Thank you for your responses to my questions about accommodations in the coming weeks as well as the proposal to move to a tutorial model for the class. A revised timeline is now posted on this site. I do want to underscore my goal, based on your feedback, to simplify your work and responsibilities. First, we need to complete the editorial project. Second, we will be working with twentieth-century poetry and poetics. (In the interest of simplifying our work, I am going to drop the Memory Project, though I am sorry to do so.)
I am still hoping that we will complete the current phase of editorial work on the commentaries by the end of the day on Monday, March 30th. From there, I will be working with you individually to prepare your manuscripts for publication.
To move the editorial process, I have reviewed the master list and made comments on those poems that did not have an editor assigned. Authors may go to their sites, and login in to Hypothes.is, to view the editorial suggestions:
The Rainy Day (Katie): needs first paragraph (textual history) and bibliography and further reading
The Day is Done (Michael) poem and reading (beautiful!) but no commentary
Experience (Jeremy) needs work on content of body paragraphs
Brahma (Michael) needs to describe the poem and the basic interpretive questions about speaker and addressee, etc.
Crossing Brooklyn Ferry (Jeremy) some comments on style and substance
The Wound Dresser (Katie) comments from readers, reception of the poem, is needed
Fame is a bee (Katie) There is much to do here with this great little poem. Do manuscript history (ED Archive references)
Because I could not stop for Death— (Jeremy) good. Needs work on references.
Robert Lowell, Waking in the Blue (Connor) Needs more commentary on poem itself and also references, if available
The comments are posted in the English 490 Poetry / Poetics Hypothes.is group. There are thirty-five commentaries and so for efficiency and logistics in the next phase of the editorial process I do need authors to upload their commentaries and sound files to the shared Google Folder. At present (I just checked), we have Jeremy’s recordings and Connor’s Longfellow commentary. I have listened to Jeremy (and Michael’s) readings of the poems and they are wonderful. Thank you, all, for attending to this work.
With our work now unfolding exclusively online, you will need to use the resources available to you beyond the physical stacks in our library. Local Mason Library portals include
The course blog has a list of web-based resources in the Places to Go list, including
- The Maine Historical Society’s Henry Wadsworth Longfellow Site
- Walt Whitman Archive
- The Emily Dickinson Archive
In addition,Google Scholar offers a web portal for accessing materials for your research and bibliographies and further reading. And the Internet Archive National Emergency Library announced it is suspending wait-lists on its collections of digitized books until June 30. You can read the announcement and get more information on the collections included at the Internet Archive National Emergency Library. collection includes over 1.4 books many of which are still covered by copyright.
As I requested last week, to make my editorial work more manageable, please use the following template for the commentary files: Bryant.toawaterfowl.jeremylanders.
And use the following template for the commentary files: Emerson.experience.jeremylanders.m4a. Do remember to post the final version of the commentaries on your blog. These commentaries, with the writing described above, will be the portfolio of work that I will assess for your final grade in the course.
Moving forward, I will be working with each of you, in my role as the general editor of the project, to prepare your manuscripts for publication.