Well, here we are. We have arrived at the end of the semester! Congratulations on surviving until the last week!
For this week, I would like you to post 2-3 paragraphs reflecting on what you have learned about Cuba this semester. Think of structuring this as a mini-essay of sorts: you should have a clear point that you are making, and you should back up what you are saying with specific examples.
For example, you may wish to focus on matters like generational differences between Cuban-Americans, various waves of exiles, portrayal of Cuba in literature and/or film, problems and challenges in the current economy in Cuba, etc. The list of possibilities is, of course, nearly endless! Don't feel limited. Choose whatever you have found most interesting to focus on, but also give me an idea of the whole range of information you feel you have most gained from this course.
Saturday, April 26, 2008
Sunday, April 20, 2008
The Power of Music
As we have continued the semester, one of the themes we have frequently talked about regarding post-1959 Cuba is limited freedom of expression. In the materials you are preparing for Monday, you will read and hear some views about the alternative music scene in today's Cuba. We will talk about the hip hop and rap scene in class and hear what some of the underground artists have to say about their own music.
For your posting, consider the importance of music in terms of freedom of expression. Why is music so crucial? What does music --as opposed to other forms of expression-- allow one to express?
For your posting, consider the importance of music in terms of freedom of expression. Why is music so crucial? What does music --as opposed to other forms of expression-- allow one to express?
Sunday, March 30, 2008
Habana Blues
Greetings and welcome back after a (somewhat extended) spring break!
For this week's posting, we are going to try a new experiment for our class discussion this Monday and Wednesday, which will be based on the film you are seeing this weekend, Habana Blues.
Please post two discussion questions about Habana Blues; these questions should be appropriate for generating lively discussion in our actual course this week. We will use your own questions as a basis for our conversation about the film.
If you are able to post by 8 p.m. as usual, please try to do so. Several of you have seen the film already. For those of you seeing the film later this evening, however, this may obviously mean that you post sometime after 8 p.m. Please just try to post your questions at your earliest convenience so that your classmates have a chance to look at them by class time. We will continue our discussion for a second day.
There is no specific limit on the scope of the questions. You may post discussion questions that address any topic pertinent to the content of the film and/or its relation to the rest of our course content.
For this week's posting, we are going to try a new experiment for our class discussion this Monday and Wednesday, which will be based on the film you are seeing this weekend, Habana Blues.
Please post two discussion questions about Habana Blues; these questions should be appropriate for generating lively discussion in our actual course this week. We will use your own questions as a basis for our conversation about the film.
If you are able to post by 8 p.m. as usual, please try to do so. Several of you have seen the film already. For those of you seeing the film later this evening, however, this may obviously mean that you post sometime after 8 p.m. Please just try to post your questions at your earliest convenience so that your classmates have a chance to look at them by class time. We will continue our discussion for a second day.
There is no specific limit on the scope of the questions. You may post discussion questions that address any topic pertinent to the content of the film and/or its relation to the rest of our course content.
Saturday, March 8, 2008
Looking Back on Looking Back
Since we are exactly halfway through the semester, I'd like us to look back on looking back, as it were. I suppose we could get nostalgic about the books that have already gone by...
What I'd like you to do is to choose two works that we have read or seen in this class so far. You may use film or text or both. In a nicely developed paragraph, compare and contrast these works. What do these works have to say about the (Cuban) revolution, (Cuban) exile, nostalgia, or other concepts? Compare and contrast the author's and/or the director's presentation of these ideas. Make sure you choose a logical pair to juxtapose.
What I'd like you to do is to choose two works that we have read or seen in this class so far. You may use film or text or both. In a nicely developed paragraph, compare and contrast these works. What do these works have to say about the (Cuban) revolution, (Cuban) exile, nostalgia, or other concepts? Compare and contrast the author's and/or the director's presentation of these ideas. Make sure you choose a logical pair to juxtapose.
Saturday, March 1, 2008
Tentative Theses
¡Hola!
Hope you're enjoying the snow outside! Spring will be here soon...
For this week's posting, please post your two tentative theses about In Cuba I Was a German Shepherd which you will be bringing in to class on Monday. You may use a revised version of your argument from your literary analysis paragraph you are working on; remember that you might use one of these thesis statements for your upcoming paper.
Also, if you like, one of your theses can be about Next Year in Cuba.
Step 1: Please post your 2 theses.
Step 2: Please take a careful look at the theses of the person before and after you on the list of comments. Come prepared with suggestions for revising the theses for both of these people for Monday. Type out your suggestions so that you can hand them to your classmates in class.
Hope you're enjoying the snow outside! Spring will be here soon...
For this week's posting, please post your two tentative theses about In Cuba I Was a German Shepherd which you will be bringing in to class on Monday. You may use a revised version of your argument from your literary analysis paragraph you are working on; remember that you might use one of these thesis statements for your upcoming paper.
Also, if you like, one of your theses can be about Next Year in Cuba.
Step 1: Please post your 2 theses.
Step 2: Please take a careful look at the theses of the person before and after you on the list of comments. Come prepared with suggestions for revising the theses for both of these people for Monday. Type out your suggestions so that you can hand them to your classmates in class.
Saturday, February 23, 2008
Literary Analysis
Greetings! :)
Read all of the following instructions very carefully! Don't overlook the end.
For this week's posting, please choose a literary element from any of the chapters we have read so far in In Cuba I Was a German Shepherd. You may choose a character, a setting, chapter titles, or other elements such as figurative language, even animals, etc.
How does Menéndez use the element(s) you have chosen? What statement(s) is Menéndez making? For example, if you choose a character, you might ponder the following questions: does she use a particular character to portray exile in a certain light? Does a character lend specificity to the group of stories so that the reader has no choice but to interpret the stories to always be referring to Cuba? Does a character, in fact, do the opposite? Does a character create a sense of nostalgia for the past, or hope for the future?
Take a look at the context in which your chosen element appears. Find some specific textual evidence (read: quotations) to build a case for what you think Menéndez is doing with this element. When you have evidence, write a statement that summarizes your argument/analysis of what Menéndez accomplishes via your selected character.
Once you have these pieces, write a polished paragraph constructing a central argument about what Menéndez is doing, how, and why. Use specific evidence and/or quotations from Menéndez's text to build your argument throughout your own text. Make sure you end on a concluding note. Post your paragraph.
Make sure you get a chance to read your classmates' paragraphs thoroughly (i.e. don't start reading them at 8:15 Monday morning!). Bring in a printed copy of your own paragraph.
Read all of the following instructions very carefully! Don't overlook the end.
For this week's posting, please choose a literary element from any of the chapters we have read so far in In Cuba I Was a German Shepherd. You may choose a character, a setting, chapter titles, or other elements such as figurative language, even animals, etc.
How does Menéndez use the element(s) you have chosen? What statement(s) is Menéndez making? For example, if you choose a character, you might ponder the following questions: does she use a particular character to portray exile in a certain light? Does a character lend specificity to the group of stories so that the reader has no choice but to interpret the stories to always be referring to Cuba? Does a character, in fact, do the opposite? Does a character create a sense of nostalgia for the past, or hope for the future?
Take a look at the context in which your chosen element appears. Find some specific textual evidence (read: quotations) to build a case for what you think Menéndez is doing with this element. When you have evidence, write a statement that summarizes your argument/analysis of what Menéndez accomplishes via your selected character.
Once you have these pieces, write a polished paragraph constructing a central argument about what Menéndez is doing, how, and why. Use specific evidence and/or quotations from Menéndez's text to build your argument throughout your own text. Make sure you end on a concluding note. Post your paragraph.
Make sure you get a chance to read your classmates' paragraphs thoroughly (i.e. don't start reading them at 8:15 Monday morning!). Bring in a printed copy of your own paragraph.
Saturday, February 16, 2008
Hybridity and Belonging
Hola,
We are now starting the second unit, "Nostalgia for an Imagined Cuba." You should have noticed along the way that each week in the unit has a more detailed theme. Last week's topic (the final week of the previous unit) was called "Hybridity and Belonging." Gustavo Pérez Firmat's mémoire, Next Year in Cuba, provides a stepping stone between the previous unit and the current one; as you know, we will also discuss this text in the context of nostalgia and imagining.
As you know, titles create certain expectations for the reader. We might say that the title is a sort of lens through which the reader will view the text. Therefore, when selecting a title we must be careful to choose an appropriate lens, which can have any of a wide range of effects. The title might directly state what we want to become obvious in the text, it might deliberately mislead the reader to create a surprise later on, or it might cause anything in between!
Do you consider the (sub)theme title "Hybridity and Belonging" to be appropriate for framing a discussion of Pérez Firmat's text? Why or why not? What connotations does this particular title have? What alternate titles could one use for framing a discussion of this text? Explain.
We are now starting the second unit, "Nostalgia for an Imagined Cuba." You should have noticed along the way that each week in the unit has a more detailed theme. Last week's topic (the final week of the previous unit) was called "Hybridity and Belonging." Gustavo Pérez Firmat's mémoire, Next Year in Cuba, provides a stepping stone between the previous unit and the current one; as you know, we will also discuss this text in the context of nostalgia and imagining.
As you know, titles create certain expectations for the reader. We might say that the title is a sort of lens through which the reader will view the text. Therefore, when selecting a title we must be careful to choose an appropriate lens, which can have any of a wide range of effects. The title might directly state what we want to become obvious in the text, it might deliberately mislead the reader to create a surprise later on, or it might cause anything in between!
Do you consider the (sub)theme title "Hybridity and Belonging" to be appropriate for framing a discussion of Pérez Firmat's text? Why or why not? What connotations does this particular title have? What alternate titles could one use for framing a discussion of this text? Explain.
Sunday, February 10, 2008
Language Choice
Hello again!
We have been talking recently about the importance of language choice when writing. The vocabulary and register (the level of formality) we use creates a certain diction. The tone helps create certain emotional or other effects for the reader. The style adds to the tone and usually indicates what the writer's goal is. Figurative language (which we use all the time, even if we don't think about it or realize it!) also adds layers of complexity, but such expressions can endanger a piece's overall effect, as we saw in class, if they are used inappropriately in their context. We could go on and on about types of language choices one must make when writing. Each word counts. Each word affects the reader. Each word must aim for writing's ultimate objective: communication.
I'd like you to think about your own language choices in previous writing that you have done. Consider a piece of writing you have produced prior to now, last semester in a writing seminar or perhaps in high school. If need be, you may use an example from the essays you have written so far in our class. What are two examples of language choice from your own writing which make you particularly proud? Why did you choice the vocabulary, expression, figurative language, etc. and what effect did you hope to create? Explain your language choice in the two contexts you select.
We have been talking recently about the importance of language choice when writing. The vocabulary and register (the level of formality) we use creates a certain diction. The tone helps create certain emotional or other effects for the reader. The style adds to the tone and usually indicates what the writer's goal is. Figurative language (which we use all the time, even if we don't think about it or realize it!) also adds layers of complexity, but such expressions can endanger a piece's overall effect, as we saw in class, if they are used inappropriately in their context. We could go on and on about types of language choices one must make when writing. Each word counts. Each word affects the reader. Each word must aim for writing's ultimate objective: communication.
I'd like you to think about your own language choices in previous writing that you have done. Consider a piece of writing you have produced prior to now, last semester in a writing seminar or perhaps in high school. If need be, you may use an example from the essays you have written so far in our class. What are two examples of language choice from your own writing which make you particularly proud? Why did you choice the vocabulary, expression, figurative language, etc. and what effect did you hope to create? Explain your language choice in the two contexts you select.
Saturday, February 2, 2008
Identity Out of Place
Hello again! Everyone is doing a great job with the posting so far. Keep it up.
This week's question to ponder through your posting is the following:
What happens to identity when people are removed from their home, either through forced or voluntary exile? Can identity remain attached to one's homeland, when one is no longer physically present? What types of concepts step in to take the place, so to speak, of the physical place?
Maria Cristina Garcia offers some thoughts on this topic, but I would like you to dwell on your own ideas. As a starting point, you may wish to think about people you know yourselves, such as friends, family members, etc. They might be exiles or immigrants. How do they maintain a sense of culture identified with their place of origin? Or is that endeavor impossible?
This week's question to ponder through your posting is the following:
What happens to identity when people are removed from their home, either through forced or voluntary exile? Can identity remain attached to one's homeland, when one is no longer physically present? What types of concepts step in to take the place, so to speak, of the physical place?
Maria Cristina Garcia offers some thoughts on this topic, but I would like you to dwell on your own ideas. As a starting point, you may wish to think about people you know yourselves, such as friends, family members, etc. They might be exiles or immigrants. How do they maintain a sense of culture identified with their place of origin? Or is that endeavor impossible?
Friday, January 25, 2008
Sunday, Jan. 27: Revolution
Greetings, everyone,
Your first posting should be about one paragraph long. We will be reading some information soon about the Cuban Revolution, and we will see Estela Bravo's biographical documentary about Fidel Castro. So the Cuban Revolution and revolution in general will be ongoing topics quite soon.
Your question to discuss for this posting is the following: How long can a revolution last (and still be called properly a revolution)? Click on "Comments" to add your posting.
Think about this in general terms. You do not need to refer to the Cuban Revolution necessarily, though if you know something about it already you may incorporate it in some way, if you wish.
Remember to post by this Sunday by 8:00 p.m. (For some of you this will mean posting before the film viewing).
Your first posting should be about one paragraph long. We will be reading some information soon about the Cuban Revolution, and we will see Estela Bravo's biographical documentary about Fidel Castro. So the Cuban Revolution and revolution in general will be ongoing topics quite soon.
Your question to discuss for this posting is the following: How long can a revolution last (and still be called properly a revolution)? Click on "Comments" to add your posting.
Think about this in general terms. You do not need to refer to the Cuban Revolution necessarily, though if you know something about it already you may incorporate it in some way, if you wish.
Remember to post by this Sunday by 8:00 p.m. (For some of you this will mean posting before the film viewing).
Friday, January 18, 2008
Bienvenidos a...Miami? What about Havana?
Greetings, everyone! Welcome to "Cuba In and Out of Exile" (Spanish 117).
Did you know that not all Cuban-Americans are from Miami?
Did you know that you can see Cuba from the Florida Keys on a clear day? Have you ever wondered about our neighbor only 90 miles away?
This site will serve as our weekly discussion board. You will post comments, voice your thoughts, put forth analysis of texts and visual materials, as well as respond to your classmates' ideas. I hope this will help make your experience in our "Cuba" class exciting and productive. We will discuss revolution, exile, identity, place, language, and so much more.
You should view this posting not only as a way to interact with your classmates (and show your active participation in the course!) but also as an exercise in writing. Before you post, make sure that your posting is clear, concise, and well-written. Check over your work, and determine that your main point comes across.
Have fun!
Did you know that not all Cuban-Americans are from Miami?
Did you know that you can see Cuba from the Florida Keys on a clear day? Have you ever wondered about our neighbor only 90 miles away?
This site will serve as our weekly discussion board. You will post comments, voice your thoughts, put forth analysis of texts and visual materials, as well as respond to your classmates' ideas. I hope this will help make your experience in our "Cuba" class exciting and productive. We will discuss revolution, exile, identity, place, language, and so much more.
You should view this posting not only as a way to interact with your classmates (and show your active participation in the course!) but also as an exercise in writing. Before you post, make sure that your posting is clear, concise, and well-written. Check over your work, and determine that your main point comes across.
Have fun!
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