he was talking about, and I know it doesn't matter to a study of literature that where one aspect simplifies, another gets more complex, but I still didn't like to think that all those students were thinking they understood the evolution of the English language after a 20 minute overview. I guess I'm living up to my own stereotype.
But I didn't say anything and we moved to the syllabus.
I may have made a friend. His name might be Darrell and we shared a frustration with the vending machine during the five minute break.
The 8-11 AM class ended before 9:45.

Day 2

First day of class. [Until June 21, I will have one class each day. Tuesdays and Thursdays I will attend the Introduction to Literary History Part 1 (Henceforth to be referred to as "3701"). Mondays, Wednesdays and Fridays I will have Critical Introduction to Literary Forms. (They call this "2600". We call it the brainwashing class.)]

2600 is a pre-requisite for most English classes and all required courses.
When asked, English majors are vague about what they learn, "there was a lot of talking". For this reason I call it the brainwashing class. No one can tell me what it's about, but that it "prepares" you. Scott called it "fun".

Quotes from my professor:
"...so you can sound really smart."
"...to prepare you...for the rest of your classes."
"...it looks smarter and nerdier. I like it better."
"...a heuristic for getting A's."
"...use critical language..."
"...1/2 a page. But if you get carried away and write a whole page, I'll just be impressed and think you're really smart."
"... I think [it] is going to be fun."
"This class will be a lot of fun."
"...it's really fun. Dark, but really fun."

In an attempt to remain objective as an observer I will refrain at this point from character sketches and just give you the statistics:

• Beards: 2 (1 too long, 1 "scruffy")
• "Old" English majors: 3
• Purses without backpack or other book carrying device: 5-6
• Messenger bags: 2
• Computers instead of notebooks: 2
• Overly proud out of staters: 2 (Louisiana, Illinois)
• Foreign students: 3 (Fatima- Iraq, Arsen- Russia, Helene- didn't mention it. Why didn't she mention it? Obvious accent.)
• *Potential Spanish speakers: 3

(Statistics may be revised as the actual class becomes solidified and books are required.)



*for my own information only and not pertinent to the investigation