Sunday, December 16, 2012
Sunday, December 9, 2012
Open Prompt #4
1982. In great
literature, no scene of violence exists for its own sake. Choose a work of
literary merit that confronts the reader or audience with a scene or scenes of
violence. In a well-organized essay, explain how the scene or scenes contribute
to the meaning of the complete work. Avoid plot summary.
In Anthony Burgess' A Clockwork Orange, violence is a very normal part of the characters' society. The story takes place in a fictionalized future where kids are increasingly more prone to violent acts. Alex, the protagonist, leads a gang in his town that either fights other gangs, beats up the men or rapes the women in his community. To pass the time when they are not committing these crimes, the group hangs out at local bars.
I think Burgess implements the theme of violence in society's youth in this story because it shows the change in how people were bringing up their children. Burgess may have noticed, in his own community, a leniency toward older values and how strictly people tended to be toward their kids. Perhaps Burgess was trying to warn others of this loosening of morals through a satirical way in A Clockwork Orange. By showing a group of 15 years old wreaking havoc throughout town and committing almost unfathomable crimes, I think Burgess' point is more shocking to its readers (also, consider the time period that this book was written in. Society was not as exposed to violence as it is today).
Another use of Burgess' scenes of violence is the idea of a lack of self discipline and empowerment. Perhaps Burgess is trying to suggest that he is noticing that people feel that they are only powerful when putting down others. Alex, in the story, describes a rush he gets when committing these crimes, and how he feels untouchable. By scaring his audience by showing them the lengths that people will go to to feel better about themselves, I think Burgess hopes to show his audience that the greatest satisfaction should only come from believing in yourself, not from the expense of others.
Burgess also is trying to stress how short term satisfaction is no substitute for long term satisfaction. Although Alex may feel a high from these acts of violence, hours later, he is down again, resulting in more crimes. I think Burgess wants people to achieve a long term happiness, and to accomplish something bigger.
Burgess uses scenes of violence as a method of satire to show his society the results of poor discipline in both our youth and ourselves.
Monday, December 3, 2012
Death of a Salesman
Author: Arthur Miller
Setting: New York, 1940s.
Significant Characters:
Summery/Plot: This play starts out with Willy Loman coming home from work to his home and wife, Linda, in New York. His two sons, Biff and Happy, are in town visiting. Willy and Linda discuss his job, which Willy has to drive far away to. Linda wants Willy to relocate his job to the city because he is old and shouldn't have to drive that far. His two sons come down and talk to Willy, and then Willy has one of his daydreams, older memories he has that are most likely twisted to his liking. The daydream is about the family playing ball in the backyard, and Willy's reveal of his new business idea. Bernard, the Loman's neighbor, is also there, and stresses the importance of school and Biff's grades. Linda enters as well, and talks about the expenses the family will have to pay off, and how Willy's pay doesn't cover for them. Willy has another delusion with this daydream, flashing back to an affair he had in Boston.
The scene flashes back to reality. The family is discussing Willy's mental state. The boys can see the evident psychological problems Willy is dealing with, but Linda continues to defend Willy, denying that there is anything wrong with him. After much arguing, they argee to go into business together.
The next day, Willy is heading off to work to ask his boss to relocate his job. Afterwards, Linda tells him that his sons are going to treat him for dinner. So Willy goes to his boss, only to find out that he is fired. Willy, now unemployed, goes to Charley, his neighbor, to ask for more money, an activity he engages in weekly. He finds out that his son, Bernard, is going to argue a case in front of the supreme court. Bernard and Willy discuss Biff's past, and how he flunked high school.
Later, Willy arrives at the restaurant expecting his sons to treat him to dinner, and expecting Biff is have started the business they were previously discussing. Biff, however, had not pulled off the deal, and the family argues. Eventually, the two sons leave with women from the restaurant and leave Willy by himself in the bathroom.
In the bathroom, Willy flashes back to when he had the affair in Boston. Biff finds out about the affair, thus deterring him from enrolling in summer school and stopping his graduation. This is why Biff is such a "bum" now. Willy snaps out of his dream, and goes back home to his family.
The family has a long series of confessions after that, and make amends about their years of quarreling Willy, finally content with his life, commits suicide in attempt to help his family financially with his life insurance.
Setting: New York, 1940s.
Significant Characters:
- Willy Loman- a salesman with a career in decline, a complicated relationship with his son Biff, and an unstable mental state.
- Linda Loman- Willy's wife, who wants their sons to just go along with his illness, and doesn't do anything significant about his suicide attempts because of his pride.
- Biff Loman- Willy's older son, who rejected Willy's values of popularity and money in order to move out west, and has been living with the secret of his father's infidelity for many years.
- Happy Loman- Willy's younger son, who always seems to be trying to get on his father's good side. In the end, it seems that he will follow in Willy's path.
Summery/Plot: This play starts out with Willy Loman coming home from work to his home and wife, Linda, in New York. His two sons, Biff and Happy, are in town visiting. Willy and Linda discuss his job, which Willy has to drive far away to. Linda wants Willy to relocate his job to the city because he is old and shouldn't have to drive that far. His two sons come down and talk to Willy, and then Willy has one of his daydreams, older memories he has that are most likely twisted to his liking. The daydream is about the family playing ball in the backyard, and Willy's reveal of his new business idea. Bernard, the Loman's neighbor, is also there, and stresses the importance of school and Biff's grades. Linda enters as well, and talks about the expenses the family will have to pay off, and how Willy's pay doesn't cover for them. Willy has another delusion with this daydream, flashing back to an affair he had in Boston.
The scene flashes back to reality. The family is discussing Willy's mental state. The boys can see the evident psychological problems Willy is dealing with, but Linda continues to defend Willy, denying that there is anything wrong with him. After much arguing, they argee to go into business together.
The next day, Willy is heading off to work to ask his boss to relocate his job. Afterwards, Linda tells him that his sons are going to treat him for dinner. So Willy goes to his boss, only to find out that he is fired. Willy, now unemployed, goes to Charley, his neighbor, to ask for more money, an activity he engages in weekly. He finds out that his son, Bernard, is going to argue a case in front of the supreme court. Bernard and Willy discuss Biff's past, and how he flunked high school.
Later, Willy arrives at the restaurant expecting his sons to treat him to dinner, and expecting Biff is have started the business they were previously discussing. Biff, however, had not pulled off the deal, and the family argues. Eventually, the two sons leave with women from the restaurant and leave Willy by himself in the bathroom.
In the bathroom, Willy flashes back to when he had the affair in Boston. Biff finds out about the affair, thus deterring him from enrolling in summer school and stopping his graduation. This is why Biff is such a "bum" now. Willy snaps out of his dream, and goes back home to his family.
The family has a long series of confessions after that, and make amends about their years of quarreling Willy, finally content with his life, commits suicide in attempt to help his family financially with his life insurance.
Narrative Voice/Style:
The narrative voice is mostly from Willy's perspective, and the frequent time shifts serve to imply to the audience how muddled Willy's mind is, giving the play a stream of consciousness feel. Symbolism is used by Miller to emphasize important points in the play, such as his use of seeds. His failed attempts to grow vegetables can also be seen as a failed attempt to achieve the American Dream the way he sees it, and his failure to help Biff do the same. The imagery of Willy and the rubber hose also contributes to the story, because the reader picturing the end result of the American Dream as an old man hanging dead in the basement makes it clear that Willy's values don't make for a fulfilling way to live.
Quotes:
"I'm vital in New England." ~ this is an example of how Willy constantly tries to pretend that he's more important than he actually is.
"Pop! I'm a dime a dozen, and so are you!" ~ Biff realizes his father's ideas of grandeur are impractical, and tries to tell him that. This quote is central in the message Miller is trying to show in the play.
Theme:
Miller's Death of a Salesman shows that superficial values make for an empty American Dream. The title, which speaks of Willy's eventual suicide, supports this because it could also be construed to mean the death of Willy's personification of a dream based on emptiness. Willy's juxtaposition with Biff also supports this, because Biff is the opposite of Willy, and shows how insignificant Willy's life choices are.
Sunday, December 2, 2012
Response to Course Material #4
In class, we've been analyzing Death of a Salesman more. Like before, I think the class discussions about DOS is very helpful is helping me see what the author, Miller, was trying to portray, and how other people in the class interpret the play.
We've also been reading Hamlet, which has been better than a lot of other experiences I've had reading Shakespeare. Ms. Holmes' input is very helpful and helps me understand the strange Old English dialect, and its been much easier to stay interested in the story. What is interesting to me is how different Shakespearean plays are compared to our modern plays. For example, deaths are somewhat taboo in Shakepeare's time, whereas today, we can see death in any episode of CSI or Criminal Minds during prime time on TV. Polonius' death in Hamlet was a complete shock to an audience back then, but now we think almost nothing of it. Other deaths in Shakespearean plays have been announced off stage with characters saying things like "Oh no, I'm dead!" which sounds ridiculous to us now. Over the centuries, people have become desensitized to violence, among several other things. Like in Death of a Salesman, Biff was unaware of affairs, and children during the 1950s were generally more innocent. Kids these days just seem to know more, and the social norm has changed.
In Hamlet, long soliloquies and monologues are used frequently in plot development. In modern times, a story line is told through actions and character interactions, rather than through an explanation of one character. It's weird that someone has to stand in front of an audience and have to explain what is happening, especially since lit teachers have been drilling us since middle school to "show, not tell" in our writings.
Other than that, we had our last student group of the rhetoric exercises, which is pretty sad. Instead, we practice different literary tones before each class as a warm-up, which has been fun, because Ms. Holmes gives out jolly ranchers, and it makes me happy.
We've also been reading Hamlet, which has been better than a lot of other experiences I've had reading Shakespeare. Ms. Holmes' input is very helpful and helps me understand the strange Old English dialect, and its been much easier to stay interested in the story. What is interesting to me is how different Shakespearean plays are compared to our modern plays. For example, deaths are somewhat taboo in Shakepeare's time, whereas today, we can see death in any episode of CSI or Criminal Minds during prime time on TV. Polonius' death in Hamlet was a complete shock to an audience back then, but now we think almost nothing of it. Other deaths in Shakespearean plays have been announced off stage with characters saying things like "Oh no, I'm dead!" which sounds ridiculous to us now. Over the centuries, people have become desensitized to violence, among several other things. Like in Death of a Salesman, Biff was unaware of affairs, and children during the 1950s were generally more innocent. Kids these days just seem to know more, and the social norm has changed.
In Hamlet, long soliloquies and monologues are used frequently in plot development. In modern times, a story line is told through actions and character interactions, rather than through an explanation of one character. It's weird that someone has to stand in front of an audience and have to explain what is happening, especially since lit teachers have been drilling us since middle school to "show, not tell" in our writings.
Other than that, we had our last student group of the rhetoric exercises, which is pretty sad. Instead, we practice different literary tones before each class as a warm-up, which has been fun, because Ms. Holmes gives out jolly ranchers, and it makes me happy.
Sunday, November 18, 2012
Close Reading #3
Hipsters are constantly trying to evade what is thought of as "mainstream." Christy Wampole's article How to Live Without Irony addresses what she thinks may be the origination and effects of the hipster.
To start off, Wampole describes where we may be able to spot a hipster. She explains that they are lurking predominately in big cities, but are most likely present all around the world, even in small towns. She then goes on to explain common hipster attire and mannerisms such as "outmoded fashions (the mustache, the tiny shorts), mechanisms (fixed-gear bicycles, portable record players) and hobbies (home brewing, playing trombone)." I think Wampole starts off her article with this imagery because it is relatable to her readers, creating connections that people can draw about certain hipster-like individuals in their own lives.
Throughout the article, Wampole uses an elevated sort of language, though not quite as formal as epics may be, but more formal than any type of day-to-day language we use to communicate casually. Wampole uses words like "preemptively," "disseminated," "contemptibly," and "existential malaise" to illustrate her point. This actually may be a use of the idea of irony in her article to use words that are not as popular in the English language. Using a word like "hipster" in her article, a more commonly used term, actually draws more attention to the idea of a hipster because of the contrast to the rest of the article.
Wampole also has many broken sentences in her article. As I am reading it, there are several sentences where it sounds like Wampole is almost interrupting herself with her own ideas, much like how someone would talk. The syntax is a bit strange because as I mentioned before, the language is quite elevated, but perhaps Wampole just talks like this all the time. This makes me think that Wampole may be in fact a hipster herself.
Wampole implements these rhetoric strategies to help make the point that even though the hipster may be frowned upon in our society, there is actually a little bit of hipster in all of us. Everyone strives to be different and to stand out in some way, and Wampole wants people to know that there is absolutely nothing wrong with that.
http://opinionator.blogs.nytimes.com/2012/11/17/how-to-live-without-irony/?ref=opinion
To start off, Wampole describes where we may be able to spot a hipster. She explains that they are lurking predominately in big cities, but are most likely present all around the world, even in small towns. She then goes on to explain common hipster attire and mannerisms such as "outmoded fashions (the mustache, the tiny shorts), mechanisms (fixed-gear bicycles, portable record players) and hobbies (home brewing, playing trombone)." I think Wampole starts off her article with this imagery because it is relatable to her readers, creating connections that people can draw about certain hipster-like individuals in their own lives.
Throughout the article, Wampole uses an elevated sort of language, though not quite as formal as epics may be, but more formal than any type of day-to-day language we use to communicate casually. Wampole uses words like "preemptively," "disseminated," "contemptibly," and "existential malaise" to illustrate her point. This actually may be a use of the idea of irony in her article to use words that are not as popular in the English language. Using a word like "hipster" in her article, a more commonly used term, actually draws more attention to the idea of a hipster because of the contrast to the rest of the article.
Wampole also has many broken sentences in her article. As I am reading it, there are several sentences where it sounds like Wampole is almost interrupting herself with her own ideas, much like how someone would talk. The syntax is a bit strange because as I mentioned before, the language is quite elevated, but perhaps Wampole just talks like this all the time. This makes me think that Wampole may be in fact a hipster herself.
Wampole implements these rhetoric strategies to help make the point that even though the hipster may be frowned upon in our society, there is actually a little bit of hipster in all of us. Everyone strives to be different and to stand out in some way, and Wampole wants people to know that there is absolutely nothing wrong with that.
http://opinionator.blogs.nytimes.com/2012/11/17/how-to-live-without-irony/?ref=opinion
Saturday, November 10, 2012
Open Prompt #3
1976. The
conflict created when the will of an individual opposes the will of the
majority is the recurring theme of many novels, plays, and essays. Select the
work of an essayist who is in opposition to his or her society; or from a work
of recognized literary merit, select a fictional character who is in opposition
to his or her society. In a critical essay, analyze the conflict and discuss
the moral and ethical implications for both the individual and the society. Do
not summarize the plot or action of the work you choose.
In George Orwell's 1984 the main character, Winston Smith, is constantly striving to oppose the majority. In his society, Oceania, the government has the ultimate say--they dictate his history, actions, and even his thoughts. The government, also knows as the Party, prohibits free thought or any expression of individuality. Winston decides to join the Brotherhood, a rebel that wants to overthrow the Party, in hopes of fighting their oppression.
From Winston's point of view, the society that he lives in has no right to control his life. He meets a beautiful woman, Julia, at the Ministry of Truth, where he works, and falls in love. However, it is illegal to love in Oceania, and the two must continue their affair in secret. He knows he is taking a risk by seeing Julia, so he decides to start a journal to record his thoughts, just in case he taken away by the police, in hopes that he may share them one day to inspire others to join the fight against the Party. Winston's happiness is limited by having to keep his relationship a secret, and bottling his opinions and emotions toward the government. He believes that the Party is not entitled to directing his opinions and his right to happiness.
The Party, on the other hand, stands by their actions. They believe what they are doing is right. They have changed Oceania's past by telling their citizens what other countries they are at war with, and altered their history records to fit their needs. The start of all conflict is a difference of opinions, they say, and by unifying and implementing only one "right" opinion, they have eliminated conflict, and ultimately brought about world peace. By controlling society down to the individuals' thought, the Party believes they are creating a better place.
In George Orwell's 1984 the main character, Winston Smith, is constantly striving to oppose the majority. In his society, Oceania, the government has the ultimate say--they dictate his history, actions, and even his thoughts. The government, also knows as the Party, prohibits free thought or any expression of individuality. Winston decides to join the Brotherhood, a rebel that wants to overthrow the Party, in hopes of fighting their oppression.
From Winston's point of view, the society that he lives in has no right to control his life. He meets a beautiful woman, Julia, at the Ministry of Truth, where he works, and falls in love. However, it is illegal to love in Oceania, and the two must continue their affair in secret. He knows he is taking a risk by seeing Julia, so he decides to start a journal to record his thoughts, just in case he taken away by the police, in hopes that he may share them one day to inspire others to join the fight against the Party. Winston's happiness is limited by having to keep his relationship a secret, and bottling his opinions and emotions toward the government. He believes that the Party is not entitled to directing his opinions and his right to happiness.
The Party, on the other hand, stands by their actions. They believe what they are doing is right. They have changed Oceania's past by telling their citizens what other countries they are at war with, and altered their history records to fit their needs. The start of all conflict is a difference of opinions, they say, and by unifying and implementing only one "right" opinion, they have eliminated conflict, and ultimately brought about world peace. By controlling society down to the individuals' thought, the Party believes they are creating a better place.
Saturday, November 3, 2012
Response to Course Material 3
In class, we watched the Death of a Salesman instead of reading it, like The American Dream. I think this was a good choice, because the American Dream is much easier to envision by just reading, unlike Death of a Salesman. DOS involves ghosts and hallucinations, and several scene changes that I wouldn't have understood by just solely reading the play. Like earlier with the American Dream, I don't really understand what's happening yet, so I hope the class discussions next week can help me out.
Also, we had the terms test re-take, but I didn't feel like studying, so I just took the first grade that I got. Probably an early case of senioritis.
For the blog posts, the more we do, the less I have to talk about. For instance, with the open prompts, I am actually running out of literature to reference. I have a very limited number of books to choose from, which is a problem. Half the books I've read aren't even applicable to the prompts, and the other half is pop fiction, which is apparently not ok to use anymore. In middle school, I remember reading a new book every night, but ever since high school started, all I've wanted to do after doing homework for hours is sleep. I guess I miss reading for fun, but who has the time? So next open prompts for the rest of the year are going to be a struggle.
Besides the blog posts and the movie, we've also held student-led exercises that help us with DIDLS. These discussions are a fun way to implement what we've learned about the rhetoric. I think that interactive class activities help engage students in the learning process.
Also, we had the terms test re-take, but I didn't feel like studying, so I just took the first grade that I got. Probably an early case of senioritis.
For the blog posts, the more we do, the less I have to talk about. For instance, with the open prompts, I am actually running out of literature to reference. I have a very limited number of books to choose from, which is a problem. Half the books I've read aren't even applicable to the prompts, and the other half is pop fiction, which is apparently not ok to use anymore. In middle school, I remember reading a new book every night, but ever since high school started, all I've wanted to do after doing homework for hours is sleep. I guess I miss reading for fun, but who has the time? So next open prompts for the rest of the year are going to be a struggle.
Besides the blog posts and the movie, we've also held student-led exercises that help us with DIDLS. These discussions are a fun way to implement what we've learned about the rhetoric. I think that interactive class activities help engage students in the learning process.
Friday, November 2, 2012
American Dream Response
Author: Edward Albee
Significant Characters:
Narrative Voice/Style:
The voice is seen as very sardonic, and mocking of American life and values. The characters' dialogue is sometimes very irritating because of the way Albee depicts them--very stupidly. The imagery of the mutilated child of Mommy and Daddy's, as well as Grandma's quips about old people, all show the shocking corruption of American life that Albee is trying to portray in his play. The symbolism of Grandma's boxes, which could be interpreted to mean old American values, also illustrates the changing nature of the American Dream, as well as the Young Man, empty on the inside, symbolizing the new American Dream.
Quotes:
"'I can't stand it, watching her do the cooking and the housework, polishing the silver, moving the furniture'" (Albee 67). ~ Mommy demonstrates her lack of appreciation for honest work, and further proves her need for immediate satisfaction. Mommy also is concern with material things.
"'Yup. Boy, you know what you are, don't you? You're the American Dream, that's what you are. All those other people, they don't know what they're talking about'" (Albee 108). ~ This quote shows Grandma's conviction that the Young Man is the American Dream, and also establishes in her a certain amount of authority to determine that for the audience.
Theme:
Albee's American Dream demonstrates the emptiness of American values and the corruption of the American Dream, which is the reason why people can't get any satisfaction. The setting and plot contribute to this because the mundane apartment and lives of Mommy and Daddy show the inherent meaninglessness of their existence, and the sarcastic narrative voice further serves to make fun of their situation. The style, tone, imagery, and symbolism also support this theme, because they point out the ridiculous aspects of Mommy and Daddy's relationships and ideas. Finally, the title of the play also mocks the idea of the American Dream, because the play reveals all the unflattering aspects of its namesake, and what Albee thinks it's become.
Setting: Mommy & Daddy's apartment
Significant Characters:
Mommy- a selfish, controlling woman. An unusually masculine figure in the story. Seems to feel no emotions toward anyone, including her mother or her husband. Only concerned with material goods. Regularly emasculates her husband.
Daddy- a belittled man who goes along with Mommy's harsh harassment against his manliness, seemingly unable to think for himself, though he does have some affinity for Grandma.
Grandma- a sassy old woman, she points out much of the truth in the play, and seems to be the wisest of them all. She also possibly embodies the old American Dream.
Mrs. Barker- a woman who works with adoptive services, who comes to the apartment but is unsure of why she is even there.
Young Man- the twin of Mommy and Daddy's first child, dubbed by Grandma as the new American Dream, because of his beautiful materialistic appearance, but his lack of substance.
Plot:
Mommy and Daddy sit in their apartment, waiting for someone to come. Grandma then enters, talking about her boxes and then Mommy reprimands her for being old and noisy. Mommy and Daddy ponder where they are and what they are doing for a while. Mrs. Barker then appears after, and though she doesn't seem to know why she's there either, Grandma eventually reveals that Mommy and Daddy had adopted a child from her before, and describes how they mutilated and eventually killed it. However, Mrs. Barker fails to understand what Grandma is hinting at. The Young Man then shows up, looking for work. He tells the story about how he's empty inside because a part of him has been killed, leading Grandma to determine that he's the twin of Mommy and Daddy's first child, and he is dubbed the new American Dream. When Mommy sees him, she is very pleased, and her behavior suggests that he could replace her old child. In the end, Grandma leaves the scene, and the rest of the characters seem very happy.
Narrative Voice/Style:
The voice is seen as very sardonic, and mocking of American life and values. The characters' dialogue is sometimes very irritating because of the way Albee depicts them--very stupidly. The imagery of the mutilated child of Mommy and Daddy's, as well as Grandma's quips about old people, all show the shocking corruption of American life that Albee is trying to portray in his play. The symbolism of Grandma's boxes, which could be interpreted to mean old American values, also illustrates the changing nature of the American Dream, as well as the Young Man, empty on the inside, symbolizing the new American Dream.
Quotes:
"'I can't stand it, watching her do the cooking and the housework, polishing the silver, moving the furniture'" (Albee 67). ~ Mommy demonstrates her lack of appreciation for honest work, and further proves her need for immediate satisfaction. Mommy also is concern with material things.
"'Yup. Boy, you know what you are, don't you? You're the American Dream, that's what you are. All those other people, they don't know what they're talking about'" (Albee 108). ~ This quote shows Grandma's conviction that the Young Man is the American Dream, and also establishes in her a certain amount of authority to determine that for the audience.
Theme:
Albee's American Dream demonstrates the emptiness of American values and the corruption of the American Dream, which is the reason why people can't get any satisfaction. The setting and plot contribute to this because the mundane apartment and lives of Mommy and Daddy show the inherent meaninglessness of their existence, and the sarcastic narrative voice further serves to make fun of their situation. The style, tone, imagery, and symbolism also support this theme, because they point out the ridiculous aspects of Mommy and Daddy's relationships and ideas. Finally, the title of the play also mocks the idea of the American Dream, because the play reveals all the unflattering aspects of its namesake, and what Albee thinks it's become.
Saturday, October 20, 2012
Close Reading #2
http://opinionator.blogs.nytimes.com/2012/10/17/how-not-to-choose-a-president/
As we approach the election of 2012, the decision of who to vote for becomes increasingly eminent. How Not to Choose a President by Gary Gutting explains how people make this decision based on the wrong criteria every election. Firstly, Gutting's timing for his article fits perfectly, with the 2012 presidential election just around the corner. The election is already on everyone's mind, thus makes the article relevant to more people. Gutting begins his article by not taking any type of political opinion, so that those voters already devoted to one political party are not deterred by his article. Gutting considers his audience, knowing that politics can be a touchy topic for most. This lack of details helps the article stay applicable to a wider audience. In addition to a lack of details in some areas, the author also uses specifics to help emphasize his point--a presidency is influenced mostly by fate. He uses the example of bin Laden's death under Obama's term in office: "was it the president's careful judgement and planning, or just luck that things worked out for the SEAL unit raid?"
At the start of the article, it mentions how, unlike us, the Greeks acknowledge fate when choosing a leader. Both Achilles and Hector exhibited flaws in their leadership, but nonetheless are known as some of the greatest leaders of all time. Gutting explains how we "are more inclined to speak of luck or chance... but too seldom invoke either to explain why things go wrong for politicians."
In addition to relating the campaign to Greek mythology, the author relates the presidential race to "a faulty analogy between politics and competitive sports." Gutting uses figurative language to help the readers understand what Gutting believes is wrong in the way we vote. He continues to say "A team or player gets credit for a win even if their opponent was clearly superior and lost only from terrible luck... In a society that regards training in sports as training for life, it is easy to start thinking of any competitive situation as a sporting event" similarly to how president Obama is associated with the fluctuating economic situation: any decline in employment is the president's fault, and any increase is his doing, even though in actuality, it may have very little to do with him.
Lastly, Gutting employs the use of questions in his article, often asking the reader why? or what alternatives are there? This use of syntax helps engage the reader in the article, and make the article leave a more memorable impact.
As we approach the election of 2012, the decision of who to vote for becomes increasingly eminent. How Not to Choose a President by Gary Gutting explains how people make this decision based on the wrong criteria every election. Firstly, Gutting's timing for his article fits perfectly, with the 2012 presidential election just around the corner. The election is already on everyone's mind, thus makes the article relevant to more people. Gutting begins his article by not taking any type of political opinion, so that those voters already devoted to one political party are not deterred by his article. Gutting considers his audience, knowing that politics can be a touchy topic for most. This lack of details helps the article stay applicable to a wider audience. In addition to a lack of details in some areas, the author also uses specifics to help emphasize his point--a presidency is influenced mostly by fate. He uses the example of bin Laden's death under Obama's term in office: "was it the president's careful judgement and planning, or just luck that things worked out for the SEAL unit raid?"
At the start of the article, it mentions how, unlike us, the Greeks acknowledge fate when choosing a leader. Both Achilles and Hector exhibited flaws in their leadership, but nonetheless are known as some of the greatest leaders of all time. Gutting explains how we "are more inclined to speak of luck or chance... but too seldom invoke either to explain why things go wrong for politicians."
In addition to relating the campaign to Greek mythology, the author relates the presidential race to "a faulty analogy between politics and competitive sports." Gutting uses figurative language to help the readers understand what Gutting believes is wrong in the way we vote. He continues to say "A team or player gets credit for a win even if their opponent was clearly superior and lost only from terrible luck... In a society that regards training in sports as training for life, it is easy to start thinking of any competitive situation as a sporting event" similarly to how president Obama is associated with the fluctuating economic situation: any decline in employment is the president's fault, and any increase is his doing, even though in actuality, it may have very little to do with him.
Lastly, Gutting employs the use of questions in his article, often asking the reader why? or what alternatives are there? This use of syntax helps engage the reader in the article, and make the article leave a more memorable impact.
Sunday, October 14, 2012
Open Prompt Response #2
2007, Form B.
Works of literature often depict acts of betrayal. Friends and even family may
betray a protagonist; main characters may likewise be guilty of treachery or
may betray their own values. Select a novel or play that includes such acts of
betrayal. Then, in a well-written essay, analyze the nature of the betrayal and
show how it contributes to the meaning of the work as a whole.
The Uglies by Scott Westerfeld is a novel set 300 years in the future after the society we know today collapses. A new society forms where kids must undergo an operation to make them pretty at the age of sixteen. It is an operation that biologically enhances the features of these people to meet a certain standard of beautiful. After the operation, the kids are relocated to a new city where they are free to mingle with new pretties just like them. From a young age, these kids are told that they are inadequate until they receive this operation, thus they all dream of being "pretty." Though the majority do undergo the operation and live in the city, a rebel group forms, and plots to overthrow the government that forces the operation upon people. The protagonist, Tally, contemplates joining her suite mates in the pretty city, or following her friend Shay to the rebel group up in the mountains. Unbeknownst to Tally, the government has been trying to locate and exterminate this rebel group for many years now. After discovering that Shay has already started the journey to the mountains, the government jumps on the opportunity to use Tally as a rebel group scout. Although Tally does not want to endanger to friend Shay, the government threatens Tally with never receiving the operation, and having to stay ugly forever. Tally begins her journey to the mountains with a government tracker in hand. Once she makes it to the rebel group, she befriends them, and finds herself unable to turn them over to the government. However, she tosses the tracker into a fire and unintentionally sets off the signal.
Tally only wants to do what is right; the only problem is that she is unsure of who is right. The Uglies society, a new set of morals and standards about society is set; what is considered beautiful? How much power should government have? What is right or wrong? Tally finds herself conflicted between her own morals and the ones society sets for her. Tally has grown up in a world that tries to defy nature that says that it is wrong to appreciate the way you were made, and that nobody is born beautiful. She sees her quest of betrayal as just her duty to her government. Once she meets the members of the rebel group, she sees a new perspective on life, and starts to make her own judgments instead of the ones the government forces onto people. Although Tally's betrayal was not intentional, it was a fight against everything she had ever known. It was only Tally's moral compass that brought her to the conclusion of what is right.
Saturday, October 6, 2012
Response to Course Material #2
Since the last course material post, we have been getting a lot of handouts. There have been several readings about the different literary movements, writing styles and techniques, and literary terms. Although I have already learned about a lot of the concepts we are covering in class, such as aspects of comedy, or Greek archetypes and allusions, the class discussions and have helped me study these in more depth. For example, everyone knows what comedy is, but in class, we learned how comedy is created, and what is important to include in comedy to help it appeal to large audiences. Not only that, but there are so many different levels of comedy, adding to ways that humor can be conveyed in writing. Also in class we learned about the Theater of the Absurd. The American Dream, one of the most famous works of Theater of the Absurd, at first seemed completely nonsensical. After dissecting the play in class, different underlying meaning became clearer to me. The AP lit class has really helped me analyze what ideas different works of literature are trying to project. Meanings in literature are often subtle, and subjective to readers, so that more people can take away from readings in ways that relate to them. However, when reading different works, it is important to not bring false preconceptions with you, because it can cloud from the true ideas of the work or ideas of the author. The different literary eras in class have helped me organize literature. By learning the characteristics of each era, I find it easier to see patterns in literary material.
Sunday, September 23, 2012
Close Reading
To euthanize, or to not. When is it right? Jessica Pierce writes about this issue in her article Deciding When a Pet Has Suffered Enough. She begins by using imagery to open her article, describing a personal experience she has had with her own pet, Ody.
ODY died peacefully last year... He was 14 and a half. Truth be told, Ody didn’t just die. I killed him. I paid a vet to come to my house and inject a chemical solution into a vein in Ody’s back leg... Ody had been in serious decline for six months. Partial paralysis of his laryngeal muscles made it hard for him to breathe, and he would begin to pant at the slightest exertion. His once deep tenor bark had transformed into a raspy Darth Vader croak... His muscles atrophied, and his walk was crab-like and unsteady.
Pierce describes the handicaps of her dog by retelling Ody's actions during his decline. "Raspy Darth Vader croak," "pant at the slightest exertion," "deep tenor bark": these phrases show how Ody sounded during his last days. Other phrases "crab-like" or "unsteady," help you imagine how Ody struggled to walk. This use of imagery helps the reader really envision Ody and sympathize with Pierce, which helps Pierce defend other treatments for pain other than euthanasia.
ODY died peacefully last year... He was 14 and a half. Truth be told, Ody didn’t just die. I killed him. I paid a vet to come to my house and inject a chemical solution into a vein in Ody’s back leg... Ody had been in serious decline for six months. Partial paralysis of his laryngeal muscles made it hard for him to breathe, and he would begin to pant at the slightest exertion. His once deep tenor bark had transformed into a raspy Darth Vader croak... His muscles atrophied, and his walk was crab-like and unsteady.
Pierce describes the handicaps of her dog by retelling Ody's actions during his decline. "Raspy Darth Vader croak," "pant at the slightest exertion," "deep tenor bark": these phrases show how Ody sounded during his last days. Other phrases "crab-like" or "unsteady," help you imagine how Ody struggled to walk. This use of imagery helps the reader really envision Ody and sympathize with Pierce, which helps Pierce defend other treatments for pain other than euthanasia.
Pierce's word choice is important in this article as well. Later, Piece describes pets as "companions," thus invoking relatable feelings in the reader. Piece also describes her decision to put Ody to sleep as an "imperfect judgment," letting readers know that it is never is easy for anyone to make a choice like this.
This article has a more relaxed feel, helping readers connect with the ideas Pierce is trying to convey. The stress of this article is to let readers know that there are other ways to ease the pain in their pets other than euthanasia, and Pierce's diction helps the audience feel like they are not alone.
The details in this article are quite specific when it comes to describing Ody. All of Ody's ailments are depicted vividly because Pierce wanted her readers to understand the difficulty of the situation. Afterwards, Pierce provides alternatives to this tragic scenario. By adding those details about Ody, it would persuade the reader from giving their own dog euthanasia as a cure for their pain to using one of the other methods, because Pierce obviously suffered from that experience.
This article has a more relaxed feel, helping readers connect with the ideas Pierce is trying to convey. The stress of this article is to let readers know that there are other ways to ease the pain in their pets other than euthanasia, and Pierce's diction helps the audience feel like they are not alone.
The details in this article are quite specific when it comes to describing Ody. All of Ody's ailments are depicted vividly because Pierce wanted her readers to understand the difficulty of the situation. Afterwards, Pierce provides alternatives to this tragic scenario. By adding those details about Ody, it would persuade the reader from giving their own dog euthanasia as a cure for their pain to using one of the other methods, because Pierce obviously suffered from that experience.
http://www.nytimes.com/2012/09/23/opinion/sunday/deciding-when-a-pet-has-suffered-enough.html?pagewanted=1&ref=opinion
Saturday, September 15, 2012
Prompt
One of the strongest human drives seems to be a desire
for power. Write an essay in which you discuss how a character in a novel or a
drama struggles to free himself or herself from the power of others or seeks to
gain power over others. Be sure to demonstrate in your essay how the author
uses this power struggle to enhance the meaning of the work.
In Jodi Picoult's My Sister's Keeper, the protagonist Anna faces the decision of saving her sister's life and saving herself. Her parents originally only had two children, Anna's sister Kate and her brother Jesse. After Kate was diagnosed with leukemia, her parents need to find someone who was a genetic match to her so they could donate bone marrow and keep Kate alive. After finding that no one in the family could provide the blood for Kate, her parents decided to have another baby, only this time they selected genes for the child that would ensure a genetic match for Kate. Almost instantly after Anna is born, transfusions begin. Years of painful treatment pass and Anna continues to supply Kate, often having to miss school, losing friends along the way. Seemingly, Anna has had enough of the treatments, and the book begins with Anna asking a lawyer for the rights to her own body over her parents.
The story continues with the fight over the custody of Anna's body between Anna and her parents. Anna is trying to free herself from the control of her parents, and argues that she doesn't need to put up with the transplants and longer. She is losing everything else and is left with a family that seems to only care about Kate's survival rather than hers. While Anna's mom is fighting against Anna in the court case, is causes a divide in the family.
As the story goes on, we eventually see that Anna was not selfishly trying to save herself from the pain and her sacrifices, but instead her sister's. Kate had already tried to commit suicide because she was tired of living in such a helpless way, and when a vital kidney transplant was required, Kate made Anna promise to just let her be, which is why Anna began fighting in the first place.
In this novel, we see boundaries of ethics stretch. Anna is the result of a genetic enhancement. Is it right to choose what traits your child will have? Essentially, Anna's existence is because of Kate. Is it right for Anna to have to endure these treatments, even if it is to save Kate? When is saving a child's life wrong? This novel transcends the plot by evoking these types of ethical dilemmas in the reader's mind. The struggle for power illustrated here may have readers reconsider what is right and what is wrong.
In Jodi Picoult's My Sister's Keeper, the protagonist Anna faces the decision of saving her sister's life and saving herself. Her parents originally only had two children, Anna's sister Kate and her brother Jesse. After Kate was diagnosed with leukemia, her parents need to find someone who was a genetic match to her so they could donate bone marrow and keep Kate alive. After finding that no one in the family could provide the blood for Kate, her parents decided to have another baby, only this time they selected genes for the child that would ensure a genetic match for Kate. Almost instantly after Anna is born, transfusions begin. Years of painful treatment pass and Anna continues to supply Kate, often having to miss school, losing friends along the way. Seemingly, Anna has had enough of the treatments, and the book begins with Anna asking a lawyer for the rights to her own body over her parents.
The story continues with the fight over the custody of Anna's body between Anna and her parents. Anna is trying to free herself from the control of her parents, and argues that she doesn't need to put up with the transplants and longer. She is losing everything else and is left with a family that seems to only care about Kate's survival rather than hers. While Anna's mom is fighting against Anna in the court case, is causes a divide in the family.
As the story goes on, we eventually see that Anna was not selfishly trying to save herself from the pain and her sacrifices, but instead her sister's. Kate had already tried to commit suicide because she was tired of living in such a helpless way, and when a vital kidney transplant was required, Kate made Anna promise to just let her be, which is why Anna began fighting in the first place.
In this novel, we see boundaries of ethics stretch. Anna is the result of a genetic enhancement. Is it right to choose what traits your child will have? Essentially, Anna's existence is because of Kate. Is it right for Anna to have to endure these treatments, even if it is to save Kate? When is saving a child's life wrong? This novel transcends the plot by evoking these types of ethical dilemmas in the reader's mind. The struggle for power illustrated here may have readers reconsider what is right and what is wrong.
Sunday, September 9, 2012
Response to Course Material
I had never really given it much thought, but AP Lit has really helped me see what types of ideas authors are trying to convey in their work. Foster's How to Read Literature Like a Professor helped me see different perspectives and underlying motifs in literature. Also, Foster talks about how all literature is connected by common ideas and backgrounds, and how ideas in literature are hardly new, but instead reused in a new and interesting way. This helps me understand literature better, and draw connections with what I already know. The three presentations on the Spruz page showed me how to approach literature in a different way. The AP Test Essay Basics taught me how writing and reading for the AP exam is a very active process, and you always have to be thinking about how ideas are related, and how they are applicable to everyday life. Also, the rhetorical situation must always be considered, which ties back to how authors write with a very definite purpose. Considering the rhetorical situation aids readings and makes writings stronger.
Sunday, August 19, 2012
Me Talk Pretty One Day & The Nuts and Bolts of College Writing
Harvey’s
book, The Nuts and Bolts of College
Writing, explains many different aspects of writing that can be found in Sedaris’s
Me Talk Pretty One Day. Starting from
the opening sentence (Harvey 71), “At the age of forty-one, I am returning to
school,” we can see that right off the bat, Sedaris gives us an insight as to
where the story is going. In the next paragraph, the opening sentence doesn’t
just give a good idea of what is in that paragraph, but ties back to the first paragraph.
“I’ve moved to Paris…my school is an easy ten-minute walk away from my
apartment.” The second paragraph is
explaining more about where the story is taking place, and what the main
character’s situation is like. These opening sentences help strengthen Sedaris’s
story.
Not
only is Sedaris’s story organized, but it is “graceful” as well (Harvey 46).
Sedaris draws parallels (Harvey 50) in his work by comparing the misfit
character to “Pa Kettle trapped backstage after a fashion show.” Some other
examples of his parallelism are relating the foreign country experience where “it’s
everybody in the language pool, sink or swim,” and comparing the teacher to a “wild
animal, something completely unpredictable.” A specific type of parallelism, tricolon
(Harvey 53), is also exemplified in Me
Talk Pretty One Day. Lists of three such as “movie theaters, puppet shows,
and Festyland,” or “young attractive and well dressed,” reinforce effective
writing.
Good punctuation
is evident in Sedaris’s story as well. Dashes, colons, and commas are all used
in a way that helps dictate the story the way the author intended. The use of
the dash in this sentence, “I absorbed as much of her abuse as I could
understand, thinking –but not saying –that I find it ridiculous to assign a
gender to an inanimate object,” lets the writer return to the main flow as
quickly as he left it (Harvey 43). “I was determined to create some sort of
identity for myself: David, the hardworker, David the cut-up,” contains a colon
that organizes the passage into a neat list that supports strong writing
(Harvey 41).
I think
Sedaris does a great job of writing clearly and effectively. He introduces
ideas well, and also organizes those ideas in a way that the reader can follow.
In addition, Sedaris makes the story interesting by adding parallels and doesn’t
bog the essay down with extraneous ideas. Me
Talk Pretty One Day is a very well written story.
Thursday, July 26, 2012
Poetry Study Goals
1) Understand what the writer is trying to convey. What is their tone of voice? What is their message? What kind of clues can help you figure these things out?
2) Study poetic terms. Understand the difference between the meters or stanzas.
3) Study different writing styles. Romantic vs. sonnet vs. lyric.
4) Know differences of the poem's history, which may help in understanding. What era was it written in? Who wrote it? What were the conditions of the times?
5) Pick up on second meanings and metaphors.
2) Study poetic terms. Understand the difference between the meters or stanzas.
3) Study different writing styles. Romantic vs. sonnet vs. lyric.
4) Know differences of the poem's history, which may help in understanding. What era was it written in? Who wrote it? What were the conditions of the times?
5) Pick up on second meanings and metaphors.
Diagnostic Test Review
Wow, I did not do so well on this test. Of course, I could blame the fact that I was trying to finish quickly because I'm leaving for New York tomorrow, and have yet to pack, but I would say I still did quite terribly nonetheless. Also, I took the test without printing it out, and they say that you retain about 30% less information reading from a computer than from a hard copy. That's just what "research" claims, though (possibly pseudoscience? Olstad's class, anyone?). Anyways, judging by this test, I don't think I would receive any type of college credit from the AP test, which would is the aim of the game, here. I found that I wasn't familiar with a lot of the vocab and literary terms on the test, or I had seen it before from Brit Lit or earlier, but couldn't exactly pinpoint the definition. I guess overall, this test just made me realize that I have a whole lot of studying to do for next year, which should be just terrific.
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