Poetry Presentation Assignment 2001:

The Poetry Presentation assignment relates to Objective 2d. . . . to examine how lyric poems represent different stages of the Immigrant Narrative.

The assigned student will introduce, read, interpret, and lead a discussion an assigned poem from the Unsettling America anthology. (The assignments appear in the reading schedule below, though some poems may be added or cut according to need.)

The interpretation should relate to a course objective (besides 2d) and focus on the poem’s immigrant themes (or, in the case of "minority" poems, the minority themes and their comparisons or contrasts with immigrant themes).

Also consider the following subjects concerning the poem:

·        Identify which generation in the immigrant narrative is speaking.

·        Identify the "stage" (or combination of stages) of immigrant narrative: Leaving, journeying, the shock of America, assimilation, or reconnection?

·        Compare to the day’s prose narratives? What does a lyric poem accomplish that a prose narrative cannot?

·        Many other topics may be suggested by the Course Objectives.

Format for poetry presentation:

1.     10-minute time limit.  Ten minutes is the time limit in terms of your presentation itself (i. e., not counting discussion). If some shorter poems do not require 10 minutes, don't feel the need to stretch out your presentation. If your poem is quite long, extra time may be allowed, or consider reading parts of it.

2.     Before reading the poem, cite one or two course objectives relevant to your interpretation, and begin your interpretation. Your interpretation of the poem may be divided before and after the reading of the poem. You may provide some brief biography of the poet (see pp. 385-400), but this is not necessary and may be distracting. Concentrate on the poem itself.

3.     Read the poem aloud. Look up unfamiliar words and practice pronunciations. (Feel free to ask for help beforehand.) Try to read with feeling and comprehension.

4.     After reading, briefly complete your interpretation. In general, students are most ready to discuss soon after the reading, so don't lose that opportunity.

5.     Begin discussion by asking a question. The best way to begin a discussion is by asking a question.  Therefore, your last steps in the poetry presentation (besides leading and responding to discussion) are to wrap up your interpretation and to ask the other members of the class a question relevant to what you've said up to that point.  (Sometimes they’ll just sit there, so you might have an extra question ready; sometimes they’ll want to discuss something besides what you asked, but that’s okay; sometimes you have to keep asking and trying different angles until you get a response.) Discussion may go up to 10 minutes beyond the presentation itself.

6.     Respondent joins discussion. (see below for description of Respondent's role.)

7.     Recorder takes notes of discussion.

8.     Email instructor summary of presentation & discussion. For posting to the webpage, the presenter emails to the instructor a 2-3 paragraph summary of the presentation plus 2-3 paragraphs reviewing the highlights of the discussion, prepared with the help of the recorder. Be sure to include respondent's comments. (Attribute by name.) The presenter is welcome to consult with the respondent, the recorder, and other discussion participants as much as is helpful.

(Unlike the poetry presentations for LITR 4332 in Fall 2000, a handout is not requested. Instead, refer to the syllabus and to the poem in making your presentation.)

Respondent: The “respondent” is first responsible for having read the assigned poem before the class meeting and for having some interpretations in mind.  When the presenter asks the question to begin discussion, the respondent should not “jump in” immediately but should watch to see how or if discussion develops before beginning to contribute.  The respondent may speak for a minute or two at once or may make two or three briefer remarks during discussion.  The respondent is encouraged not to bail out of his or her duties by shrugging that “They’ve already said it.” 

Recorder: An assigned student will take notes of the discussion, writing down as much as possible of what students say and connecting it, if possible, to names. (Instructor will help with names.) The note taker will share these with the reader and consult as far as desirable in helping with the email / webpage summary (see below). The reader and note taker may share and consult in person, by phone, or by email.