Before that I pretty much procrastinated with the writing.... I started out with a kind of a chronological thing, I mean where I described myself and things that make me unique. Then I went on to describe the actual work and then pull the elements out that contributed to my response.
After initial class sessions on genre; plot, and character failed to engage him ("Was I the only one who felt trapped in a class which embarked on discussing genre at 8:10 A.M."), a nineteen-year old man suddenly found the situation changed: "We had a confrontation. The entire class time surrounded a dispute. I readily sat up in my seat to observe what my classmates were anxious about, so I could participate. They were butting heads about their interpretations of the story read for our class assignment." At first he did not feel he could "jump in," but "definitely felt caught in the middle of it," agreeing with each side to some degree. As interpretations continued to "clash . . ., uninformed opinions were corrected by educated ones, and faces blushed due to embarrassment and anger," he found himself anticipating and preparing for class in new ways.
I was in awe that the instructor allowed it to continue. ...
I carried my excitement with me. I did not mind waking up for class....
I began to review the material read and my class notes. And anticipate the opinion I would promote in class. I had been quiet in class for the first few weeks, but I was coming out of my shell. My opinions were refused as well as accepted by my classmates, and I realized my face felt a bit flushed a few times as I walked out of the classroom door. I began to wonder why I was so anxious and moved by the discussions. Why everything was so heated and sensitive.
What came to me most, while I was doing the painting aesthetic response, was how much I now want to become involved with music and do that same thing with musical pieces.
[Originally,] I couldn't really make any sense out of [jazz]. I always had the feeling it relaxed me and took me away from the things I thought about during the day, but beyond that it was really hard for me to identify my response and what was going on that caused it. And so now I have a challenge ahead of me, and these last couple of times we have been to [the jazz club] it's been kind of like a little lab for J. Also I'm interested in hearing what some of the music faculty say about jazz because . . . in lots of ways, it's not too conventional . . . , and I'd like to see what they think.
A twenty-two-year-old senior was able to make connections between readings and work done in our course and other courses in religious studies. "[This course] has paralleled research I have been doing for other courses, which has been very exciting and useful. I have read Abraham from a feminist perspective in Dr. L.'s course, and discussed Kirkegaard's radical transcending of ethics with Abraham as the model (aaak, gag,