Some thesis reminders

When writing a thesis, here are some ways to turn a fact (observation) into an argument (interpretation):

o   Identify a cause or an effect.

o   Answer how or why.

o   Evaluate / make a distinction between the two things being compared.  (Say who is more isolated, or who is affected most by internalized oppression, or decide whose need for absolute power led to greater negative consequences.)

o   Take a stand on a controversial issue. 

GOW: It's over! Let's par-tay!

Take-away ...

Discussion

1. What do the boxcars provide besides shelter?

2. In hiding, what decision does Tom make? How does Ma feel about that? What conclusion does Ma reach about the family? And what keeps them from giving up?

3. Ma articulates a big difference between men and women (see p. 423). Firstly, put her ideas into your own words and, secondly, what are your thoughts on her observations?

4. p. 432: Opening paragraph -- lets collect some verbs & images

5. Lots of talk about anger. What must be done with anger in order to overcome fear?

6. Steinbeck said, "I've done my damndest to rip the reader's nerves to rages; I don't want him satisfied." Did he succeed in doing that to you? If so, how did he accomplish it? If not, why weren't you affected in that way?

GOW: 27 & 28

Some writing practice!

The Joads have been displaced many times. They lost their land, their home, and now they are slowly losing their family unit.  Selecting only ONE Joad, answer the following question: In what way has displacement specifically affected your selected character? You want to think literally and figuratively. And you'll surely want to use the text to support your ideas.

Goal — Outline

1. Thesis (concise, arguable, unique)
2. Statement

3. Proof: 2-3 pieces

4. Analysis: How does the evidence support your thesis?
5. Repeat SPA

Chpt 26 ... finishing it up

3. Look at Chapter 26

• In what way have Ma and Pa switched roles? Use text to support ideas.
• How have Winfield and Ruthie developed as characters? How do they experience life in a way that differs from the rest of the family? What role do they serve in the novel thus far?
• "A fella got to eat," he began; and then, belligerently, "A fella got a right to eat," (375). What's the difference between a right and a privilege? How is this difference articulated in the novel? In our world today? 
• p. 386: Why does Tom act? In what way does this signify a change in his character? Or, maybe nothing has changed?
• p. 388: Contrast Ma in the morning with violence of prior scene
• Top p. 393: In what way does this passage exemplify the struggle of all migrant workers? In what way does this passage reveal the value of family (fambly)?
• What are your thoughts on the family at the end of Chapter 26?

Unions today: UFW and the power to change

The Grapes of Wrath Again: Economist 2005

Field of Tears: Economist 2010

Not just food is wasted: NYTimes 2010

GOW: 25 - 1/2 26

1. Character Groups: yikes. A lot has happened. What do we know about your character? You and your group need to create a Facebook profile for your character. Be concise. Be accurate. Be grounded in the text.

Name:
DOB:
Important Life Events:
Interests/Hobbies:
Occupation:
Relationship status:
Family:
Hometown:
Current Location:
Favorite quote: (from text)
Life Slogan: (not from text)
Places you've been:
Friends:
Status Update:
Tagged Statuses:

2. Look at Chapter 25

• The tone of the chapter shifts. Where? Why? How would you describe the tone?
• Look at the final few sentences: "And they stand still and watch the potatoes float by, listen to the screaming pigs being killed in a ditch and covered with quicklime, watch the mountains of oranges slop down to a putrefying ooze; and in the eyes of the people there is a failure; and in the eyes of the hungry there is a growing wrath. In the souls of the people the grapes of wrath are filling and growing heavy, growing heavy for the vintage" (349). What do these final lines mean and how do they play into major themes and actions of the novel thus far?

3. Look at Chapter 26

• In what way have Ma and Pa switched roles? Use text to support ideas.
• How have Winfield and Ruthie developed as characters? How do they experience life in a way that differs from the rest of the family? What role do they serve in the novel thus far?
• "A fella got to eat," he began; and then, belligerently, "A fella got a right to eat," (375). What's the difference between a right and a privilege? How is this difference articulated in the novel? In our world today? 

The Grapes of Wrath Again: Economist 2005
Field of Tears: Economist 2010
Not just food is wasted: NYTimes 2010

GOW: 23 & 24

The Joads have learned a lot during their time at Weedpatch Camp. Life in the comfortable community is good but can't last forever, and things are going to get difficult. But somewhere in a moment of quiet, in a moment of solitude, each Joad has written a letter. Maybe the letter is to Muley Graves. Maybe it's a letter from Rose of Sharon to Connie. Maybe it's a letter to the land. Maybe it's a letter from Winfield to Noah. You get the idea. Regardless, your assignment is to 1. select a Joad from whom to write a letter and 2. select a recipient of such a letter. And then ...

Guidelines

1. The letter must contain at least FIVE specific pieces of textual evidence about the journey and life thus far.

2. The letter must accurately capture the tone and mindset of the writer.

3. The letter must be in proper letter form (i.e. salutation, paragraphing, concluding sentiment, signature line, etc)

Before beginning, think about what it means to take on the voice of a character and try to mimic their language/style.

GOW: 22

Why we read: literary allusions

Free write: The Joad family shows ignorance to many modern conveniences (toilets, showers, etc) and ideas (unions). Reflect on a time when you were ignorant to either a modern convenience or product or idea. What did this ignorance teach you about yourself? Those around you? Who enlightened you? How could ignorance lead to struggles later on in life?

My example: After a water polo game a few years ago, our bus was late picking us up. I don't carry a cell phone with me, so I needed to borrow one of the student's phones to call the driver. A student handed me a phone (a brand new iPhone) on which I could call. There we no numbers, no buttons, no nothing. I pressed the screen a few times but still didn't recognize anything that looked like a touchpad, so I tossed the phone back to the student and asked for a phone with buttons and numbers. This moment still makes me laugh. I still don't carry a cell phone, but I do know how to work an iPhone and other touchscreen items. Who enlightened me? The students who endlessly mocked me for not knowing how to use the phone. As for struggles down the road, I think of my dad. He doesn't own a cell phone, and when he uses mine (a normal, blackberry style phone) he struggles. Of course, he has a iPad. Alas, I do think about the impact of technology or the lack of it in the lives of younger people. Will ignorance hurt people? Will an ver reliance on technology hurt people? There's got to be a happy medium.

Let's check out Weed Patch: some history, recent pics, older pics, life, school, 

Discussion

1. What do the events in Chpt 22 say about religion, charity and hard work?

2. Who and what are the "reds"?

3. What role does order, dignity, and pleasure play in the lives of the migrants? Why are the locals trying to strip these things from the migrants' lives?

GOW: 20 & 21

Free write:

Jim Casy sacrifices himself for the betterment of the Joad family. Think about a time when you had to sacrifice your own personal well-being for the well-being of someone else. How did you feel about making this sacrifice? How did the sacrifice change you? How did other people respond to your choice?

Discussion Questions:

1. Modern day Joad dilemma

2. What does Casy's attack on the deputy reveal about his character?

3. Why is Uncle John so upset? What does his response to his emotions tell us about his character?

4. What does Ma mean when she says, "Why, Tom — us people will go on livin' when all them people is gone. Why, Tom, we're the people that live. They ain't gonna wipe us out. Why, we're the people — we go on" (280).

5. There's a lot of change talked about in Chapter 21. Taking an educated yet totally unsupported guess, in what way do you think the migrants and the Joads will be changed? (be as specific as possible)

Character Check-ins:

As time permits, let's add to the character lists.