Final Grades

I'm letting you know that I've posted the grades for the final exam and the final grades for the course on Blackboard.

Have a wonderful, productive, restful summer!

Blessings,

Professor Corrigan

Final Exam Study Guide

The final exam may cover anything that we've read or discussed so far in this semester with particular emphasis on everything since the midterm. A few items (those marked with * below) from before the midterm will definitely be on the exam, probably with several questions from each. The format of the exam will be similar to the format of the midterm, though longer.

Literary Texts

• Wendy Cope, "The Orange"
• Tom Griffin, The Boys Next Door
• Robert Hass, "State of the Planet"
• Mary Oliver, selected poems
• Gabriel Garcias Marquez, "A Very Old Man with Enormous Wings"
• Ursula Le Guin, "The Ones Who Walk Away from Omelas"
• Flannery O'Connor, "A Temple of the Holy Ghost"
• Elizabeth Bishop, "In the Waiting Room"
• C. S. Lewis, The Voyage of the Dawn Treader

Texts, Concepts, and Practices for Reading Literature (*indicates items from before midterm)

• *Corrigan, "Literature Is a Thing You Do as Part of Life"
• *Sacred Reading / Lectio Divina (Handout)
• *Notes on Art, Meaning, Theme, and Interpretation (Handout)
• Steven M. Fettke, "The Spirit of God Hovered Over the Waters: Creation, the local Church, and the Mentally and Physically Challenged, A Call to Spirit-led Ministry"
• Field trip to AFI
• Field trip to Circle B
• Interpretation (Special Post #2)
• Paul T. Corrigan, "Poetry as a Spiritual Practice for Mary Oliver"
• Paul T. Corrigan, "Notes on Nature and Poetry as Spiritual Practices" (Handout)
• Tom Beaudoin, "Bodies and Branding" (Handout on sweatshop workers)
• Facts and Figures on Florida Farmworkers (Handout)
• Note on Prayer, Note on the Spiritual Journey, and Note on Walking in the Spirit (Handout)

AFI Related Events Tomorrow

In case you are interested, since we visited the AFI earlier this semester, I'm posting some information about two AFI/disability-related events that are taking place tomorrow.

One is a concert put on by a choir of AFI clients at 2:30 PM at First Presbyterian on Lake Hollingsworth. 

The other is a political protest at 9:30 AM in Winter Haven against Rick Scott's "decision to immediately cut state funding by 15 percent to 40 percent from programs for the disabled." As you should remember from reading The Boys Next Door and visiting AFI, this will definitely hurt those people who cannot stand up for themselves. Information is posted below.

Sorry about the short notice. But I plan on attending both events, and I'd love to see you at one or the other if you can make it and, of course, if you are interested.


Alliance for Independence Sunshine Chorus Concert 

The Alliance for Independence Sunshine Chorus will hold its 36th annual Spring Concert at 2:30 p.m. Saturday at First Presbyterian Church, Lake Hollingsworth Drive, Lakeland. This year’s theme is “Goin’ Places” with songs and comedic skits. The chorus is more than 60 members strong, led by volunteer Trudy West and her assistant Sandy Lewis. The concert is free.


Rally Against Budget Cuts Set for Saturday at the Orange Dome in Winter Haven Governor's reductions in disabled programs leads to gatherings. 

By Bill Rufty

Ledger POLITICAL EDITOR

Published: Wednesday, April 13, 2011 at 10:36 p.m.
Last Modified: Wednesday, April 13, 2011 at 10:36 p.m.

( page of 2 )

LAKELAND | Gov. Rick Scott's decision to immediately cut state funding by 15 percent to 40 percent from programs for the disabled is causing concern among advocates and anger among families.

To protest the reductions, a rally will be held Saturday at the Orange Dome in Winter Haven – one of more than seven planned rallies and marches across the state.

"The governor's office is portraying it as a 15 percent cut," said Debra Dowds, executive director of Florida Developmental Disabilities Council, "but it is actually 15 percent to 40 percent. Some critical areas are sustaining close to a 40 percent cut."

Two weeks ago, Scott ordered $174 million be immediately cut from the state's disability funding to cover what is projected to be a budget shortage in the Agency for Persons with Disabilities this year.

He later said he hoped the Legislature would address the issue and find ways to provide emergency funding so that no one would lose services.

Advocates for the disabled believe that even if that could happen, cuts could come elsewhere in the 2011-2012 budget now being developed by the House and Senate. That budget goes into effect July 1.

For decades, advocates and professionals working with the developmentally disadvantaged have strived to help them live as closely to an independent life as possible.

The recent cuts are so deep in some areas, Dowds said, that independence could be at stake.

"In areas of behavioral psychology the funding has been cut by 39 percent and private duty nursing by 38 percent," she said.

"Providers have worked to reduce costs, but there have been some layoffs or reduced wages."

Stacy Way of Winter Haven, who is organizing the Winter Haven rally and march at 10 a.m. Saturday from the Orange Dome, said it is a matter of fighting for the civil rights of the disadvantaged.

"The budget cuts are really keeping some people from being independent and increase the likelihood that some may have to live in an institution or nursing home," Way said. "And that will cost the government more."

Way, who is disabled herself and has a son with developmental disabilities, is a full-time advocate and has attended training from the advocacy group Floridians for the Future of the Developmentally Disadvantaged.

Dowds, with the disabilities council, said her agency is helping when asked but is not organizing the rallies because they are being done by individuals like Way, who are self advocates or advocates for others.

"Special Post" #2 (Interpretation), April 19

The second "special post" will be due before class on April 19. You have up until class time to complete it (rather than midnight the evening before). Bring a printed copy of it to class in addition to posting it on your blog.

For this entry, you will take one of the works that we've read this semester and write an interpretation of it--or of part of it, if it is long or if you want to look very closely at a smaller part of it. Instructions are as follows. Do each of the following in the order presented, and make sure to number each part in the post.

1. Re-present the parts of the text you are interpreting. In other words, write so that readers could follow you without having the text in front of them: use synopsis, summary, paraphrase, and/or quotation to help us see what you are talking about.
2. Explain why the text or the aspect of the text that you've chosen to focus on needs to be interpreted. In other words, explain why the full meaning isn't quite clear on the first read. (This means that you need to choose a text or part of a text that isn't quite clear. Keep in mind that sometimes texts are "deceptively simply." So part of what you could do would be to show how something that seems clear at first really isn't.)
3. Tell what you take the work to mean. This is the core part of the "interpretation." You might begin this part of your post by saying: "This story is about . . ." or "This poem deals with . . ." or "So a central theme of this play is . . ." You shouldn’t present your interpretation as the definitive reading but as a useful reading.
4. Supply evidence from the text to support your interpretation. This is where you give your reasons for why you interpret the story the way you doing. Point to specific details in the story as "evidence." Also, make sure that readers can see the connection between your evidence and what you say that that evidence supports. Don't assume that they'll see the same connection as you. (This means that your interpretation should be feasible based on what the text actually says, even if you want to make an interpretation that "stretches" a bit or that is particularly creative.)
5. Explain why or how the interpretation matters or could matter for yourself and/or for the reader. This might be the most tentative part. That's okay. It's also one of the most important parts.
6. Make your interpretation at least 900 words long (quotations should not count towards the word total).
7. Optional: You can use other sources to bring in a perspective to help explain or understand your text. Only do this if it is useful. You might quote from a source or summarize a perspective that you are familiar with. For instance you might say: "One way of looking at this line here is to borrow an idea from Walter Brueggemann. He says  . . . I think that this can help explain this text in that . . . " or "A popular feminist position says that . . . which might help explain why . . ."

Below are some practical pointers for writing:

• Start ahead of time.
• Read the text more than once.
• If you don't have any ideas, simply start out by "paraphrasing" the text you are writing about the best you can.
• Don't feel that you need to know what your interpretation is going to be before you start writing about it. Get a copy of what you are writing about that you can take lots of notes on. Actually write on the text as many questions, comments, connections, observations as you can. (Something like in the picture above.)
• Write as many questions as you can.
• Note problematic lines. These are sometimes your best friend in terms of coming up with something to write about.
• Get someone to talk with about the text and about your interpretation.
• Look for patterns and connections within the text. Ask what these patterns might mean. Ask what ideas or thoughts or themes they might be trying to emphasize or connect.
• Don't feel that your interpretation has to be "final" or conclusive. Embrace complexity.

Art Needed for Church Service (Any Kind of Art)

Leap of Faith by Candy Matthews

Professor Matt Huett is looking for art of any kind (painting, photography, video, poetry, etc.) to be included in a walk-through art gallery in a church on Sunday, April 17. 

This is part of a month of art-themed worship services that Professor Huett's Artist in the Church class is conducting at Genesis Church in Lakeland, less than 15 min from SEU (see directions). One service was this past Sunday. The remaining ones are as follows:

• April 10 @ 10:30 AM: Panel on arts and faith (I will be among the panelists).
• April 17 @ 10:30 AM: A walk through art gallery fashioned after the themes of Christ's passion along with pieces speaking to the virtues of wonder and joy. 
• April 24 @ 10:30 AM: A celebratory Easter Sunday worship experience with a dramatic piece, Still I Believe, by local artist and pastor Dr. Steve Phifer. 

If you would like to have your art included in this service (or if you would like to be involved more extensively), email Professor Huett at mdhuett@seu.edu. All art pieces will be needed by Wednesday, April 13. You could use the painting, poetry, or story you created for this class--especially if they pertain to passion, wonder, and/or joy.

This would be a great way to use your artistic talents to worship God and to help others to do the same. I hope that you take part, however limited you think your talents may be--after all this isn't about being "great" but rather about worship and fellowship.

Finally, if it's any encouragement for you to do so, I am planning on providing some of my art to the gallery--maybe some poetry, photographs, and a painting.

To Be Young, Gifted, and Black

As an alternative to watching Othello this weekend, there is another local production that I am also willing to give you extra credit for watching.

To Be Young, Gifted, and Black by Lorraine Hansberry, the writer of A Raisin in the Sun, will be showing at Winter Haven Campus of Polk State College (16 miles from SEU: see driving directions) on the Main Stage Theater in the Fine Arts Building (see WFA on campus map).

"Opening night, March 30, will include a pre-show reception at 6:30 p.m. with a 7:30 p.m. curtain time. The play continues March 31 through April 2 at 7:30 p.m. and closes with a Sunday matinee April 3, curtain 2:30 p.m." Tickets are $8.

If you do go--which I would encourage--post a statement on your blog indicating that you watched the production in order to receive the extra credit.

Also, see this production in the news.

Watching Othello Is Now Optional

I've decided to make watching Othello an optional activity instead of required. I am, however, offering extra credit. 

The SEU production is at the Polk Theater on Friday, Saturday, and Sunday, April 1-3. Also note that on Thursday, there is a reduced rate production that you may attend.

If you do go--which I would encourage--post a statement on your blog indicating that you watched the production in order to receive the extra credit. 

See the university’s Arts and Events Calendar.