An Open Book Test
Written to scuttle the bot…
The following is an example of a possible reflective memo aka quiz for someone like Jeff to think about as a way to assess students as readers of ancient literature. I did not consult my friendly bot on this at all. I did, however, plug the first question in a more generic form into the bot and will share its output after the quiz. My sense is these are questions beyond the bot. I think you’ll agree.
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Student Name:
Course Section and Time:
Date:
Instructions:
You are expected to use your books and your notes to write responses to these questions. You are free to use the bot if you believe it will help you. Although you likely will quote brief passages from the readings, your paraphrases will often suffice if they have the meat of the meaning. I will assess your responses based on evidence of engagement, earnest effort, knowledge building, diligence, and critical thinking. I’m expecting evidence of deep reading of the assignments (quiz grade: B) and of a deepening grasp of how to read ancient texts from your phenomenological analysis of reading this sort of literature (quiz grade: A).
Recent scholarship on literary reading has produced a theme drawn from observations of readers introspectively and in social settings. “The pleasures of difficulty” is an acquired taste to be sure, but once you’ve acquired it, you’ll seek it out as a lifelong learner. Identify and document two instances or types of instances from the reading assignments wherein you faced difficulty. Elaborate on each instance or type with specific examples from the assignments. How did you deal with them?
Getting a foothold in a text at the beginning of a reading event often starts with some fumbling around, but at some point there is a click, and then a stronger click, and sense of being coherently dialed in—or at least ready to tolerate ambiguity. Select an opening section from our assignments to date. Narrate your reading of the opening by paraphrasing and commenting on what you read and how it might confuse you reading it cold for the first time. Describe and document first your earliest sense of a click and then the point where you have a solid grasp of coherence with expectations for where the passage is going. Then comment on the difficulty level of this quiz question.
Describe scenes from two of the assignments in which the imagery was vivid and impactful. Analyze how and why you found it so. Elaborate on the imagery in one or both ways: a) The writer might have chosen other images like… or b) If this text were being written today, these might be updated images…
Becoming a phenomenological reader extends beyond critical reasoning or analysis. It means learning to become absorbed in complex texts of all genres and origins while self-consciously noticing how what you think and therefore learn is shaped in part by how you read. Self-assess your performance as a phenomenological reader thus far in the semester and set some goals. How aware are you of the strategies you use? Consider your degree of intentionality as you take up and complete reading assignments. Consider also your motivation to deepen your capacity to read with interpretive alacrity. Be honest with yourself. My main concern in assessing this response is honesty grounded in specificity.
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People who read the bot’s output to questions like the one I’m about to share with you which I gave to the bot are appropriately gagged by its empty saccharine words. Asking the bot to play the role of a human is like asking a worm to bark like a dog. It simply can not. The answer for teachers is not to require grade school teachers to teach cursive and bring back blue books. The answer is to stop asking humans in school to answer questions as if they were a bot, and not to ask the bot questions as if it were human and write it off as a loss. Here we go:
- robot: Hello, How can I assist you?
- user: Help me write an answer to this question from my class.
Recent scholarship on literary reading has produced a theme drawn from observations of readers introspectively and in social settings. “The pleasures of difficulty” is an acquired taste to be sure, but once you’ve acquired it, you’ll seek it out as a lifelong learner. Identify two instances or types of instances wherein you faced difficulty. Elaborate on each instance or type with specific examples from the assignments. How did you deal with them?
- robot: When it comes to encountering difficulty in literary reading, I can identify two instances that challenged me, but ultimately proved to be rewarding learning experiences.
The first instance was when I delved into the works of Virginia Woolf. Reading her novel "To the Lighthouse" initially felt like deciphering a complex puzzle. The stream-of-consciousness narrative technique and the constant shifts in perspectives posed a significant challenge in understanding the storyline. However, I was determined to unravel the layers of meaning within the text. I approached this difficulty by adopting a multi-pronged approach. First, I engaged in active reading by underlining and annotating passages that seemed crucial. This helped me to identify recurring themes and motifs. Additionally, I sought out supplementary resources such as literary analyses and critical essays to gain insights from others' interpretations. Through persistence and careful analysis, I was able to appreciate the nuances of Woolf's writing and extract profound meaning from her work.
The second instance was when I encountered poetry written by T.S. Eliot, particularly "The Waste Land." The allusions, fragmented structure, and dense symbolism made it challenging to grasp the poem's overall message. To tackle this difficulty, I approached the poem systematically. I first conducted background research on the historical and cultural context surrounding the poem's publication. This provided me with a better understanding of the political and social references within the text. Additionally, I divided the poem into smaller sections and thoroughly analyzed each part, paying attention to the language, imagery, and intertextual references. I also joined a study group where we discussed different interpretations and shared our insights. By actively engaging with the text and seeking external perspectives, I was able to unravel the complexities of "The Waste Land" and appreciate Eliot's mastery of poetic technique.
In both instances, I dealt with the difficulties by adopting a proactive and persistent approach. Active reading, seeking supplementary resources, conducting research, and engaging in discussions with peers all played crucial roles in overcoming the challenges. These experiences taught me the importance of perseverance and the value of seeking support and insights from others. Ultimately, these instances of difficulty not only enhanced my literary understanding but also nurtured my love for complex and intricate works, reinforcing the idea that the pleasures of difficulty truly become a lifelong pursuit for the dedicated reader.
- user: Can I ask a question?
- robot: Of course! Please feel free to ask any question you have.
- user: How long did it take you to read the Waste Land?
- robot: As an AI, I don't read texts in the same way humans do, so I don't experience time in the same way. However, for an average human reader, the time it takes to read "The Waste Land" by T.S. Eliot can vary depending on factors such as reading speed, level of familiarity with the poem, and level of analysis or annotation. It is a complex and densely layered poem, so it may take several hours or even multiple sittings to fully engage with and understand its nuances.
- user: But you said I should do research about the cultural and historical period in which it was written even before I start to read it to understand all the allusions. Then I should join a study group to talk about it. How much time does that take? But I guess that’s not part of reading.
- robot: You're correct. Understanding the cultural and historical context of a literary work like "The Waste Land" can enhance your reading experience and help you grasp the allusions and references within the text. The amount of time it takes to research and familiarize yourself with the cultural and historical period will vary depending on your prior knowledge and the extent to which you wish to explore the topic. This could range from a few hours of focused research to several weeks or more of in-depth study.
Joining a study group or engaging in discussions about the text can also greatly enrich your understanding. The time commitment for that will depend on the frequency and duration of the study group meetings, as well as how actively you participate.
Keep in mind that the time spent on research and discussion is separate from the time it takes to actually read the poem itself. Reading "The Waste Land" can take a few hours, depending on your reading speed and how closely you analyze the text.
Overall, the time investment for fully immersing yourself in "The Waste Land" can vary greatly depending on your individual approach and level of engagement.
- user: I see. So I really do need to understand my individual approach. Maybe the way to learn deep reading is by reading more slowly with more care and intention.
- robot: Absolutely! Deep reading involves reading slowly, attentively, and with intention. By taking your time, carefully analyzing the text, and reflecting on its meaning, you can gain a deeper understanding of the author's message, themes, and literary techniques. This approach allows you to engage with the text on a more profound level and appreciate its nuances fully.
Moreover, deep reading also involves actively questioning the text, making connections, and considering different interpretations. It's about immersing yourself in the world of the book and actively participating in the reading experience. By practicing this method, you can develop and refine your skills as a critical reader over time.