Buzzards

Continuing with the "Animal Encounters" section of the course, we're reading a longish article, "Buzzards" by Lee Zacharias. Zacharias actually used to teach at UNCG but she's retired now. Anyway, this is a wonderful piece: the most moving thing you'll read about ugly birds.

Thoughts on "Buzzards"

Quiz 5 mins

I was attracted to this piece because it employs "non-fiction" writing about buzzards in a very unique way, by placing these factual / experiential paragraphs that go into the entire scientific description of vultures as well as how these birds have been regarded by culture / human history, next to the author's meditations / remembrances of her deceased father.

Structurally – there are three "time" frames going on. 1. Zacharias is in an empty parking lot in the Everglades 2. There are the scientific / cultural / literary : encyclopedic references to the vultures 3. Memories of her father.

Overall interpretation: (5 mins)

Why does Zacharias do this? Why "pair" her exploration of vultures with father?

Stylistic analysis (15 mins)

Group discussion [Assign passage pairs]
Each passage contains a paragraph dealing with the vulture (from some perspective) and then with her father.
How are the passages on the vultures stylistically different from the parts describing the father? In terms of content, do they connect or not connect? Are they simply placed randomly next to each other or can you discern a pattern in the structure? Do they reinforce or challenge each other in terms of meaning?
As they share findings (15 min), introduce some of the vocabulary for discussion from the rhetorical reading: such as DICTION / SYNTAX / METAPHOR / SYMBOL. Read closely at the sentence level for examples.

Final paragraph (5 mins) – becoming-vulture: studying the vulture becomes a way of expressing herself / of engaging her feelings toward her father. [Transitional object]

Tell them that this piece should be a model for assignment one.

For next lesson: we will practice more 30 sec words.