Thursday, June 29, 2017

Paper #2 summer english 1A-- At the Movies

At the Movies

For this paper you are asked to select one or two movies and investigate the violence in them. (If you pick two movies, which I recommend, they don't have to be completely similar.) As you might expect, you are required to generate a thesis for this paper. It wont work to simply "talk about" the movies. You will want to develop at thesis, a POV that takes a stand. The large question here is: What is the Theory of Violence that these movies present?
But you will want to approach this larger question by coming up with some smaller analytic questions. Below is a list of possible questions to consider. (You may not need to do all 3 theories--you may get enough to talk about in only doing 1 or 2 of them... we will see when you start writing...)

How well do Gilligan's theories apply to the events and characters in your movies?

How well do Ray's theories about Outlaw/Official Hero apply?

How well does Our theory of Before/During/After apply?

What kind of violence do your movies present?

What message about violence are your movies sending out?


One potential problem in a paper of this kind is that the student devotes a great deal of time to retell the plot of the movie. Instead, think of the movies as your evidence--you only share the piece of the share the piece of the movie needed to support the point you are making in the paragraph.


You will need to pull quotes from our book, the Ray article, the movies, to support your points in the body paragraphs.

Also, it is perfectly fine to make references to other movies that you are not specifically investigating in order to make your points.

One way to ensure that you do not end up just talking about the plot of the movie, is to avoid saying any names of the movie characters in the topic sentences.

The paper is due on July 12.

Draft day is on July 10.




Robert B. Ray The Thematic Paradigm

Robert B. Ray The Thematic Paradigm

         The dominant tradition of American cinema consistently found ways to overcome dichotomies. Often, the movies' reconciliatory pattern concentrated on a single character magically embodying diametrically opposite traits. A sensitive violinist was also a tough boxer (Golden Boy); a boxer was a gentle man who cared for pigeons (On the Waterfront). A gangster became a coward because he was brave (Angels with Dirty Faces); a soldier became brave because he was a coward (Lives of a Bengal Lancer). A war hero was a former pacifist (Sergeant York); a pacifist was a former war hero (Billy Jack). The ideal was a kind of inclusiveness that would permit all decisions to be undertaken with the knowledge that the alternative was equally available. The attractiveness of Destry's refusal to use guns (Destry Rides Again) depended on the tacit understanding that he could shoot with the best of them, Katharine Hepburn's and Claudette Colbert's revolts against conventionality (Holiday, It Happened One Night) on their status as aristocrats. 

      Such two-sided characters seemed particularly designed to appeal to a collective American imagination steeped in myths of inclusiveness. Indeed, in creating such characters, classic Hollywood had connected with what Erik Erikson has described as the fundamental American psychological pattern: 

The functioning American, as the heir of a history of extreme contrasts and abrupt changes, bases his final ego identity on some tentative combination of  dynamic polarities such as migratory and sedentary, individualistic and standardized, competitive and co-operative, pious and free-thinking, responsible and cynical, etc.... To leave his choices open, the American, on the whole, lives with two sets of “truths.” 

        The movies traded on one opposition in particular, American culture's traditional dichotomy of individual and community that had generated the most significant pair of competing myths: the outlaw hero and the official hero. Embodied in the adventurer, explorer, gunfighter, wanderer, and loner, the outlaw hero stood for that part of the American imagination valuing self-determination and freedom from entanglements. By contrast, the official hero, normally portrayed as a teacher, lawyer, politician, farmer, or family man, represented the American belief in collective action, and the objective legal process that superseded private notions of right and wrong. While the outlaw hero found incarnations in the mythic figures of Davy Crockett, Jesse James, Huck Finn, and all of Leslie Fiedler's "Good Bad Boys" and Daniel Boorstin's "ringtailed roarers," the official hero developed around legends associated with Washington, Jefferson, Lincoln, Lee, and other "Good Good Boys."

      An extraordinary amount of the traditional American mythology adopted by Classic Hollywood derived from the variations worked by American ideology around this opposition of natural man versus civilized man. To the extent that these variations constituted the main  tendency of American literature and legends, Hollywood, in relying on this mythology, committed itself to becoming what Robert Bresson has called "the Cinema." A brief description of the competing values associated with this outlaw hero-official hero opposition will begin to suggest its pervasiveness in traditional American culture. 

1. Aging:  The attractiveness of the outlaw hero's childishness and propensity to whims, tantrums, and emotional decisions derived from America's cult of childhood. Fiedler observedthat American literature celebrated "the notion that a mere falling short of adulthood is a guarantee of insight and even innocence." From Huck to Holden Caulfield, children in American literature were privileged, existing beyond society's confining rules. Often, they set the plot in motion (e.g., Intruder in the Dust, To Kill a Mockingbird), acting for the adults encumbered by  daily affairs. As Fiedler also pointed out, this image of childhood "has impinged upon adult life itself, has become a 'career' like everything else in America," generating stories like On the Road or Easy Rider in which adults try desperately to postpone responsibilities by clinging to adolescent lifestyles. 

       While the outlaw heroes represented a flight from maturity, the official heroes embodied the best attributes of adulthood: sound reasoning and judgment, wisdom and sympathy based on experience. Franklin's Autobiography and Poor Richard's Almanack constituted this opposing tradition's basic texts, persuasive enough to appeal even to outsiders (The Great Gatsby). Despite the legends surrounding Franklin and the other Founding Fathers, however, the scarcity of mature heroes in American literature and mythology indicated American ideology's fundamental preference for youth, a quality that came to be associated with the country itself. Indeed, American stories often distorted the stock figure of the Wise Old Man, portraying him as mad (Ahab), useless (Rip Van Winkle), or evil (the Godfather). 

2. Society and Women: The outlaw hero's distrust of civilization, typically represented by women and marriage, constituted a stock motif in American mythology. In his Studies in Classic American Literature, D. H. Lawrence detected the recurring pattern of flight, observing that the Founding Fathers had come to America "largely to get away.... Away from what? In the long run, away from themselves. Away from everything." Sometimes, these heroes undertook this flight alone (Thoreau, Catcher in the Rye); more often, they joined ranks with other men: Huck with Jim, Ishmael with Queequeg, Jake Barnes with Bill Gorton. Women were avoided as  representing the very entanglements this tradition sought to escape: society, the "settled life," confining responsibilities. The outlaw hero sought only uncompromising relationships, involving either a "bad" woman (whose morals deprived her of all rights to entangling domesticity) or other males (who themselves remained independent). Even the "bad" woman posed a threat, since marriage often uncovered the clinging "good" girl underneath. Typically, therefore, American stories avoided this problem by killing off the "bad" woman before the marriage could transpire (Destry Rides Again, The Big Heat, The Far Country). Subsequently, within the all-male group, women became taboo, except as the objects of lust. 

        The exceptional extent of American outlaw legends suggests an ideological anxiety about civilized life. Often, that anxiety took shape as a romanticizing of the dispossessed, as in the Beat Generation's cult of the bum, or the characters of Huck and "Thoreau," who worked to remain idle, unemployed, and unattached. A passage from Jerzy Kosinski's Steps demonstrated the extreme modern version of this romanticizing: 

I envied those [the poor and the criminals] who lived here and seemed so free, having nothing to regret and nothing to look forward to. In the world of birth certificates, medical examinations, punch cards, and computers, in the world of telephone books, passports, bank accounts, insurance plans, wills, credit cards, pensions, mortgages and loans, they lived unattached. 

       In contrast to the outlaw heroes, the official heroes were preeminently worldly, comfortable in society, and willing to undertake even those public duties demanding personal sacrifice. Political figures, particularly Washington and Lincoln, provided the principal examples of this tradition, but images of family also persisted in popular literature from Little Women to Life with Father and Cheaper by the Dozen. The most crucial figure in this tradition, however, was Horatio Alger, whose heroes' ambition provided the complement to Huck's disinterest. Alger's characters subscribed fully to the codes of civilization, devoting themselves to proper dress, manners, and behavior, and the attainment of the very things despised by the opposing tradition: the settled life and respectability. 

3. Politics and the Law: Writing about "The Philosophical Approach of the Americans," Tocqueville noted "a general distaste for accepting any man's word as proof of anything." That distaste took shape as a traditional distrust of politics as collective activity, and of ideology as that activity's rationale. Such a disavowal of ideology was, of course, itself ideological, a tactic for discouraging systematic political intervention in a nineteenth-century America whose political and economic power remained in the hands of a privileged few. Tocqueville himself noted the results of this mythology of individualism which "disposes each citizen to isolate himself from the mass of his fellows and withdraw into the circle of family and friends; with this little society formed to his taste, he gladly leaves the greater society to look after itself.” 

        This hostility toward political solutions manifested itself further in an ambivalence about the law. The outlaw mythology portrayed the law, the sum of society's standards, as a collective, impersonal ideology imposed on the individual from without. Thus, the law represented the very thing this mythology sought to avoid. In its place, this tradition offered a natural law discovered intuitively by each man. As Tocqueville observed, Americans wanted "To escape from imposed systems . . . to seek by themselves and in themselves for the only reason for things . . . in most mental operations each American relies on individual effort and judgment." This sense of the law's inadequacy to needs detectable only by the heart generated a rich tradition of legends celebrating legal defiance in the name of some "natural" standard: Thoreau went to jail rather than pay taxes, Huck helped Jim (legally a slave) to escape, Billy the Kid murdered the sheriff's posse that had ambushed his boss, Hester Prynne resisted the community's sexual mores. This mythology transformed all outlaws into Robin Hoods, who "correct" socially unjust laws (Jesse James, Bonnie and Clyde, John Wesley Harding). Furthermore, by customarily portraying the law as the tool of villains (who used it to revoke mining claims, foreclose on mortgages, and disallow election results—all on legal technicalities), this mythology betrayed a profound pessimism about the individual's access to the legal system. 

        If the outlaw hero's motto was "I don't know what the law says, but I do know what's right and wrong," the official hero's was "We are a nation of laws, not of men," or "No man can place himself above the law." To the outlaw hero's insistence on private standards of right and wrong, the official hero offered the admonition, "You cannot take the law into your own hands." Often, these official heroes were lawyers or politicians, at times (as with Washington and Lincoln), even the executors of the legal system itself. The values accompanying such heroes modified the assurance of Crockett's advice, "Be sure you're right, then go ahead." 

       In sum, the values associated with these two different sets of heroes contrasted markedly. Clearly, too, each tradition had its good and bad points. If the extreme individualism of the outlaw hero always verged on selfishness, the respectability of the official hero always threatened to involve either blandness or repression. If the outlaw tradition promised adventure and freedom, it also offered danger and loneliness. If the official tradition promised safety and comfort, it also offered entanglements and boredom. 

       The evident contradiction between these heroes provoked Daniel Boorstin's observation that "Never did a more incongruous pair than Davy Crockett and George Washington live together in a national Valhalla." And yet, as Boorstin admits, "both Crockett and Washington were popular heroes, and both emerged into legendary fame during the first half of the 19th century."    
  
      The parallel existence of these two contradictory traditions evinced the general pattern of American mythology: the denial of the necessity for choice. In fact, this mythology often portrayed situations requiring decision as temporary aberrations from American life's normal course. By discouraging commitment to any single set of values, this mythology fostered an ideology of improvisation, individualism, and ad hoc solutions for problems depicted as crises. 

....Because the reluctant hero story was clearly the basis of the Western, American literature's repeated use of it prompted Leslie Fiedler to call the classic American novels 210 "disguised westerns." In the movies, too, this story appeared in every genre: in Westerns, of course (with Shane its most schematic articulation), but also in gangster movies (Angels with Dirty Faces, Key Largo), musicals (Swing Time), detective stories (The Thin Man), war films (Air Force), screwball comedy (The Philadelphia Story), "problem pictures" (On the Waterfront), and even science fiction (the Han Solo character in Star Wars). Gone with the Wind, in fact, had two selfish heroes who came around at the last moment, Scarlett (taking care of Melanie) and Rhett (running the Union blockade), incompatible only because they were so much alike. The natural culmination of this pattern, perfected by Hollywood in the 1930s and early 1940s, was Casablanca. Its version of the outlaw hero—official hero struggle (Rick versus Laszlo) proved stunningly effective, its resolution (their collaboration on the war effort) the prototypical  Hollywood ending. 

        The reluctant hero story's tendency to minimize the official hero's role (by making him dependent on the outsider's intervention) suggested an imbalance basic to the American mythology: Despite the existence of both heroes, the national ideology clearly preferred the outlaw. This ideology strove to make that figure's origins seem spontaneous, concealing the  calculated, commercial efforts behind the mythologizing of typical examples like Billy the Kid and Davy Crockett. Its willingness, on the other hand, to allow the official hero's traces to show enables Daniel Boorstin to observe of one such myth, "There were elements of spontaneity, of course, in the Washington legend, too, but it was, for the most part, a self-conscious product.'' 

      The apparent spontaneity of the outlaw heroes assured their popularity. By contrast, the  official values had to rely on a rational allegiance that often wavered. These heroes' different statuses accounted for a structure fundamental to American literature, and assumed by Classic Hollywood: a split between the moral center and the interest center of a story. Thus, while the typical Western contained warnings against violence as a solution, taking the law into one's own hands, and moral isolationism, it simultaneously glamorized the outlaw hero's intense self possession and willingness to use force to settle what the law could not. In other circumstances, Ishmael's evenhanded philosophy paled beside Ahab's moral vehemence, consciously recognizable as destructive.

     D. H. Lawrence called this split the profound "duplicity" at the heart of nineteenth century American fiction, charging that the classic novels evinced "a tight mental allegiance to a  morality which all [the author's] passion goes to destroy." Certainly, too, this "duplicity" involved the mythology's pattern of obscuring the necessity for choosing between contrasting values. Richard Chase has put the matter less pejoratively in an account that applies equally to the American cinema: 

The American novel tends to rest in contradictions and among extreme ranges of experience. When it attempts to resolve contradictions, it does so in oblique, morally equivocal ways. As a general rule it does so either in melodramatic actions or in pastoral idylls, although intermixed with both one may find the stirring instabilities of "American humor." 

 Or, in other words, when faced with a difficult choice, American stories resolved it either simplistically (by refusing to acknowledge that a choice is necessary), sentimentally (by blurring the differences between the two sides), or by laughing the whole thing off.

Wednesday, June 21, 2017

CHABOT—Summer 2017—1st PAPER—ENGLISH 1A --McFARLAND

CHABOT—Summer 2017—1st  PAPER—ENGLISH 1A --McFARLAND


For our first paper we will be coming to a deeper understanding about Gilligan’s theory of violence. In part, we will be doing this by considering how different aspects of the theory might actually offer insights for a parent in raising their children. You have 4 questions to consider in doing this paper. You should plan to answer all of them.

1.    You will want to explain what Gilligan means by shame, and discuss his theory about what causes violence. 
2.    You will want to discuss the influence of childhood and environment in the “creation” of violent persons.
3.    You also should discuss 3 or more ideas in the book that a parent could use to help them in raising a child.
4.    Finally, what relationship do you see between Gilligan’s concept of “Structural Violence” and the notion of “Family.”

Throughout this essay, you should bring in ideas and examples found in our books, handouts, or even other outside sources in order to support your points. Of course you MUST integrate quotesYou need to average 1-2 quotes per body paragraph. We will be talking about how to effectively do this.

When you write this essay you do not need to number the questions. Rather, we will rely on your use of KEYWORDS and CONCEPTS in the paragraph topic sentences to know where you are in the essay.

In this paper you often will be summarizing and paraphrasing the ideas of others—we will need to make certain that in doing so that you do not plagiarize. This will be a crucial part of your assignment here.

We will be doing drafts of the paper between now and the time it is due. It is important that you manage your time, and that you bring your draft on draft days.  
The final draft is due on July 3. 

The page minimum is 6—BNDJTM (But Never Do Just The Minimum.)

Tuesday, June 20, 2017

First HW for Violence Book... English 1A

Hey there, so we are starting on Gilligan's great book, Violence.
The HW below is due by Tomorrow, June 21st.


1. For the Reading, pls read the Prologue, pages 1-26.

2. Here are some questions to respond to. Pls generate 1-2 paragraphs per question. Please type up the 3 questions and bring hard copies to class.

  • Why does Gilligan integrate his own family story to start off this book?
  • Why does he make references to American history, geography, literature to start off the book?
  •  What does he mean when he says "All violence is tragic"?

3. For the next part of the HW, imagine that you are some kind of "Dr. Frankenstein," but instead of trying to create a monster, you have a different agenda. You are to imagine that you want to raise up a baby to become a very violent person, What conditions, situations, experiences would you surround the baby with, from a young age until they get older --to ensure a violent person?

Monday, June 19, 2017

ENGLISH 1A —Summer 2017—CHABOT—MCFARLAND

ENGLISH 1A —Summer 2017—CHABOT—MCFARLAND

Instructor:  Sean McFarland   Office: in building 400, 453Q upstairs   Phone: 723-7427      

Required Texts:
Violence, by James Gilligan
The Laramie Project, by Moises Kaufmann
Wonders of the Universe, by Brian Cox

Some of the focus of this class:

1. The unexamined life is not worth living.
2. We are in a deep mess.

  • What is your opinion of those 2 statements?
  • What is the relationship between those 2 statements?
  • How do you get outside yourself--or inside yourself?
  • Why might you want to?

Course work and class goals:
1.     Write app. 4-5 formal essays. You MUST complete—and I must accept--all the essays if you hope to pass the course. Each essay must be typed.
2.     Introduction of analysis and critical thinking, and its application to essay writing.
3.     Critical and extensive reading and discussion of essays, articles, 3 full-length works and other media.
4.     Study of Grammar and Punctuation.
5.     Study and review of the composing process.
6.     Lead and participate in class discussion.
7.     Conferencing with the instructor.
8.     In-class writing, presentations, field trips, quizzes, final exam.
9.     Frequent homework assignments—these should be typed if possible.

Requirements and Grades:
1.     Attendance is required and will count towards your final grade. If you miss more classes than what is allowed, I will very likely drop you. If you come in late, you risk being considered absent—there is no such thing as “Tardy” at Chabot.
2.     Participation is vital in this class and in most college courses. Please speak your mind. (Please turn off cell phones.)
3.     You are required to meet with me at least 2 times in conference.
4. Summer classes go very fast. It will not work for you to procrastinate. You need to have a real and honest sense of your commitment to the class and the work.