'Can You Hear Me Now, Ms. Monster?': Anger, 'Thumos,' and First-Year Composition
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| Title: | 'Can You Hear Me Now, Ms. Monster?': Anger, 'Thumos,' and First-Year Composition |
|---|---|
| Language: | English |
| Authors: | Baecker, Diann |
| Source: | Composition Forum. Fall 2007 17. |
| Availability: | Association of Teachers of Advanced Composition. e-mail: cf@compositionforum.com; Web site: http://compositionforum.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Descriptive Opinion Papers |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Freshman Composition, Writing Processes, Psychological Patterns, Emotional Response, Writing Assignments, Essays, Visual Aids, Writing Instruction, Teaching Methods, Academic Discourse, Personal Narratives |
| ISSN: | 1522-7502 |
| Abstract: | There are not many English words for "anger." There's "wrath" and "ire," although no one uses "ire" anymore and hardly anyone "wrath." There's "frustration," "resentment," and "indignation," but they don't have the emotional intensity of "anger," a word that can slide so easily into "rage" and "violence" and, thus, "tragedy" and "horror." This paucity of words suggests something about the unwillingness to confront anger, the belief that one should count to ten, turn the other cheek, walk away. Diann Baecker says what is needed is another word for anger. Aristotle had two words to describe anger: "orge"--an irrational, strong emotion whose end is revenge--and "thumos"--a more rational emotion. She goes on to argue that adding the Greek concept of "thumos" to classroom discussions of logos, ethos, and pathos can provide a means for productively harnessing an emotion that is strong enough to see students through the chaos of the writing process. Baecker describes a particular assignment where rather than asking her students to produce an essay or word collage, she uses a visual-essay assignment that begins with literary analysis and that allows space for students' emotions in a way that is consistent with the kind of academic writing she wants from them. While certainly personal, the writing that results from the assignment centers on the question of voice and authority, questions as important to academic writing as to personal narratives. |
| Abstractor: | ERIC |
| Number of References: | 24 |
| Entry Date: | 2015 |
| Accession Number: | EJ1081791 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: 'Can You Hear Me Now, Ms. Monster?': Anger, 'Thumos,' and First-Year Composition – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Baecker%2C+Diann%22">Baecker, Diann</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Composition+Forum%22"><i>Composition Forum</i></searchLink>. Fall 2007 17. – Name: Avail Label: Availability Group: Avail Data: Association of Teachers of Advanced Composition. e-mail: cf@compositionforum.com; Web site: http://compositionforum.com – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 9 – Name: DatePubCY Label: Publication Date Group: Date Data: 2007 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive<br />Opinion Papers – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Freshman+Composition%22">Freshman Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Processes%22">Writing Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Assignments%22">Writing Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Essays%22">Essays</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Discourse%22">Academic Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Narratives%22">Personal Narratives</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1522-7502 – Name: Abstract Label: Abstract Group: Ab Data: There are not many English words for "anger." There's "wrath" and "ire," although no one uses "ire" anymore and hardly anyone "wrath." There's "frustration," "resentment," and "indignation," but they don't have the emotional intensity of "anger," a word that can slide so easily into "rage" and "violence" and, thus, "tragedy" and "horror." This paucity of words suggests something about the unwillingness to confront anger, the belief that one should count to ten, turn the other cheek, walk away. Diann Baecker says what is needed is another word for anger. Aristotle had two words to describe anger: "orge"--an irrational, strong emotion whose end is revenge--and "thumos"--a more rational emotion. She goes on to argue that adding the Greek concept of "thumos" to classroom discussions of logos, ethos, and pathos can provide a means for productively harnessing an emotion that is strong enough to see students through the chaos of the writing process. Baecker describes a particular assignment where rather than asking her students to produce an essay or word collage, she uses a visual-essay assignment that begins with literary analysis and that allows space for students' emotions in a way that is consistent with the kind of academic writing she wants from them. While certainly personal, the writing that results from the assignment centers on the question of voice and authority, questions as important to academic writing as to personal narratives. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: Ref Label: Number of References Group: RefInfo Data: 24 – Name: DateEntry Label: Entry Date Group: Date Data: 2015 – Name: AN Label: Accession Number Group: ID Data: EJ1081791 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 9 Subjects: – SubjectFull: Freshman Composition Type: general – SubjectFull: Writing Processes Type: general – SubjectFull: Psychological Patterns Type: general – SubjectFull: Emotional Response Type: general – SubjectFull: Writing Assignments Type: general – SubjectFull: Essays Type: general – SubjectFull: Visual Aids Type: general – SubjectFull: Writing Instruction Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Academic Discourse Type: general – SubjectFull: Personal Narratives Type: general Titles: – TitleFull: 'Can You Hear Me Now, Ms. Monster?': Anger, 'Thumos,' and First-Year Composition Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Baecker, Diann IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2007 Identifiers: – Type: issn-print Value: 1522-7502 Numbering: – Type: volume Value: 17 Titles: – TitleFull: Composition Forum Type: main |
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