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The Continuity team consists of

After 12/5, the Continuity team should copy-paste the draft produced by the Drafting team into this page and begin moving pieces of the draft around, adding transitions, and creating new content as needed. Once the Continuity team begins this work, members of the Drafting team may wish to leave comments on this page. Continuity team members can also communicate with each other through comments. The Continuity team must produce an organized draft by 12/10.

Analyzing Details and Synthesizing Concepts

            In "The Faceoff: Legitimacy of the English Major Questioned", Nick Yager makes the argument that the English major is less valuable than other majors because the major studies "merely the techniques and concepts of literature and to a lesser degree the ideas presented within literature" (Yager 1). Concerning the content that English majors study, value can be found in the unique combination of detailed literary analysis and the synthesis of themes presented in literature.  An English major’s course of studies highlights to the significance of the human experience as seen through the lens of ordinary people.

            To state that the work of an English major entails "the [ability] to comprehend complex ideas from the works that they study and to infer meaning from the information they are given" is a gross oversimplification of the skills developed by English majors throughout the course of their study (Yager 1). The English major doesn't simply identify important themes and ideas in works of literature, but instead deconstructs works of literature to their most detailed form through a methodical investigation that begins with analyzing individual words on a page or phrase structures. For example, Helen Chasin writes in her poem The Word Plum, “pout and push, luxury of/ self-love and savoring murmur… question/ and reply, lip and tongue/ of pleasure” (Meyer 463). Chasin deliberately breaks up these phrases, making the reader pause continuously for the next word of what should be a continuous thought. However this is synonymous to her desire to savor the word plum, pausing frequently in awe of its deliciousness. So too does Chasin make her reader pause while reading as their eyes skip to the next line, savoring the words of her poem.

            The next step of this investigative process broadens to themes discussed throughout the work as a whole. Techniques such as symbolism, personification, and parallel language are used to connect ideas within the entire text. English majors, through the repetition required to refine any skill, learn to recognize and employ these techniques to best understand continuity in narrative. In A Christmas Carol by Charles Dickens, the use of geographical language (i.e. movement or changes in setting) to indicate changes in Scrooge’s emotional and mental state is a detailed but very important analysis. Dickens writes that Scrooge and the Ghost of Christmas Past “…pass through the wall, and stood upon an open country road, with fields on either hand. The city had entirely vanished… the darkness had vanished with it” (Dickens 51). Dickens is indicating that Scrooge is passing through an emotional wall as the Ghost takes him to the countryside, beginning his emotional journey. The methodical and detailed analysis of literature that is part of an English major’s course of study is what leads to such complex and valuable observations about Dickens’s novel.

Using the aforementioned in-depth analysis of literature the English major can juxtapose the concepts and patterns of the works they study with the realm of the human experience and the models of life that literature creates. Dickens’s use of geographical language throughout A Christmas Carol shows how humans experience real life as a journey where we are all constantly moving from place to place, physically as well as emotionally. Dickens is making a parallel between the way we understand spatial language and the way we understand our own emotional journey. For example, Dickens writes of Scrooge’s travel with the Ghost of Christmas Present “much they saw, and far they went, and many homes they visited” (Dickens 120). Dickens is indicating that, in order to become better people like Scrooge does in the end, we must see others’ ways. Dickens doesn’t mean that we should physically see the ways of others, like Scrooge physically sees, but instead uses geographical language to indicate that we must emotionally see and understand the ways of others. Without the methodical process that English majors practice, this valuable observation would have been passed over and Dickens use of geographical language would only have been noticed when it had added some whimsical element to the story (such as making Scrooge fly). Even then, this notice would have been fleeting and uninteresting at best without the orderly practice of the English major.  The reader would walk away uninformed about the novel’s implications of humanity's view of life as a moving element, a journey. 

            English students study everything from the words on a page to those words’ worldwide implications; they do not simply ‘comprehend’ these complex ideas, as Yager so quaintly puts it, but instead pull together their detailed analysis of a work to better understand the world as portrayed through these model systems called literature. When Yager presupposes “the content that an English major studies is merely the techniques and concepts of literature and to a lesser degree the ideas presented within literature,” he vastly underestimates the amount of intellectual exertion that this work entails (Yager 1). In fact, his use of the word “merely” in this statement serves to discredit the “techniques and concepts” used by English majors to study literature in a methodical and detailed way.

            Literature creates a model of life that engages with any abstract concept or concrete system in the world. English majors study how these models work or affect others and how readers should understand these models of real life using the process of orderly and methodical analysis. English majors form a practice – much like a medical or law practice – through the collective utilization of a constantly redefined vocabulary used to describe the investigation of literary art. English majors systematically investigate the world as seen through the lens of ordinary people, first by looking at the details of the literary models provided and then by applying those details to the larger world. This unique combination of logical progression and holistic application is what makes the English major so valuable.

            In “The Educated Imagination”, an essay by Northrop Fyre, literature’s important role in the world is discussed. Frye writes “literature’s world is a concrete human world of immediate experience ” ( Frye 27-28).  In other words, the world of literature is a world where the reader can intimately interact with an author’s words, a world where the reader can explore a whole range of human emotions. Literature peers into the windows of ordinary human beings; it is the lattice through which we are able to see how and why the world operates on all kinds of different people.  Through the author’s words and characters, we find different interpretations of what it means to be human: how it feels to fall in love or lose a loved one, to meet our goals or come up short, what effects love, hate, joy, sorrow, jealousy, empathy, anger, fear and the myriad of other emotions can have on the fragile mind and body.  English majors primarily study literature, but every time we browse a book, every time we peruse a poem, every time we dissect a drama, we subsequently find ourselves gazing into the world of human experience.

            English majors study how to analyze and interpret reflections of the human mind as conveyed through works of literature.  The pen is the instrument of this mode of self-expression, and its creations often reflect the author’s own opinions, emotions, and ideas that he or she wishes to convey to the rest of the world.  The English major prepares its students to not only engage with these creations but to understand the authors’ implications behind the works as well.  Literature therefore serves as the lens that English majors use to gaze into the realm of human experience, and it is through this lens that the English major distinguishes itself from all other areas of study.

            A good example of this can be found in “The Yellow Wallpaper”, written by American writer Charlotte Perkins Gilman in 1892. Gilman writes of her own experience as a woman in an oppressive and patriarchal society that limits her, mentally and socially. Through Gilman’s writing, English majors are able to understand an ordinary woman’s experience in 1892 – not simply through her character but also through the techniques she employs and the broad themes that connect her work. Gilman writes of the husband’s attitude on his wife’s imagination and metaphysical thoughts, “John laughs at me, of course, but one expects that in marriage” (Gilman 1). In this one sentence, it is simple to see how Gilman feels oppressed and degraded by the men around her.

            Gilman’s experience with oppression in real life can also be understood through the narrator’s view of the wallpaper throughout the piece. The narrator, when first stuck in the room she must stay in until she gets well, says of the wallpaper “It is dull enough to confuse the eye in following, pronounced enough to constantly irritate and provoke study, and when you follow the lame uncertain curves for a little distance they suddenly commit suicide--plunge off at outrageous angles, destroy themselves in unheard of contradictions. The color is repellent, almost revolting; a smouldering unclean yellow...” (Gilman 4). The narrator’s view of the wallpaper continuously gets more horrifying until, at the end of the story, the narrator writes “All those strangled heads and bulbous eyes and waddling fungus growths just shriek with derision!” (Gilman 16). Here Gilman is saying that the oppression of women is completely revolting at first glance and becomes more and more unbearable as time goes on. The character says to her husband at the end of the story, “…said I, ‘in spite of you and Jane. And I've pulled off most of the paper, so you can't put me back’” (Gilman 18)! Gilman is indicating that, by expressing herself on paper, she has escaped from behind the wallpaper and the thoughts she's written down can never be put back. Through the character’s view of the wallpaper, the learned English major is better able to understand Gilman’s experience as an American woman and writer in 1892.

            Yager seems to feel that mathematical and scientific majors are more valuable in society today than English majors. However, English majors, with their learned capacity to think both critically and creatively through the content covered as part of their course of study, are able to connect critical methodical analysis with creative abstract synthesis. This pairing of skills is learned through analyzing the details in a piece of literature through the use of literary devices and by studying how narratives interact with the real world and each other. According to Yager, there is a great divide between the sciences and the humanities, the content they study, and the skills they develop. The English major, though, provides a valuable link between the methodical analysis of the sciences and the creative, abstract thinking of the humanities. The truth of the matter is that there needs to be more overlap between the analysis and synthesis studied almost exclusively by the sciences and humanities respectively, because the ability to think both critically and creatively is incredibly important to understanding the complex and interconnected fields that are becoming commonplace in our new working environments. The English major prepares its students for this environment by enabling them to explore the boundaries of their creativity while also reinforcing their ability to absorb and interpret fact-based information.

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  1. Unknown User (jca4)

    Yo continuity team! You guys wanna meet tomorrow during class time?? We can put our heads together and continuate the hell outta that draft

  2. Unknown User (ggs1)

    yea I'll be there, I think we need to help with the placement of the paragraphs and we can come up with transitions and help the drafting team make the paper flow and what not.

  3. Unknown User (mrb21)


  4. Unknown User (ser13)

    Is the continuity team happy with the draft produced by the drafting team? Can the polishers go to work?


    1. Unknown User (jca4)

      No, I'd say not. You'll absolutely be good to start on the 10th though

  5. Unknown User (jca4)

    I just posted a slight revision of the draft. If no one finds it too offensive, I'd say you've got the green light Polishing Team


    1. Unknown User (mrb21)

      Love the change from parallel to juxtapose.

      A potential change back would be returning the last sentences of paragraph four to: "Even then, this notice would have been fleeting and uninteresting at best without the orderly practice of the English major and the reader would walk away uninformed about the novels implications of humanity's view of life as a moving element, a journey." Any reason why you changed it? I think it sounds kind of choppy in two sentences.

      I will continue going through this when I get back from dinner - looking great so far. (smile) 

    2. Unknown User (mrb21)

      HI! I lied, I finished it before dinner. I can't seem to help myself

      I made a few minor changes - I won't change back that one sentence in P4 til I hear back from you on your reasons for changing it. 

      I LOVED your revision of the concluding sentence. It made the essay seem a lot stronger.

      I highlighted two parts in red in the second to last paragraph that I was hoping we could spend more time on - I just don't like the phrasing of the first. The second seems to indicate that ONLY english majors understand it and I thought that sounded a little presumptuous.

      Let me know your thoughts - thanks again!

  6. Unknown User (jca4)

    I changed the sentence in P4 for the opposite reason you said you liked it haha. I just thought it seemed a bit run-on.  I suppose we can just see what the polishing team thinks of it and let that be the deciding case.

    1. Unknown User (mrb21)

      I don't think it sounds bad either way, so we can leave it up to them or leave it the way you changed it. (smile) Thanks for explaining the change to me.

  7. Unknown User (jca4)

    I took out the first red phrase, it didn't seem necessary.

    For the second  I changed it to "Through the character’s view of the wallpaper, the learned English major is better able to understand Gilman’s experience as an American woman and writer in 1892."

    And thirdly I highlighted the quote preceding the final sentence of that paragraph. I don't really know why the quote was there in the first place. It didn't make any point and wasn't introduced at all. If it did have a purpose then that purpose definitely needs to be made more clear before reinserting the quote

    1. Unknown User (mrb21)

      I was thinking the first was a bit unnecessary as well. 

      Great change for the second one - it sounds a lot less pretentious. 

      I added a sentence, highlighted in blue, after the quote. I was trying to add a third example of Gilman's view of the wallpaper. If you think the phrase in blue helps show why the quote is in there then just go in and change both sentences to black. If you still don't think the quote is necessary, you can delete both that quote and the following sentence. 

      Thanks again!!!!

  8. Unknown User (cmn10)

    Member of the Polishing team checking in – give us a heads up when we're clear to start working? You guys said it was okay and then continued to edit so I'm a little fuzzy xD