Presentation Outline

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On Jamie Wyeth’s “Seven Deadly Sins”

--Introduction

+Exhibit: description

+Roots:

Book of Proverbs 6:16-19; Galatians 5:19-21

Evagrius Ponticus, or Evagrius the Solitary (345-399 A.D.)

Pope Gregory I, or Pope Gregory the Great (c. 540 – 604 A.D.)

+Inspired:

literary works:

- Dante, Divine Comedy

- Geoffrey Chaucer, The Canterbury Tales,

- Christopher Marlowe, The Tragical History of Doctor Faustus

movies: Bedazzled (1967), Se7en (1995)

[*Video games, graphic novels, TV shows, as well.]

Art: Paul Cadmus – Personally inspired Wyeth to undertake Sins project

+Wyeth’s recent work/exhibit:

- significance; critiques on each painting.

--Conclusion

Inventing the University

After reading Inventing the University, I found one of Bartholomae's points extremely useful: "When students are writing for a teacher, writing becomes more problematic than it is for the students who are describing baseball to a Martian." I cannot tell you how often, when writing, I would aim solely at writing to meet my instructor's wishes and be done with it. Honestly, it gave me a negative perception of writing papers and made the writing experience a very uncomfortable one. Last semester, one of my professors pointed out how I needed to take command and write as though I were the expert. Bartholomae's advice for students to "assume privilege without having any" effectively reinforces the professor's words to me: be the expert. Make learning a matter of invention and discovery, rather than imitation or parody. From within my major, we frequently must look at a piece of art and describe what we see. I must draw upon the knowledge of the principles and elements in design to stay within the dialogue of the art community and avoid, at all measures, shooting from the hip.

Annie Dillard

1. Yes, and I believe this requires a great deal of honesty that I'm not used to sharing, but I feel it would be appropriate, given Dillard's openness. I used to smoke marijuana and abused painkillers to attain a "higher" sense of self. It cleared my head of any mental road blocks that rise up and hinder my creative exploration. You see, I've grown up as a very apprehensive, scared boy. My mom, who I was closest to, indirectly taught me that the world is a scary place. So, naturally I became hesitant to forge ahead and be daring; furthermore, battling self-down and self-esteem issues is a full-time job. I also struggle staying on task, as I am often a scatterbrain. I smoked, believing I was more creative in that state of mind than when I was sober. But alas, too much of anything exhausts its potency. It became too expensive, and too dangerous to keep up. I now rely on music that fits the mood of whatever project I've chosen, instead of drugs (that is, besides the ones that keep me sane).

2. When it comes to self-imposed limitations in my writing, I often omit the whole truth because (more so when I was younger) I knew my parents would at some point be reading it. That, or I didn't think the professor would find it appropriate because of the strict moral codes that stand as sentinels at guard here in Utah County. I will invest a lot of emotional sentiment into certain phrases or parts of an essay that I feel really hold everything together. But after so many writing classes in college, I've become more open to the rewriting process, instead of shooting for a final draft in the first attempt. Doing this has strengthened my writing, but sometimes I fall back into bad habits.

3. Yes, I identified closely with Dillard's use of metaphors, because I always enjoy reading a phrase that evokes a mental scene. I also believe that metaphors used in moderation strengthen the understanding of an author's audience. Without metaphors my writing is robotic and soulless; the words lack emotional sustenance.

4. Writing, to me, is much like painting: with care and patience, a significantly moving piece of art can be created. I handle it in concrete terms, because I think it's too easy to lose the reader in a cold maze of letters and punctuation. To avoid this, I ensure that the concrete has engaging graffiti spattered in brilliant, vivid colors all over it, as well as, mental clues to entice whoever is following to continue.

5. Maybe to some critics her literary mannerisms are transparent and fail to adequately play out in their minds. I do not think anyone's criticism makes her any less talented. A certain wine could dance across someone's palate, while completely sour upon another's. Personally, I love her writing style. It is entertaining, informative, and engaging, three things that only fortify any piece of literature.

Practice Sentences: Commas, Semicolons, and Colons

1. The flooding was worst at the point where New Jersey, New York, and Pennsylvania meet.

2. Because he loved to read, to write, and to edit, Mr. Diamond was considering a career in library work, marketing or publishing.

3. Salinger's first novel, The Catcher in the Rye, captures the language and thoughts of teenagers.

4. He has only one ambition: to produce a Broadway musical.

5. If you blow out all your candles, your wish will come true.

6. The district managers represent four regions: Terry Smith, Rochester, NY; Chris Adler, Superior, WI; Kim Young, Chimayo, NM; and Pat Golden, Tallahassee, FL.

7. The weather report predicted high winds, freezing rains, and snow; the highway patrol advised caution when driving, yet the storm blew out to sea.

8. My boss, who wears bright colors, is a cheerful person.

9. He hires people who are energetic, efficient, and polite.

10. When asked what she wanted to be later in life, she replied: "An Olympic swimmer."

11. The governor issued this statement: "I have done nothing wrong; the IRS will find that my tax returns are all in order."

12. Scientists spotted large numbers of dolphins, nurse and great white sharks, and blue, gray, and humpback whales near the offshore station.

13. She loves her car: a red Toyota.

14. If you drop by the doctor's office without an appointment, you can be sure of one thing: an icy reception.

15. His dog, a big Labrador retriever, is afraid of mice.

16. His recent painting, which is hanging in our local restaurant, shows dogs in various disguises.

17. His recent painting that is hanging in our local restaurant shows dogs in various disguises.

4.1 Placing Citations In Your Paper

4.1a

Footnote or Endnote Style

- Chicago Manual of Style, put your reference number whenever possible at the

end of your sentence, outside the period and outside a close-quotation mark that follows the period.

- For clarity, however, you may occasionally need to put the reference number within your sentence (where it follows any punctuation except a dash, which it precedes) or to put one number within the sentence and another at the end.

- To reduce the number of notes, you may cite more than one source with a single reference number, but always make clear what source pertains to what part of your sentence, using the “for/see” formula or some other.

Special cases: - artwork or illustration, literary work, & online source

4.1b

In-Text Style for the Humanities

- give author's name in the sentence and the relevant page number in parentheses at the end of your sentence (always inside, too, except when quoting a block).

- Put the name in the parentheses with the page number when you aren't discussing or quoting a source.

- And where it’s necessary to make clear that one part of your sentence comes from a source but another part from you (or

another source), you may insert your reference mid-sentence.

Special Cases:

- several volumes, give the volume number and a colon before the page reference

- more than one work by the same source, put an abbreviated title of the source

- two or three authors, place them in your sentence

- more than three authors, use et al.

- no author, use abbreviated form of the title

- quoted by another scholar, cite the source as "qtd. in"

- passage in a poem, novel, or play: give chapter, ch., or line number, l. or ll. (for multiple lines)

- online source, use the section, paragraph, or line number when no p. numbers are given

- artwork or illustration, direct reader to piece, (see figure #), and beneath the item, give the artist's full name, name of the work, and its date. Medium dimensions, and location or owner (if paper focuses on such info.)

4.1c

In-Text Styles for Social Sciences and Sciences

In author-and-year citing, either put the surname of the author in parentheses with the year of publication, or name the author in your sentence. When using the latter, put the year of the publication immediately after you mention the authoer's name, or at the end of the sentnce, or at the end of the relevant clause--which ever is clearer.

* Note: The parenthetical citation always comes inside the puncuation that ends your sentence or clause. When using two or more sources, include both, in alphabetical order, separated by a semicolon. If the two sources are by the same author, arrange them in chronological order,

separated by a comma. In APA, if you quote or refer to a specific passage, give the page number in parentheses, with a p. for “page” or pp. for “pages”

Special Cases

- Two authors, cite both authors’ names each time you cite: (Johnson & Smith, 1988).

- Three to five authors, cite the first time using all the authors’ surnames: (Johnson, Killpack, Larsen, & Smoot, 1986), but in subsequent citations cite only the first surname followed by “et al.”: (Johnson et al., 1986).

- Six or more authors, the first author’s surname and et al. from the start.

- Mentioned in another scholar’s work

- If the author is an agency with a long name, name it once the first time in full, followed immediately by brackets containing the abbreviation that you will use in parentheses in all subsequent citations:

- If a source gives no author, use a one or two word abbreviation of the title in your citation.

- When using more than one source published by the same author in the same year, cite and document the first as (Stearns and Wyn, 1990a) and the second as (Stearns and Wyn, 1990b).

- When you use an illustration, chart, or table, identify the item by placing above it a figure or table number, a title, and any required explanation. Put your citation below the item, starting with the word “Source” or “From,” if you copy directly; “Redrawn from” if you redraw; and “Modified from” or “Adapted from” if you have made even minor changes. Then give name, publication data, and page. Include the source again in your reference list.

*Note: Unless it can be retrieved or accessed by others, don’t include in your reference list a personal interview you conducted, a letter or e-mail message you received, or a conversation you had; give the information in your text.

4.1d

Coding Style for the Sciences

If your instructor doesn’t require you to use the style of a particular publication and you wish to cite by coding. Assign each source a number based on the order of first mention in your paper, and place the reference numbers in parentheses (or, if you prefer, use raised numerals—like footnotes). If possible, place the numbers at the end of your sentences, but place them elsewhere if necessary for clarity. When you refer to several sources in the same citation, arrange them in descending order of relevance or importance to your point.

When you refer to a source with three or more authors, abbreviate it in your sentence to the first surname plus et al.

If you cite a personal communication (in a conversation, letter, or e-mail message) give the information in your paper, not in your list of references.

3.5 How to Avoid High-Risk Situations

Don’t leave written work until the last minute!

Don’t use secondary sources for a paper unless you are asked or explicitly allowed to.

Don’t rely exclusively on a single secondary source for information or opinion.

- When you take notes, take pains to distinguish the words and thoughts of the source from your own.

- Take notes actively, not passively.

- Don’t try to sound more sophisticated or learned than you are.

- If you feel stuck, confused, or panicked about time, or if you are having problems in your life and can’t concentrate, let your instructor know.

- Don’t ask to borrow another student’s paper

- Don't write a paper from borrowed notes.

- Don't do the acutal writing ofa paper with another student.

- Don't submit to one class a paper--or even sections of a paper--that you have submitted or will submit to another class without first getting permission from both instructors.

- Always back up your work and make a hard copy each time you end a long working session or finish a paper.

3.4 Disciplinary Consequences

There are serious consequences for those involved in plagiarism, including receiving a failing grade for the course, periods of probation and imposed educative seminars; more

common is suspension for a year or more, or even permanent dismissal.