Saturday, December 15, 2012

Close Reading #4


Mourn, and take action on guns


http://www.cnn.com/2012/12/14/opinion/zuckerman-connecticut-shootings/index.html?hpt=op_t1

     On the morning of Friday, December 14th, a tragic elementary school shooting took place in Newtown, Connecticut. News regarding the incident was updated at an hourly basis. In the midst of numerous articles, an editorial written by Ethan Zuckerman went viral on CNN. While many writers took a stand either on the gun policy or mourn, Zuckerman was able to argue for both; throughout his editorial, one can see and feel the specific detail, perfect word choice, and strong syntax supporting his debate on how the people should balance both mourning and action from the tragedy.
     According to statistics in the past, "2012 is likely to be the worst year for mass gun violence in U.S History." Zuckerman's first few paragraphs list previous shooting incidents in the states with precise detail. He states that "homicide rates are going down, while shootings are increasing ... 47% increase over 2001." By including other factors of death and numerical data, Zuckerman is able to reach his point within the beginning of his article: nothing has improved. Zuckerman doesn't only provide detail with statistics, he brings out information that are buried under politics. For instance, he gathers perspectives from all sides including the National Rifle Association, lobbying groups, and the U.S convention. Zuckerman paraphrases with evoking detail of their excuses regarding the gun laws. This is evident when he describes U.S as "too polarized or divided to make any meaningful chances to our broken and inadequate gun laws." The adjectives he uses to describe each word in his sentence provides enough detail for the people to feel guilty.
     For Zuckerman's belief of both taking action and mourning to happen, the article must be intriguing and evoking. His article seems to do just that by his perfect word choice. In the beginning, he uses informal diction by writing in first person and involving the social network, Facebook, to reach out towards the readers. He uses words like "tragedy" instead of massacre which sounds much sympathetic. By doing so, it allows for more agreements that "there is no better way to mourn these senseless deaths than to demand we change our laws". Towards the end of his writing, Zuckerman uses strong, persuasive diction to draw in the readers. He "urges you to ignore those calls," calls that demand for a time to mourn rather than debate about gun laws. He makes his point clear that in order to prevent anymore innocent deaths, people should do both at once.
     Many syntactic sentences are found within his arguments. In order to balance mourning and taking action, he uses literary structures to provide emphasis. In his phrase, "so long as we assume gun control is impossible, we don't talk about gun control. So long as we don't talk about gun control, gun control is impossible" has anadiplosis, anaphora, and parallelism. All three of these literary elements contribute to a stronger voice in Zuckerman's writing. Another use of syntax in his article is, "NRA's most powerful weapon is not campaigns, primary battles, nor political advertising. It's silence." This is a common use of syntax; most often used to provide emphasis by placing the most important last. When reading this quote, it allows that fact to sink into the readers. By using simple syntactic structures, Zuckerman provides in-depth reasoning and arguments to support his opinion.
     In response to Zuckerman's editorial, some may still just mourn, just fight for law change, and some may do both. Zuckerman does a phenomenal job supporting his opinion with more than enough detail, diction, and syntax. He believes that the only way this incident could differ from other shootings is by the outcome. By using literary elements to voice his opinion, it will influence many to take charge of not only the innocent deaths that occurred on Friday, but past tragedies that were lost in silence as well.
   

Saturday, December 8, 2012

Open Prompt 12/9/2012

1981. The meaning of some literary works is often enhanced by sustained allusion to myths, the Bible, or other works of literature. Select a literary work that makes use of such a sustained reference. Then write a well-organized essay in which you explain the allusion that predominates in the work and analyze how it enhances the work's meaning.

     According to Thomas C. Foster, when in doubt, literature is enhanced by sustained allusion to myths, the Bible, or even other works of Literature. In that case, one can assume that Death of a Salesman by Arthur Miller contains allusions from one of the parables in the Bible. The relationship between Willy Loman, Biff, and Happy relate to the prodigal son. With the surface meaning from the parable, Biff resembles the prodigal son, which leads Willy with higher expectations in addition to character contrast that enhances the plot of the Death of a Salesman.
     When comparing the play with the parable, the play follows the surface story and meaning of the parable with slight changes. In the parable, the son leaves to live off on his own and comes back after facing reality. This corresponds to Biff leaving at an early age to the west and living on a farm. He arrives not because his perspective on reality was wrong, but because his father's perspective was wrong. Biff doesn't directly state that until the very end, but the audience is able to see that with Biff's arrival, Willy has mixed feelings but higher expectations for him. Willy's higher expectations, to him, references the feast that the father held for his  long lost son. Because Willy rarely faces reality, he thinks that the higher expectations will make Biff into a greater person. Through this incident, the story unfolds with Biff being forced into the business world. 
     The allusion to the parable also creates a contrast between Biff and Happy. According to the Bible, as the son arrives, the other son dares to ask his father why he's full of joy. He finds it unfair that he's been by his father's side the whole time period, but his brother gets the attention. In response, the father says that everything already belongs to the son that stayed with him. This connects perfectly to Happy and Biff. Throughout the play, it's obvious to see that Happy doesn't receive his parent's love. In fact, Happy is a very passive character who continues to joke and keep peace within his family. While Biff is gone, Willy doesn't expect much from him because he has stayed and is settled in the business environment. Moreover, When the father in the parable says that everything belongs to this son already, one can see that all the "belongings" in the play is Willy's personality itself. Happy resembles all the traits of Willy: business world, many women in his surroundings, and false dreams. With this aspect in the play, it provides the readers with deeper understanding of Willy and both his sons.
    Most importantly, the "inheritance" given to the leaving son in the beginning of the parable appears at the end of Death of a Salesman; this reference to the parable serves as an important purpose in the play. Unlike the parable, Biff never asks Willy for his inheritance but it's still given. That is because Willy leaves near the end of the play to kill himself and get his family the insurance money. In reference to the parable, Willy's "inheritance" is the price of his life. With the slight change in sequence between the two stories, Death of a Salesman ends with a powerful message. Through his death "inheritance", one can analyse Willy's character which further explains his relationship with people throughout his life.
     Although the biblical allusion isn't vividly evident, it's hard to ignore it. The correspondence between the parable of the prodigal and Death of a Salesman helps readers compare and see from the point of an outside source. Willy's relationship with people, his false dreams/ expectations, and the contrast between the Loman brothers serve as a recurring topic in the play. Willy's materialistic views are displayed all throughout the similarities from the parable. By comparing the play to the parable, it enhances the play's meaning by emphasizing the theme of  the American dream.
     

Monday, December 3, 2012

Death of a Salesman-- Summary & Analysis

Arthur Miller (1915-2005:

  • American Playwright and Essayist.
  • Wrote numerous famous plays: Death of Salesman, Crucible, All my sons
  • Three marriages:  Inge Morath, Marilyn Monroe, Mary Slattery
  • attended University of Michigan
Setting:

  • Willy's home: kitchen, bedroom, garden/yard
  • Howard & Charlie's office
  • Hotel room
  • Restaurant
Plot:

  • Willy is a Salesman who lives with his wife and sons in the suburb region of New York.
  • Willy works on commission, but none of his sons know.
  • Willy and his sons were "best buds" in the past, but after Biff found out about Willy's affair, he quit football & summer school and left to the west; they are not in good terms.
  • He misses Biff when Biff is out west for his own good, but do not get along when Biff comes home.
  • Willy does not believe in the opportunities in the West and wants both his sons to work in the Business world
  • Every so often Ben, Willy's brother appears as an illusion/ past memory and persuades Willy to do things Linda is against: leave to Alaska, die for insurance money
  • When Biff realizes that Willy is acting weird and odd, he decided to listen to Willy and go into business with the help of Oliver
  • As Willy finds this out, he decides to ask his Boss, Howard, to keep his traveling close-by. Howard neglects Willy and fires him.
  •  Willy usually asks Charlie, his friend, for money but rejects his help to provide him a job due to his pride. 
  • Willy and his sons plan to meet at Frank Chop's restaurant and there, he finds out that Biff's meeting with Oliver failed. Willy continues to blame everyone else of his wrong doings and his sons leave him alone at the restaurant while Willy has a flashback of his affair.
  • throughout the story, Linda continuously supports Willy. As she finds out what happens, she is outraged and the family argument starts. 
  • Biff yells out his mind while Willy continually denies his fault; Linda does not know about the affair nor why they are always fighting. 
  • at the end of the argument, Ben appears for the last time and persuades him to leave for his family. In the end, Willy follows Ben and gets into a "accident" and Linda is able to free her family from house payments with the insurance money.
  • The last scene is at Willy's grave. Linda is still uncertain about her feelings and audience question her character of loving Willy so dearly.

Characters:

  • Willy Loman(60)
    • Salesman (doesn't specify what he sells, but started because of an old man)
    • Father of Biff and Happy
    • Had several affairs
    • travels long distance for work
    • works on commission
    • attempts to suicide (rubber hose, accidents)
    • has false dreams for himself and Biff
    • illusions of Ben & past memories are played out in Willy's point of view
  • Linda Loman
    • Willy's wife; Biff and Happy's mother
    • loves Willy to the extreme
    • Appears strong on the outside but fragile inside
    • (story doesn't mention if she knows about Willy's affairs)
    • indirectly manipulative (she decided Willy to stay and not follow Ben)
    • main woman in the story
  • Biff Loman(~30)
    • first son of Willy and Linda
    • only one in the story that knows about his father's affair
    • football player
    • habit of stealing
    • ends up not going to college; he goes out west and works on a farm
    • one in the play that doesn't chase after false dreams
    • short-tempered
  • Happy Loman (>/=30)
    • rarely serious
    • "Willy Jr."
    • goes along with whoever and whatever
    • has many girls 
    • also has false dreams
    • lies to cover up
    • stayed home while Biff was out west
    • doesn't really know family situation
  • Charlie
    • neighbor
    • only friend of Willy
    • knows Willy very well
    • father of Bernard
    • owns a business
    • Willy gets money from Charlie, but doesn't want his help at the same time
  • Bernard 
    • Same age as Biff
    • nerd at school
    • "liked, but not well liked"
    • he's the one that becomes successful
    • doesn't know why Biff quit going to college
    • lawyer(?) (mentioned supreme court)
  • Howard
    • Willy's boss
    • much younger than Willy
    • fires Willy
    • He indirectly insults Willy 
    • looks down on women
  • Ben (~16/17 years older than Willy)
    • Older brother of Willy
    • appears in Willy's memories and illusions
    • left home to search for his father in Alaska but ended up in Africa?
    • went into the jungle & came out rich
    • leads Willy to die for insurance at the end
Author's Style:

  • Symbolism
    • Stockings: betrayal; Willy gives stockings to The Woman while Linda sews her old stockings together. Biff sees the affair and cries that "Dad gave mommy's stockings"
    • Seeds: represents Willy himself. When nothing's planted, he also sees that his bearings (sons) weren't raised well. It also shows that Willy is better off with his hands than selling.
    • House: captivity; Linda and Willy always worry about how much money is short to pay for mortgage. They find freedom when it becomes theirs
    • Brand-names: symbolizes the American Dream. Materialistic and Capitalistic; no one cares what their made of, as long as it's famous and looks good (appearance)
    • Diamonds: wealth that Willy desires but is never able to achieve.
  • Point of View
    • No particular narrative voice throughout the play, but Willy's past memories play a role in the point of view. Most of the plot evolves around Willy: Willy's work, affair, sons, wife, and dream. At some parts of the play, we can see Biff and Linda's emotional thoughts subtly . It's safe to say that audience see everything else according to Willy's thoughts and attitude.
  • Imagery
    • kitchen setting with appliances
    • Biff's sneakers printed with Virginia
    • Biff's promise to make a touchdown and lift his helmet for Willy
    • detailed description from Linda about the rubber hose in the basement
    • description of Hotel scene
    • Willy's graveyard
  • Tone
    • sympathetic: The main idea of DOS is Willy's false materialistic dream. people are able to sympathize with Willy as he feels abandoned even though at times, (I think he deserved it). 
    • ridicule/ mocking: We can see the unrealistic dreams and desires Willy is holding on to. At times, characters in the play such as Howard is shown mocking Willy indirectly.
    • Sincerity: Biff knows what his father's desires are and how pathetic Willy sounds. Audience see the sincerity in Biff when he decides to work as a salesman and when he cries in Willy's arms. Linda is also very sincere with her love for Willy throughout the story.
Theme:
  • American Dream/Materialistic/ Betrayal: Willy's dream and the importance of brand names, appearance, and social relations all relate to the idealistic american dream. Betrayal is another theme in DOS because it is an ongoing trend. Linda was betrayed by Willy with his affairs and Willy also feels betrayed by his sons, who don't listen to him and his father and brother Ben who left him at such an early age. Something realistic that Willy cannot cope with. 

Sunday, December 2, 2012

Response to Course Material #4

     This course material simply covers two grand topics: Death of a Salesman and the start of Hamlet. After my latest response to course material, we finished watching Salesman twice in addition to class discussions and Arthur Miller's commentaries. I really don't have much to talk about Hamlet because it's very very difficult to understand as of now. If it wasn't for Ms. Holmes paraphrasing and overview of important scenes, it would be complete gibberish to me.
     I really enjoyed watching Saleman before annotating. It felt much different from the American Dream, where I would have to imagine my own settings and people. I noticed that during discussions, many of my classmates had similar opinions with me. The way our class couldn't understand Willy's purpose and personality nor Happy's obnoxious comments were things that will help me remember the play even better. I liked how we listed many, many symbols we saw throughout the play and connected them with each other; it really helped me during annotations (something I started on as soon as I could). It was also pretty interesting to see how Albee's play and Arthur's play had similar theme and connections, only with different style and perspectives. I think i'll remember this whole materialistic/ capitalistic phase in America for the rest of my life.
     On to Hamlet; it's difficult. I'm already worried about annotations not only because its longer than the other two plays, but because I CAN'T UNDERSTAND IT (well, thanks to Ms. Holmes, it's not as bad). Honestly, I never really had interests in Shakespeare's plays; hence the reason why I took American Literature and not Brit lit... This could be because I only read Romeo and Juliet by Shakespeare. I'm still looking forward to  Hamlet, just not with the greatest expectations. So far, it's interesting. The whole meaning behind the land feud, ghost, Ophelia & Hamlet's relationship, the intimacy of the closet... I have the kings all straightened up in my head even though they call them by their country (synecdoche), rather than their name.  I'm hoping that I make many more connections and notes throughout the play; I'll desperately need them for the future.
     This course material didn't have a lot of small assignments and notes, instead it was these two topics; the workload was still equivalent. As I look forward to reading and finishing more of Hamlet, I hope I'm not the only one struggling (hehoho).

~ 'tis the season to start worrying for AP Lit finals... sigh

Saturday, November 17, 2012

Close Reading numero tres


Editorial: Federal flood insurance subsidizes risks


     After the recent Super-storm Sandy, related news and stories went viral. Editor, Jason Towien, shared his views on the Federal flood insurance, which he found more "flaws" to the program (1968) rather than benefits. Towien has a well-focused strong voice; he uses appropriate diction that pertain to good flow, details with evidence that support his claims, and variety of syntax structures throughout his editorial. 

     In his editorial, Towien uses appropriate diction that flow with the informal language. The Conversational diction of his is evident when he fails to agree with the National Flood Insurance Program, "good luck with that", he says; Towien believes that the program is "foolish, even dangerous" for the future. The opposing force with the informal diction Towien portrays reaches out to those who are affected by this huge disaster. It's obvious to tell that he is strongly against the 1968 program and is pleading for a enhanced insurance. As he states the "flaws" of the program with the use of accurate word choice, it helps readers to focus on his main idea and take his side on the "misguided policy". 
     
     Towien's message is clearly focused when he provides statistics and well-rounded advice which is opinionated, but is strong enough to support his idea. He starts his argument with statistical facts of natural disasters from 2005, Katrina, "now the program faces more than 100,000, and payouts possible of $7 billion." the numerical detail in his claim outweighs the opposing factors. Towien also shows precise detail in writing from more than one viewpoint. He takes into account for the builders of coastal homes, estate agents, and the federal treasury. With the details already provided, the audience is introduced into a broader perspective, but continuously focused with Towien's opinion. Not only does Towien use facts as his detail, but he portrays a stronger opinion with concrete details to what the program should be replaced with. According to Towien, "step one is to decide what should, and shouldn't, be rebuilt," he emphasizes the changes that should be made with details specific to his opinion.
    
     Lastly, Towien's use of syntax is abundant in his editorial. The way he uses punctuation to place emphasis meets his goals of editorializing. A strong syntax structure found in his article is in the second paragraph, "those drowned last year by the Tropical Storm Irene and again by Sandy." This is not just a comparison of the two hurricanes, but a heavier emphasis on Sandy. His use of syntax sounds like Towien is superior to the insurance policy makers showing dissapointment that it happened "again" and no one was able to learn from Irene. Another syntactic structure provided by Towien is his use of colon. "The creators meant well, but here's the flaw: ..." is a great way to use a colon. His fourth paragraph introduces all the errors and misguides of the insurance program. It may have sounded less bold if Towien was to continue without this colon and preceded with a comma. The colon gets the readers to await what the federal flaw could possibly have been.  With his use of syntax, the editorial is more evoking. It helps the audience build up in emotion to place emphasis on what Towien intended to emphasise.
     
     Throughout the article, the mixture of diction, detail, and syntax provides the read with just enough interests. Towien's word choice is informal to the point where readers are persuaded to his side. His argument is well supported with other opinions and factual evidence. Lastly, his syntactic structure creates balance in emotional emphasis which is weaved throughout. With his use of literary elements, the editorial becomes much clear and precise. 

Sunday, November 11, 2012

Open Prompt 11/11/2012


1991. Many plays and novels use contrasting places (for example, two countries, two cities or towns, two houses, or the land and the sea) to represent opposed forces or ideas that are central to the meaning of the work. Choose a novel or play that contrasts two such places. Write an essay explaining how the places differ, what each place represents, and how their contrast contributes to the meaning of the work.

     A contrast between two places is significantly evident in F. Scott Fitzgerald's novel, The Great Gatsby. The characters in this novel are settled either in East or West egg which represent two distinct forces. East Egg is established with individuals who are wealthy from the roots, while the West Egg is known as "new money", a place that attracts un-original wealthy people-- people who desire to be like the East Egg. The two places in this novel contribute to the flow of Jay Gatsby's ambition to become wealthy and win his first love, Daisy Buchanan, back.
     Fitzgerald represents the East Egg and West Egg as two different classes of  social status and wealth. This is shown when despite Gatsby's lie to Daisy about his prosperous family, she gives up waiting for him  and chooses to marry Tom, a wealthy man from East Egg because East Egg has been home to the elites and upper class. On the other hand, West Egg is consisted with lower/middle class people who made their own fortune and money without being born with it. The people from the West are new to this wealth and they look up to the stable social standings of the East. This sparks Gatsby to work and reinvent himself to get Daisy back; he settles in the West across the bay from Daisy's home.
     While these two cities symbolize the difference in society, Fitzgerald also incorporates the past with East Egg and the present with West Egg. As mentioned before, the East and West are also known as new money and old money. Daisy and Tom who live in the old money, are fixed in the past. When Gatsby throws lavishing consistent parties at his mansion in hopes to attract Daisy; people in the East Egg don't make their way to his party. It takes Nick and Jordan to persuade Daisy and Tom to visit the West. While Tom and Daisy are absorbed to the past traditions and aristocratic values of East, Nick and Gatsby who live in the West, are ready to change and reform from their past; they live in present time and work for the future.
     Throughout The Great Gatsby, readers are able to see the difference in wealth, status, and attitude between the East and the West Egg. Fitzgerald creates Tension between the two contrasting places  to represent opposing ideas to the plot. In doing so, the story not only gets interesting, but it connects to past American history and literature. The way Fitzgerald portrayed the West in comparison to the east showed the opportunities provided in both places. It's obvious to see that Gatsby followed the American Dream towards the West to seek fortune. The divided setting of the novel contributes to the symbolic meaning and theme of Fitzgerald's story as a whole.



Sunday, November 4, 2012

Response to Course Material numero tres

     It definitely doesn't seem like it's been a month since the latest response to course material. As of October 7th, we finished discussing and annotating The American Dream. We watched The Death of The Salesman and started prepping for the multiple choice questions of the AP exam. Moreover, we referred back to our textbooks for chapter 4 & 5 and wrote a thesis-driven essay connecting two pieces of writing. New material and old, I find myself learning new things each day in this class.
    At first, (I think I mentioned it in the previous course material) understanding The American Dream was hard. There was no relevance to the repetition and pointless dialogue in the play until we started relating literary techniques to it and discussing it. I now understand the whole theme of consumerism and materialism that Albee displays. I liked how we had a class discussion on each character and their purpose in the play; it helped me think deeper in-depth of the symbols and uncommon dialogue.
   The movie Death of the Salesman was more appealing that starting a new play. I was able to pay attention and actually see for myself, what was going on. I didn't have to imagine my own setting and physical looks of the characters. Death of the Salesman seems quite similar to the American Dream. Similar in a sense that Willie also has his own idea of the American Dream. He cares more for the appearance rather than what it's made up of. He's also very strong willed and controlling like mommy from American Dream; I was surprised to see all these connections between the two plays.
     A thesis-driven essay isn't my strongest point. In American Lit, we had to write numerous personal anthologies and I think that I got into the habit of a personal narrative structure. I find myself writing in first person with a lot of my essays, which doesn't sound formal. I'm hoping to get back on writing more thesis-driven essays to prep for the AP exam along with the multiple choices we practiced.
     That being said, our class is on a roll with new plays and everyday-practice with DIDLS. I'm sure that I know what each of the DIDLS are and how they're used, but the practice exercises can sometimes be challenging for confusing. I don't participate much on the exercises, but I do find it very helpful.

Wednesday, October 24, 2012

The American Dream -- Summary & Analysis

Edward Albee (1928-present): 

  • American playwright, known for Zoo Story and other famous plays.
  • According to Albee, his adoptive parents did not agree with his idea of becoming a writer
  • believes that he is "a writer that happens to be gay, not a gay writer"
  • wrote over 30 plays
Setting: 

  • Living room of an apartment
  • (daddy is rich according to mommy) probably not too small or ghetto in any way
Plot:
    As the play opens up, mommy and daddy are in the living room complaining about how their guest is late. While waiting, mommy talks about the terrible scene she made purchasing different hats. Grandma walks in with multiple boxes neatly wrapped, but no one cares what's inside them. Mommy neglects grandma and daddy remains submissive. Finally the Mrs. Barker arrives; grandma continues to act like a child, and nobody knows why she's here. Small conflicts arise between mommy and Mrs. Barker. Grandma makes fun of mommy while mommy continues to treat daddy and grandma as her possession  After much talking, mommy insists that she go and look for things that daddy obviously cannot find. Watching this, grandma decides to tell Mrs. Barker about the "bumble of joy" and why she's here. More about the past is revealed and soon, a Young Man appears at the doorstep. He has a perfect mid-western look and outward appearance. Young Man shares his story about his incompleteness, and grandma says he's the American Dream. Grandma leaves as the family meet the Young Man. The "bumble" that mommy and daddy mutilated is replaced with the Young Man. 

Characters: 


  • Mommy
    • controlling and manipulative
    • masculine
    • only cares about the appearance
    • sees everything as her possession
    • usually angry
  • Daddy
    • submissive towards mommy
    • agrees to each character
    • has feminine aspects
  • Grandma
    • witty (the only one who actually knows what's going on)
    • acts childish in front of others
    • "old America"
    • mommy's mother
    • avoids and fears the van man at first, but decides to leave at the end
  • Mrs.Barker
    • professional woman
    • works for the adoption center
    • doesn't remember the family, but grandma remembers her
    • husband's status/illness is her weakness
  • Young Man
    • "new america"
    • twin of the "bumble"
    • emotionally incomplete
    • perfect outward appearance
    • only appears at the end of the play
Author's Style:

  • SYMBOLISM
    • neatly wrapped boxes- grandma's "old america" belongings. No one cares about the interior of the boxes and only see the outer appearance. 
    • mommy's hat & mutilated baby- seen as possession and can be replaced at mommy's will-- consumerism/materialism
  • POINT OF VIEW
    • there is no narrative voice, but all characters are consumed of selfishness. They all care about what satisfies them at the moment. Women seem to be more controlling and masculine in this play. Everyone is lost and blind from reality; no one can find the obvious things in the small apartment and Mrs. Barker doesn't know why she's there.
  • IMAGERY
    • most vivid imagery is the setting and how mommy and daddy are sitting in the living room.
    • the different colored hats between mommy and Mrs. Barker
    • Baby mutilation
  • TONE
    • Albee uses sarcasm and witty remarks with grandma. 
    • Hyperbole is shown between female characters' response.
    • serious tone when Young Man talks about his emotional incompleteness 
    • few shifts in tone
Theme:

  • earning satisfaction at the moment - Albee's idea of the American Dream is much different from the past. People immigrated to America with hopes of better lives and knew their reasons. In this case, the American Dream is too materialistic and focused on satisfaction. No one knows what's going on and they see the covered up "best" of all things. Characters treat each other as possession and none of their emotion or logic is real. 

Sunday, October 21, 2012

close reading numero dos


‘Leaf and Death’


     In this fairly short and simple editorial by Jeff Scher, lies the story of autumn leaves after death. Throughout his writing, Scher uses literary techniques such as imagery, detail, and unique language to attract readers to what he has seen and felt. 
     Leaves are just leaves, and fall is usually the only time when leaves maybe start looking colorful and trendy. No one really thinks about it after they hit the ground until they have get raked and cleaned, but that's just my opinion. However, Scher uses expressive imagery to describe the beauties of the leaf and its death. He describes the leaves as "glowing embers" and the landscape covered in dead leaves an "agitated technicolor"... to him, they were "slow-motion fireworks" falling from the tree branches. I find his use of imagery very attractive. I can just see animated glowing leaves falling like fireworks in front of my eyes. I feel that I've had a fun conversation with him just through his imagery; it helps create a fanciful tone to his writing. 
     I used to view details and imagery closely related if not, the same. Only because it's hard to see vivid imagery without detail, but I found out that it's not the same for details; Details don't technically need to rely on imagery. This is showcased through Schers editorial when he uses uncommon words as adjectives and adverbs to make it stick to the reader. If I had to describe the sky in which I see every autumn, it wouldn't be anything like "the infinite blues of a chilly October sky," how more detailed can it get? The "electrical green... frosted glass.... crackling in flickering reds..." no material nor objects contribute to his detail, just words. Without his descriptive detail, the scene would be much dull and flat. 
     Last but not least, I would have to say that his language is what wraps the detail and imagery into a package of his fanciful voice. Scher has a sensuous language which helps his editorial to connect with the readers' emotions and senses. The way he concludes with "leaves caught on rhythm and pretty much animated itself" uses at least two of the five senses. I can hear the crackling leaves catching the rhythm, and see the leaves changing itself. 
     Even though Jeff Scher's editorial was simple and straight-forward, the use of abundant literary techniques created a distinct vibe to his voice. His descriptive detail and vivid imagery and a unique language that summed everything up has made me view the leaves in a different manner than before., and Not only did he focus on the three techniques, but in addition to those three, the tone was complete as well.  

Saturday, October 13, 2012

Open Prompt 10/14/2012


1984. Select a line or so of poetry, or a moment or scene in a novel, epic poem, or play that you find especially memorable. Write an essay in which you identify the line or the passage, explain its relationship to the work in which it is found, and analyze the reasons for its effectiveness.

     "The Tide Rises, The Tide Falls" by Henry Longfellow is a brief but powerful poem which consists of several literary devices, such as repetition and symbolism in one line to support the complex meaning of "tide rises, the tide falls." 
     After giving it a couple reads, readers are able to catch on to the surface meaning of the  line "tide rise, the tide falls" symbolizing the interminable time that passes. Longfellow uses repetition of this line a total of four times. In between the repetitious lines, are examples of nature moving on despite the tide rising and falling. By this, one can see that no human being can interrupt a nature's continuity. The way Longfellow described the tides rising and falling relates to the poem as a whole; a symbol of life. For instance, the tide rising describes a new life, while the tide falling represents the end or death of life and how the pattern continues. 
     Going deep, one can see that Longfellow incorporates a brand new meaning to the same line. While the first two repetitive lines expressed the ongoing life-cycle of nature and human, the same line expresses the after-death in a different stanza. Once the tide rises again and falls, it reaches out and fades the footprints. In other words, a human's mark will eventually be forgotten after their death, and the tide will continue to rise and fall, connecting back to the surface meaning. 
     Another connection that can be made through this line reflects back to the beginning. As much as humans cannot interrupt the sequence of nature, they cannot try to overcome or oppose it either. When the man hastened toward the town, it shows that he is trying to overcome the time. No matter how much he tries, he eventually cannot come back (referring to death).
      As a reader, one can see the effectiveness of the line "the tide rises, the tide falls" has on the poem. Unlike the light, rain, or any other nature effects, a tide is something that will recur as long as the earth exists. It marks the beginning and end; it symbolizes time. Longfellow does a phenomenal representation of an on-going cycle, death, and time with a line of poetry. 

Sunday, October 7, 2012

Response to Course Material numero dos

     I blink my eyes, and suddenly a month of school has flown by. I can't even describe how busy and hectic it has been. Not only that, but luckily I felt like a sponge with all the new material plus review that has been slowly soaking in.
     As of the first course material response, we came across the difference between analyzing a poem, story, or a play by reading 100 pages in our textbook; we reviewed the different critical lenses in addition with the new ones;  we covered literary movements through different eras; most recently, we discussed even more allusions and comical plays+ terms. Looking back at this list, I really don't think that it will ever leave the AP Lit subject-- that's how important these were. 
     When we were given 100 pages to read in a time span of approximately two weeks, it wasn't as bad as I thought-- not until that quia quiz. I learned that poetry was not even close to everything I knew about poetry. Poetry itself has genres... for instance, elegy is the type of poem that is mournful or of the dead. Moreover, Poems have a reason why they don't have periods at the end of each line; those run-on sentences are called enjambment and are used to emphasize a syntactic point. It's suppose to flow with the iambic meter of the poem. I also learned that when a prompt asks me to analyze an excerpt I just read, the prompt is not only asking for that, but much more. More like, what symbols do I notice? What kind of literary techniques do the authors use to deliver a certain message, and how do they fulfill this? (This is when I yell out DIDLS). Theater art/ plays must focus on tone, props, and setting, rather than the story line. I never understood why plays looked much more dramatic than the story should be-- but I now understand. The purpose is to make it appeal to the eyes before the ears because they have a slight disadvantage of not using texts. There were all these reasons to analyzing each type of literature, I was just not aware of them because new things are unusual and unusual things aren't as comfortable. 
     Critical lens has recently been upgraded in my system as of the day we took rapid notes like no other. Aside from feminist, Marxist, psychoanalytic... etc. lens, there was a day in class where we jotted down about 10 new words with their definition-- soon to find out, they were even more literary lens. Ranging from mimicry to alienation (they were too creative) which each had distinct definitions. These new lenses were branched from post-colonial criticism and they all contain power and authority. Before, I was limited to only certain types of lens. Now, I have a wide spectrum to connect literature with.
     Along with critical lens, literary time periods were also review. Then again, I learned even more; the classical era was all about heroes and that's where Achilles, Odyssey, and all that jazz comes to play. The eras I was always confused about were the medieval, renaissance, and romanticism. I got them all pin pointed down now; medieval era was the christian dominated era while the renaissance sparked the beginning of the modern world. Lastly, the romanticism definitely had nothing to do with romantic--it focused on one's imagination and nature. 
     Allusions, allusions, and even more allusions is what I said. I personally thought I was done with allusions after the Foster presentation, but reviewing it through Greek mythology, or biblical reference greased me back up. I used to think that these allusions were offensive at times, but I learned that that's not usually the case. It's just a reference or representation to literary work just like how stories are formed from other stories. Only sometimes is it meant to be taken satirical. 
     I always seem to say this, but I don't think anyone is ever over-educated. The response to course material is a good way to reflect and review on what I learned even though it's only couple weeks back. The works we read from the American Dream to everyday DIDLS- exercises, I feel like it's sticking to me. Slowly but surely i'll have everything stored for the AP exam. (:

Sunday, September 23, 2012

Close Readings


Your smartphone is a pain in the neck



    Year 2012, and humans are able to send messages instantly, watch videos without a hassle, and browse the web anywhere at anytime made possible by one device, the smartphone. "Your smartphone is a pain in the neck" by Jacque Wilson proves to readers that with the advantages of this useful device follows negative effects to one's body. Wilson emphasizes her voice with various rhetoric techniques including imagery, detail, and diction. 

     Wilson opens up the article in a casual tone reaching out to the audience. It's hard to avoid checking your own posture while reading her guesses,"Chances are you're reading this while leaning over a table or slumped back in a chair. Your head is tilted forward; your shoulders are curved.If you're on a mobile device, your arms are bent by your side and your back hunch is even more profound," truth be told, she was right. Imagery pertains to a technique writers use evoking the five senses providing sensory perceptions. This one specifically refers to visual imagery to prove how much these postures can lead to damage. Imagery is displayed again towards the end when Wilson brings up Dr. Collie's tip on good smartphone use posture, "Keep your feet flat on the floor, roll your shoulders back and keep your ears directly over them so your head isn't tilted forward," similar to the introduction."

     Detail can be concrete or abstract; it could be honorific or pejorative. One extra adjective can change the whole phrase. Wilson uses detail throughout her article by being precise with her words. "The average human head weighs 10 pounds in a neutral position -- when your ears are over your shoulders," according to Wilson, the pressure on your spine double with this position. By no means does she put the weight of a human head just for the sake of it. This is a concrete detail that makes the story factual. So, what can this cause? "A lack of oxygenated blood flowing through the body can potentially lead to vascular disease. And gastrointestinal problems can be caused by pressure placed on the organs in a bad posture," what kind of blood? what kind of disease? these are are specific details provided by Wilson.

     Even though detail and imagery seems fairly similar, diction is something unique about the writers tone; it's their choice of words. As mentioned before, Wilson has a casual/ informal tone; readers can relate to her article because  of her colloquial diction, "So what's an iPad-cradling, smartphone-texting, laptop-loving guy or gal to do?" As much as these electronics are used, people come up with slang nick names for them. Wilson does not hesitate to use these. Not only is her slang language emphasized, but the way she rhetorically questions her readers and assumes the answer is part of her diction. It only makes the writing more casual than appeared.

    Jacque Wilson does a phenomenal job of using diction, imagery and detailed all weaved within her article. It doesn't exert any forceful tone and her techniques contribute to the flow. With her choice of words, visual context, and detailed language, it persuades readers to follow through and watch their postures. 
    
    

Sunday, September 16, 2012

Open Prompt 9/16/2012


1990. Choose a novel or play that depicts a conflict between a parent (or a parental figure) and a son or daughter. Write an essay in which you analyze the sources of the conflict and explain how the conflict contributes to the meaning of the work. Avoid plot summary.

     '"It's not God. Just my parents," I say. "I want to sue them for the rights to my own body"' (Picoult 19). Going to court due to family conflicts is not too rare. Parent's getting sued by their 13 year old daughter, is indeed uncommon though. "My Sister's Keeper" by Jodi Picoult portrays an overwhelming but excellent example of a conflict that lies between a parent and child. 
     From the very beginning, Anna was fully aware why, how and who she was born for; she was born to keep her sister, Kate alive. Picoult does a fine job of providing readers with a perspective from all directions, and from Anna and Brian's perspective, Kate was priority to their parents. This marked the first of their conflicts and the story would not have been able to progress if it were not for the hard relationship between Anna and her mother, Sarah. As an infant, Anna donated her blood cells to Kate without a choice. She constantly had to keep by Kate's side just in case her organs suddenly failed to do its work. When in an argument, Anna was held accountable despite being the younger sibling. With these situations, Anna is shown struggling to know if her mother even cares for her.  
     The setting/situation of the story is a main reason why readers can't question Anna's behavior. Imagine going through numerous operations and surgery not because of yourself but because of another person. It strikes Anna when she tries to recall a time of being asked to do all this; she was never asked. Throughout  the novel, Anna is known to listen, to understand, to take action, and to show responsibility. She takes part as a mother but as a 13 year old. Minor conflicts arise as Sarah cannot control her emotions and lets it out on family members other than Kate. When it comes to a time where Kate is in desperate need of Anna's organs once again, Anna rebels. As she seeks a lawyer to sue her parents for her medical emancipation, it marks the climax of the conflict. 
     While this is going on, Anna is shown having second thoughts on suing her family until she sees her mom understanding her decision as an outcome from the lack of attention she has received. Anna goes on with the legal action despite the fact that her parents are strongly against it. Picoult also brings out another side of Sarah that was not revealed in the beginning, even more evidence that allows readers to understand Anna better. The surgery that is involved with this trial has many risks that Kate and Anna both have to endure. Anna may not be able to play her favorite sport ever again. She may not be able to have kids of her own. Kate might not end up surviving even with this operation. Sarah is being stubborn and willing to do anything to save Kate whether anyone agrees or not. Especially when the donor, Anna, does not want to donate. 
     Even though the denouement of the story has a total twist to it, if Picoult did not display the minor conflicts Anna and Sarah had prior to the court trial, "My Sister's Keeper" would not have worked out. It would've been much more unnatural if Kate were to sue Sarah herself, because Kate knows why her mother decided on the decisions that she made. On the other hand, Anna is the one who was purposely made, "built" for Kate. She is given (allowed) the choice to rebel against her mother for what she's gone through. Though the conflict resolves different than imagined in the beginning, the parent-child conflict portrayed by Picoult contributes best to the plot and meaning of "My Sister's Keeper".


* I actually timed myself to finish within 45 minutes. This sounds and looks so messy... I'm not even sure if i wrote to the prompt correctly... is this too much of plot summary?
     


Sunday, September 9, 2012

Response to Course Material

     First week into AP Lit, and we've covered and learned so much material (including all the summer work). I can't really help but also talk about the summer material even though this post is suppose to start from my latest post. The set of poetry that we had to read, comparison of  David Sedaris' essay and Micheal Harvey's book, and the diagnostic test all had a common direction; it was preparing me to become an AP Lit student. A good AP Lit student. Following up, we had three pages of vocabulary & three pages of presentation notes, which i won't deny-- i was very rusty prior to these. 
     I started making small connections between what I've learned thus far. That three-page vocab i was talking about, majority of them tied with poetry terms. Well what a coincidence, most of the students, myself included, posted on their blogs that studying poetry terms is a new goal. Despite the statistics, I came about with poor grade on the terms test. What did i get out of that? Well, first of all, definitions aren't definitions unless I know how to use the word in a sentence, point out examples of that word and most importantly, genuinely understand the definition. I also found myself surprised when there were not just one, but many words with similar definition: anadiplosis, anaphora, antistrophe, and diacope (repetitions... say whaaaat?). I wondered why i never came across these before when studying poetry, but I know the answer now-- i never really knew what they meant so i never really looked for these examples either.
     The Essay Writing Basics, Rhetorical Situation, and Argument presentations had one main focus to it that many writers would've caught on to. All the types of arguments (logos ethos pathos), the claim, warrants, and premise are techniques that authors use WHICH THEN leads to communication a.k.a, a rhetorical situation. Moreover, there are things readers can literally point to in a passage and some that are not possible. This was so confusing that the prezi presentation was just overwhelming in general until Ms. Holmes gave the examples of diction, syntax, images and metaphors; atmosphere is something we cannot touch. I can't say if this was review or not, but i feel like i should've known this: there are a whole lot of purposes to write about. I can write to entertain, persuade, inform, and reflex and most likely, these need communication or rhetorical skills. 
     If i had to summarize this up, there's actually too much i've learned the past week, but I can see that i'm absorbing all the information. I can make connections not with what we learned on the same day, but also with the other course material in general. This makes me happy & gives me hope that AP Lit isn't going to be too harsh after all. 
 

Tuesday, August 21, 2012

Me Talk Pretty One Day



     If Michael Harvey were to have read David Sedaris' essay, "Me Talk Pretty One Day," he would be surprised at how his key points in The Nuts and Bolts of College Writing were used; the clarity, flow and concision that the essay portrays makes Sedaris a "good writer that sees their words from the reader's perspective," allowing the readers to hear his tone (Harvey, 10). 

     Concision is something writers lack because it "can make us feel exposed," but if writers can eliminate the fat,  "it makes the prose easier to read and understand" and that is just what Sedaris did (Harvey,1). None of his sentences were flat or full of big words that overwhelms the reader, "I’ve moved to Paris with hopes of learning the language...the students exhibited an ease and confidence that I found intimidating," he exposes himself just enough so that we, as readers feel unlike complete strangers (Sedaris, 11). But does he sound passive at all? Harvey emphasizes that the challenge to concision doesn't rely on "long versus short," rather, it "says something concrete and informative" (Harvey, 9). Think about it-- a five year old can write a short and blunt sentence without bulky words. Is it concise though? Sedaris proves that he is concise with unusual, but strong verbs weaved throughout his texts. "proceeded to rattle off a series of administrative announcements...Her rabbity mouth huffed for breath..." announce versus rattled or took another breath versus huffed for breath, i think Sedaris wins (Sedaris, 11-12). 

     I've never thought that clarity and concision were different. In fact, I would switch those two words based on how they sounded with my context, which leads to Harvey's second topic: clarity. There are numerous questions a writer should ask themselves. "Have I explained enough so that she knows what I'm talking about? Is my evidence persuasive?" is a couple out of the many that Harvey states (Harvey, 10). All these questions have something in common, that is, does the reader truly understand my writing. To find out, a writer must stick to the "basic pattern, who does/did what" and logically support it (Harvey, 11). In "Me Talk Pretty One Day" two main ideas are clear. (a) Everyone studying abroad in France with Sedaris is struggling with the language. (b) The teacher is ill-tempered, "Her temperament was not based on a series of good and bad days but, rather, good and bad moments" (Sedaris, 13). I know this because Sedaris is clear with who-does-what. Who? The students. Does? struggle. What? fluent French. Again, who? The teacher. Does? accuse, yell, rage at students. What? lessons. So how does Sedaris show clarity through it? Well, his 'who-does-what' doesn't change throughout the story--it's persistent. Even until his last paragraph, where Sedaris is astonished at the fact that he understands, he doesn't write that his teacher was actually a great teacher nor does he share that his classmates are fluent in French. He pushes through with clarity from his observation in the beginning. 

     Aside from concision and clarity, there is another connection between The Nuts and Bolts of College Writing and "Me Talk Pretty One Day"; Sedaris' essay has a good flow. According to Harvey, "a good essay unfolds like a story," with the beginning, ending, an interesting plot, and a prose to the essay, "Me Talk Pretty One Day" unfolds just like a story (Harvey, 23). Sedaris' essay not only is like a story helping readers to understand better, but it also contains other aspects that Harvey thinks contributes to flow. For instance, his essay consists of natural conjunctions and linking words which provides a smooth and easy read. In addition, Sedaris' "humble pronouns and other pointers permit powerful effect" (Harvey, 26). Humble pronouns are short words that relate to something known, such as "Next came a beautiful young Yugoslav who identified herself as an optimist, saying that she loved everything that life had to offer," in which the small pronouns contribute to the flow of the sentence (Sedaris, 12). As readers, we enjoy reading what we could possibly relate to and more often than not, those are stories; "Me Talk Pretty One Day" doesn't carry a dramatic tone, but is abundant with Harvey's points of good flow. 

     After reading these two texts, "Me Talk Pretty One Day" coincides well with Harvey's Nuts and Bolts of College Writing. Even though they were written towards different audience and the writing pieces are much different from each other, they both contain what seems to be a good writer. Michael Harvey and David Sedaris are writers who write with clarity, flow and concision for the sake of their readers. In both of works, readers will be able to see an "essay like personality, hangs together through a delicate balance of forces; ... clear but not empty, thoughtful but down-to-earth, strong minded but fair minded" (Harvey, ix). 

Sunday, August 12, 2012

Poetry reflection & goals

(1) Try to read the poem at least four times.
(2) Don't hesitate to write notes all over the context. (take footnotes)
(3) Ask myself questions throughout the reading on vocabulary and meanings.
(4) Know what kind of poetry I am reading, look at the background in depth. For instance, setting and         author's life-style. 
(5) Determine how the author uses different types of literary elements. 

Coming up with five poetry study goals were too easy. I can probably continue on with 5 to 10 more bullet points. I get so frustrated when i know there's a greater meaning to a piece of writing, but I just can't seem to find out what it is. That's everything about poetry, hence the reason why i don't really enjoy reading it. These five study points are only to get me started. All of them have something in common: helping the reader understand it better. I think that reading it four times rather than skimming it, (like I did in the past) will definitely extend my knowledge. Moreover, I tend to mutter to myself a lot, just not about poetry... So i'm willing to try it. Research! I'm pretty confident in looking up things that baffle me, therefore knowing some background of where this poetry came from would be very helpful. 

Saturday, August 11, 2012

Peterson's AP English Diagnostic Test

     A little drop in confidence and a couple extra study goals to be added in the list. I was quite surprised when i finished within the given time, 3 hours.
     Mind if i share a fact? English was the third language i spoke and learned, therefore, I wasn't too strong on this subject. I've always wanted to become better at it because i enjoyed writing, but after taking this AP diagnostic test, I feel like...  I'll have a lot to do this coming year.
     Section 1 of the diagnostic test wasn't horrible, which also means that it definitely was not a breeze. Although i did think the excerpt from Pride and Prejudice and Preface of Modern American Poetry was a lot easier. No, let me rephrase that, those two were the ones I genuinely comprehended/ understood-- sounds about right.
     For the two poems, it helped me to realize my weakness; I have to increase my proficiency on paraphrasing poetry.The fact that I was struggling with vocabulary in a context was a disappointment. You know, you can't really proceed when you don't know what they're saying, right? Well, that was it; It was hard to push myself through the reading when I did not completely understand it.
     Hmm... Section 2... the start of it was a mess. In my defense,  i apparently didn't know what the direction was asking me to do and secondly, it takes a while to wake my brain up from 2 months of writing-free, essay-free. That really can't be an excuse though... Another thing I must improve on is looking for other literary aspects other than the ones i'm adapted to: imagery, tone, character and plot or point of view-- i'm overly using these. I was able to spot a lot of these throughout the essays and stories but ya know, nothing else...
    Overall, I'm still glad i took this test. As i advance through more vocabulary,  i'm sincerely hoping that I improve throughout the school year and that I don't see another score like this for a while. (: