http://journalistsresource.org/studies/society/education/parents-children-facebook-privacy-age/
"Facebook and the Children's Online Protection Act"
Written by Margaret Weigel on November 2, 2011
Margaret Weigel's article "Facebook and the Childrren's Online Protection Act" discusses the unintended consequences of the Children's Online Protection Act. The 1998 Children's Online Privacy Protection Act (COPPA) was passed in an attempt to protect the privacy and safety of children as the internet began raising concerns among parents. "Facebook and the Children's Online Protection Act" explores parents and children who find a way around this new act. Using details of parents defying the COPPA act through a survey, diction indicating parent wrong doing, and language that appeals to many parents in the country to convince readers that the COPPA Act is not necessarily effective.
Details throughout the article accentuate the fact that parents are well aware of the Facebook age requirement, yet assist their children in signing up for an account. In the third paragraph, the detail: "For instance, 2008, parents assisted their 11-year-old children to access Facebook 47% of the time, while in 2010, parents assisted their 9-year-old children 78% of the time" highlights the fact that children as young as 9 years old are being assisted to create a Facebook, despite the 13 year old age requirement. By showing that parents are assisting the creation of Facebook accounts of children that are 4 years younger than the age requirement, the statistics seem far more shocking. The article lists the reasons for parents assisting their children in signing up for Facebook despite their children being underage, supporting the idea that parents will continue to help their children sign up for Facebook early, regardless of the COPPA Act.
The diction throughout the article is intense at times and makes the underage children on Facebook seem like a more dangerous thing than one would otherwise believe. Words such as "violate", "antithetical" (when referring to the parent's actions), and "circumvented" seem to make the reader more inclined to believe that the parents are in the wrong and that the COPPA Act is being seriously violated. This makes the COPPA Act seem more unnecessary.
The language of the article appeals to all parents. It is colloquial in order to be relatable to larger numbers of readers with more elevated diction sewn in periodically throughout the article. The elevated words, as stated earlier, create an even more extreme spin on the actions of parents.
Saturday, December 15, 2012
Saturday, December 8, 2012
Prompt 12/9/12
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' dystopian novel Clockwork Orange, Alex is forced to become a product of a governmental experiment, he is confronted with the question of conforming to what the government wants him to be and what he has always been. Burgess uses the violence of youth to highlight the problems in the new futuristic city, while showing insight to whether or not people can change from their past behaviors to new ones.
In the beginning of Burgess' novel, Alex is portrayed as a violent and ruthless towards his victims. He is superior to others as he beats, steals, and rapes people throughout the beginning of the novel. In a particularly disturbing incident, Alex beats a man and rapes his wife in front of him, forcing him to watch. Alex, clearly finding pleasure in the pain and suffering he causes others, feels superior as his boys continue to rob the house. In a later discovery, he is told that the wife that he had raped later died.
Later in the novel, Alex is used as a governmental experiment called the Ludovico's Technique, where violent images will be shown to Alex as he is given a drug that makes him feel nauseated and sick. He begins to associate the sickness with the violent images, making him sick whenever he is a witness to violent crimes. This use of violence, something that had once made Alex feel empowered and in control, now cripples him and is used as a weapon against him. This leaves him defenseless against enemies. Burgess effectively uses violence as something that can be used for and against Alex, showing Alex's struggle to be what the government wants him to be and what he has always known. His defenselessness pushes him to beg the man that he had once beat to take care of him, ironically leaving him at the mercy of those he had once been in control of. The violence is used effectively in the plot to create a turn of events. It shows the power switch in the novel. It creates sympathy for Alex, despite his horrific actions in the beginning of the novel.
Elapsed time: 40 minutes.
Monday, December 3, 2012
Summary and Analysis of Death of a Salesman
Author: Arthur Miller was born in 1915 in Harlem, New York City. He was the second child to Polish-Jewish immigrants. He also had a strained relationship with his father, which is thought to have been the basis for Willy and Biff's strained relationship in his play. He wanted to write a play that was relatable to all those who had experienced hardship.
Setting: The Late 1940s, with memories from Willy's past. Most scenes take place in the Loman house, but one also takes place in Frank's Chop House in New York, a hotel room, and an office. These are either in New York or Boston.
Characters:
Willy Loman: Willy Loman is a man who had dreams of becoming well-liked and accepted. By witnessing a popular salesman's funeral, he decides that becoming a salesman will be the best way to liked by large masses of people. He repeatedly tells his family that he is doing extremely well in his work as a salesman and encourages Biff to be violent and womanizing. He is unkind and borderline abusive to his wife Linda. He has an affair during a business trip. He becomes unable to connect to reality as he thinks back to everything that happened in his past. He is proud and will not accept the fact that he is losing his job and is in large debt. In the end of the play, he kills himself using his car, giving his family life insurance money.
Linda Loman: Willy's wife. It is unknown if she is aware of her husband's infidelity, but still endures his rude and unappreciative manners throughout the play because she loves him. She is the glue that holds together the family. She even stretches the truth when talking to Willy in order to make him happy.
Biff Loman: Biff is a strong, somewhat violent man who has lost trust in his father and his words. He had a promising future as a football player and was going to go to university with a scholarship, but he failed math class. After seeing his father give his mother's stockings away to another woman and having an affair, Biff feels lost and doesn't believe his father anymore. He decides not to retake his math class and he decides to go out west to discover himself. He attempts to create a business in order to please his father, but then realizes everything that is wrong with his father and the beliefs that he forces onto Biff. He spends 14 years working odd jobs in order to find the real meaning of life for himself.
Happy Loman: The younger of the two Loman brothers, he has his own apartment and works at a department store. He unfortunately feels that he is always ignored for his older brother. His unhappiness and desire to be loved is similar to Willy. He has relationships with his boss' women, and mentions his desire to marry many times in the play.
Charley: A neighbor to the Lomans. He frequently hears them get into arguments and plays cards with Willy. He is sympathetic to Willy. This is seen as he loans Willy money each month after he is put on commission and he even offers Willy a job.
Bernard: Bernard is Charley's son. He used to look up to Biff. He even helped Biff with his studying in order for him to pass math. Willy used to make fun of Bernard for being weak and a nerd. However, Bernard goes on to be successful as an attorney.
Ben: Willy's older brother, deceased. At a young age, he becomes very wealthy mining diamonds. He is the role model for Willy. He appears in Willy's daydreams as the man that has all the answers.
Summary: Willy Loman enters the kitchen. Linda is clearly worried about Willy's feelings and his well being. Willy has been losing control of his car and has had a few accidents, indicating his suicidal thoughts to his wife. Willy's son's, Biff and Happy, are both largely uninterested in their father. Biff has been out west, searching for personal growth while Happy has found a little success in his lower ranked job. Biff's stealing, violence, and womanizing ways are enforced by Willy's encouragement and permissiveness while Happy seems to feel left out and ignored by the rest of his family. Willy cannot come to grips with the fact that he is losing his job due to his pride and dreams. Biff used to idolize his father and his large amount of admirers. The view of success that Willy had pushed upon Biff is no longer well received after the day that Biff walked in on Willy and his mistress in a hotel room. That day changed Biff's view of his father as he realized that everything that his father believes in is fake and not ideal. Biff cries with his father and Willy realizes that Biff loves him. At the end of the play, Willy commits suicide and ultimately sacrifices his life by driving his car off the road, giving his family the life insurance money.
Tone: The tone of the play seems to pity Willy Loman and the Loman Family. Concurrently, it is straight forward in shaping Willy Loman as a failure in what he, and the rest of the characters, consider the American Dream.
Imagery:
-The imagery of the apartments closing in the Loman house shows how he feels closed off from the rest of his life. His dreams and connection to his family have failed him and he now sees no other option but suicide.
-The imagery of burning woods also shows the feeling that Willy Loman experiences. He feels that everything is closing in on him and he has no where else to escape to. His debts, relationships, and time are all failing him and he feels trapped. Ironically, Ben using this phrase often when speaking of his successes in Africa. In terms of Ben, the burning woods represent him working towards his goal of becoming rich. To Willy, however, it represents him failing and becoming increasingly unable to come to grips with reality.
Symbollism:
-Stockings: Linda's stockings represents Willy's infidelity and his failing relationships with his family. As Willy gives his mistress Linda's silk stockings, it represents him putting his mistress before his wife and ultimately his entire family. Despite his family's financial hardships and never ending debt, he still decides to give away something that could have benefited his family greatly. The realization of this as Biff witnesses this tears the father-son bond that had controlled Biff up until that point. Even as Linda mends her stockings some time later, the guilt that floods Willy as he remembers his affair fuels him to be aggressive and throw away her stockings. It represents the affair and the consequent strained family relations.
-Willy's Cars: Willy and his cars may represent several things in Willy's life. Willy stages accidents with his cars. It is suspected that these wrecks are not actually accidents, but rather suicide attempts. In a way, his cars represent his cry for help and attempt to bring attention to his mental instability and his unhappiness in his life.
It can also represent his love of working with his hands. Willy loves his cars and finds the most joy when he works manually. It creates a contrast between his clear love of working with his cars, and what he believes is success in his work as a salesman. It creates a bit of irony because Willy seems to look down upon people who work with their hands despite this joy.
-The seeds that Willy purchases and attempts to plant towards the end of the play represent Willy's attempts to grow strong and tall. The apartments around the Loman house will not allow Willy's seeds to grow because of the shade they create.
They also represent Willy not reaping his rewards. Willy does not take full advantage of everything that he has until it is too late. He could have began to grow his garden, but he waited too long until the apartments prevent sunshine from reaching the plot of soil. Now it is too late to garden, which represents his failure.
-The flute music represents Willy's father, who was a flute maker. It signals all of the times that Willy goes from his flashbacks to the present time.
Significant Quotes:
-"The way they boxed us in here. Bricks and windows, windows and bricks."
This quote, found in Act One, shows Willy's disappointment with the way his is boxed in by the Apartments surrounding him. These apartments, as stated before, represent the feeling that all of Willy's failures-- his relationships, his debt, and job loss -- are closing in on him. He is feeling more and more like a failure and he sees suicide as the only way out. Also, it keeps him from being able to grow in his garden. The syntax in this sentence also signifies the fact that bricks and windows are all he is able to see around him.
-"'Cause I get so lonely-- especially when business is bad and there's nobody to talk to. I get the feeling that I'll never sell anything again, that I won't be making a living for you, or a business, a business for the boys."
This quote is taken from Willy's original flashback to his affair. He talks to the woman, confiding in her his feelings as a failure. It is almost as if Willy is filling his emptiness that he gets from feeling his American dream slip further and further away from him with the infidelity and happiness he gets from his mistress. Not once does he mention wanting to make a living for Linda. It contrasts Linda and her unwavering love for Willy despite his rude attitude towards her, and Willy, an unfaithful man who does not even think about Linda.
-"Let's hold on to the facts tonight, Pop. We're not going to get anywhere bullin' around. I was a shipping clerk."
In this quote, Biff attempts to be straightforward with his father. Even with Happy's suggestion of lying to Willy, Biff stands his ground in order to cut through the dishonesty and lies that come between them. He wants to show his father that he has not, and probably will not, embody the beliefs and wishes that Willy had for him. He wants to push all that aside and let Willy love him for him. After this, Willy is still confused and loses his sanity once more, pushing Biff to lie to him a little before crying and abandoning him in the resturaunt. It shows the dynamic between the two. It helps explain the reasoning behind why Willy and Biff have never been able to fully overcome the differences in the American dream.
Theme:
Willy and his idea that well-liked and personable people will find success in America has become his American dream. The disconnect between the idea of finding success from hard work and Biff's idea of the American dream is not understood by Willy, resulting in his loss of sanity as he is unable to differentiate not only the difference between these dreams, but the past and present.
This is supported by his deteriorating sanity as his flashbacks become more frequent. His conversations with Ben are also proof of his deteriorating sanity. Proof that his dream and relationships are falling apart show his failure. Biff does not sympathize with him and is creating his own idea of the American Dream. Bernard, a boy that he once made fun of for being nerdy, has now become more successful than his sons and Willy, toying with Willy's idea of how to achieve the material possessions that he associates with the American Dream.
Setting: The Late 1940s, with memories from Willy's past. Most scenes take place in the Loman house, but one also takes place in Frank's Chop House in New York, a hotel room, and an office. These are either in New York or Boston.
Characters:
Willy Loman: Willy Loman is a man who had dreams of becoming well-liked and accepted. By witnessing a popular salesman's funeral, he decides that becoming a salesman will be the best way to liked by large masses of people. He repeatedly tells his family that he is doing extremely well in his work as a salesman and encourages Biff to be violent and womanizing. He is unkind and borderline abusive to his wife Linda. He has an affair during a business trip. He becomes unable to connect to reality as he thinks back to everything that happened in his past. He is proud and will not accept the fact that he is losing his job and is in large debt. In the end of the play, he kills himself using his car, giving his family life insurance money.
Linda Loman: Willy's wife. It is unknown if she is aware of her husband's infidelity, but still endures his rude and unappreciative manners throughout the play because she loves him. She is the glue that holds together the family. She even stretches the truth when talking to Willy in order to make him happy.
Biff Loman: Biff is a strong, somewhat violent man who has lost trust in his father and his words. He had a promising future as a football player and was going to go to university with a scholarship, but he failed math class. After seeing his father give his mother's stockings away to another woman and having an affair, Biff feels lost and doesn't believe his father anymore. He decides not to retake his math class and he decides to go out west to discover himself. He attempts to create a business in order to please his father, but then realizes everything that is wrong with his father and the beliefs that he forces onto Biff. He spends 14 years working odd jobs in order to find the real meaning of life for himself.
Happy Loman: The younger of the two Loman brothers, he has his own apartment and works at a department store. He unfortunately feels that he is always ignored for his older brother. His unhappiness and desire to be loved is similar to Willy. He has relationships with his boss' women, and mentions his desire to marry many times in the play.
Charley: A neighbor to the Lomans. He frequently hears them get into arguments and plays cards with Willy. He is sympathetic to Willy. This is seen as he loans Willy money each month after he is put on commission and he even offers Willy a job.
Bernard: Bernard is Charley's son. He used to look up to Biff. He even helped Biff with his studying in order for him to pass math. Willy used to make fun of Bernard for being weak and a nerd. However, Bernard goes on to be successful as an attorney.
Ben: Willy's older brother, deceased. At a young age, he becomes very wealthy mining diamonds. He is the role model for Willy. He appears in Willy's daydreams as the man that has all the answers.
Summary: Willy Loman enters the kitchen. Linda is clearly worried about Willy's feelings and his well being. Willy has been losing control of his car and has had a few accidents, indicating his suicidal thoughts to his wife. Willy's son's, Biff and Happy, are both largely uninterested in their father. Biff has been out west, searching for personal growth while Happy has found a little success in his lower ranked job. Biff's stealing, violence, and womanizing ways are enforced by Willy's encouragement and permissiveness while Happy seems to feel left out and ignored by the rest of his family. Willy cannot come to grips with the fact that he is losing his job due to his pride and dreams. Biff used to idolize his father and his large amount of admirers. The view of success that Willy had pushed upon Biff is no longer well received after the day that Biff walked in on Willy and his mistress in a hotel room. That day changed Biff's view of his father as he realized that everything that his father believes in is fake and not ideal. Biff cries with his father and Willy realizes that Biff loves him. At the end of the play, Willy commits suicide and ultimately sacrifices his life by driving his car off the road, giving his family the life insurance money.
Tone: The tone of the play seems to pity Willy Loman and the Loman Family. Concurrently, it is straight forward in shaping Willy Loman as a failure in what he, and the rest of the characters, consider the American Dream.
Imagery:
-The imagery of the apartments closing in the Loman house shows how he feels closed off from the rest of his life. His dreams and connection to his family have failed him and he now sees no other option but suicide.
-The imagery of burning woods also shows the feeling that Willy Loman experiences. He feels that everything is closing in on him and he has no where else to escape to. His debts, relationships, and time are all failing him and he feels trapped. Ironically, Ben using this phrase often when speaking of his successes in Africa. In terms of Ben, the burning woods represent him working towards his goal of becoming rich. To Willy, however, it represents him failing and becoming increasingly unable to come to grips with reality.
Symbollism:
-Stockings: Linda's stockings represents Willy's infidelity and his failing relationships with his family. As Willy gives his mistress Linda's silk stockings, it represents him putting his mistress before his wife and ultimately his entire family. Despite his family's financial hardships and never ending debt, he still decides to give away something that could have benefited his family greatly. The realization of this as Biff witnesses this tears the father-son bond that had controlled Biff up until that point. Even as Linda mends her stockings some time later, the guilt that floods Willy as he remembers his affair fuels him to be aggressive and throw away her stockings. It represents the affair and the consequent strained family relations.
-Willy's Cars: Willy and his cars may represent several things in Willy's life. Willy stages accidents with his cars. It is suspected that these wrecks are not actually accidents, but rather suicide attempts. In a way, his cars represent his cry for help and attempt to bring attention to his mental instability and his unhappiness in his life.
It can also represent his love of working with his hands. Willy loves his cars and finds the most joy when he works manually. It creates a contrast between his clear love of working with his cars, and what he believes is success in his work as a salesman. It creates a bit of irony because Willy seems to look down upon people who work with their hands despite this joy.
-The seeds that Willy purchases and attempts to plant towards the end of the play represent Willy's attempts to grow strong and tall. The apartments around the Loman house will not allow Willy's seeds to grow because of the shade they create.
They also represent Willy not reaping his rewards. Willy does not take full advantage of everything that he has until it is too late. He could have began to grow his garden, but he waited too long until the apartments prevent sunshine from reaching the plot of soil. Now it is too late to garden, which represents his failure.
-The flute music represents Willy's father, who was a flute maker. It signals all of the times that Willy goes from his flashbacks to the present time.
Significant Quotes:
-"The way they boxed us in here. Bricks and windows, windows and bricks."
This quote, found in Act One, shows Willy's disappointment with the way his is boxed in by the Apartments surrounding him. These apartments, as stated before, represent the feeling that all of Willy's failures-- his relationships, his debt, and job loss -- are closing in on him. He is feeling more and more like a failure and he sees suicide as the only way out. Also, it keeps him from being able to grow in his garden. The syntax in this sentence also signifies the fact that bricks and windows are all he is able to see around him.
-"'Cause I get so lonely-- especially when business is bad and there's nobody to talk to. I get the feeling that I'll never sell anything again, that I won't be making a living for you, or a business, a business for the boys."
This quote is taken from Willy's original flashback to his affair. He talks to the woman, confiding in her his feelings as a failure. It is almost as if Willy is filling his emptiness that he gets from feeling his American dream slip further and further away from him with the infidelity and happiness he gets from his mistress. Not once does he mention wanting to make a living for Linda. It contrasts Linda and her unwavering love for Willy despite his rude attitude towards her, and Willy, an unfaithful man who does not even think about Linda.
-"Let's hold on to the facts tonight, Pop. We're not going to get anywhere bullin' around. I was a shipping clerk."
In this quote, Biff attempts to be straightforward with his father. Even with Happy's suggestion of lying to Willy, Biff stands his ground in order to cut through the dishonesty and lies that come between them. He wants to show his father that he has not, and probably will not, embody the beliefs and wishes that Willy had for him. He wants to push all that aside and let Willy love him for him. After this, Willy is still confused and loses his sanity once more, pushing Biff to lie to him a little before crying and abandoning him in the resturaunt. It shows the dynamic between the two. It helps explain the reasoning behind why Willy and Biff have never been able to fully overcome the differences in the American dream.
Theme:
Willy and his idea that well-liked and personable people will find success in America has become his American dream. The disconnect between the idea of finding success from hard work and Biff's idea of the American dream is not understood by Willy, resulting in his loss of sanity as he is unable to differentiate not only the difference between these dreams, but the past and present.
This is supported by his deteriorating sanity as his flashbacks become more frequent. His conversations with Ben are also proof of his deteriorating sanity. Proof that his dream and relationships are falling apart show his failure. Biff does not sympathize with him and is creating his own idea of the American Dream. Bernard, a boy that he once made fun of for being nerdy, has now become more successful than his sons and Willy, toying with Willy's idea of how to achieve the material possessions that he associates with the American Dream.
Sunday, December 2, 2012
Response to Course Material 12/2/2012
I'm beginning to truly appreciate the study of Oedipus and other recurring themes in literature. They have come up continually in our class discussions. The discussions in class about Death of a Salesman have been very deep and explored many topics from symbols in the play to motifs. I have found it very interesting. Discussing the movie and the portrayal of certain scenes by actors was interesting and showed a different interpretation of the text than I had first thought of when reading it. Our class focused a lot on Linda and whether or not we felt she was a weak or strong character. We were able to use scenes from the movie to debate whether or not we felt that the director thought she was a strong female or not. I hope that for Hamlet, the movie is just as interesting in its portrayal of the characters and the scenes.
Reading Hamlet in class is a lot more interesting for me because it's a little more engaging than Death of a Salesman or The American Dream. Hearing Ms. Holmes explain the background information to Shakespeare and the language of his time is very helpful and certainly helps me understand the play much better. I think Hamlet will be more exciting and enjoyable than the other things we have read in class so far. For some reason, I really like reading it in class so far. Hopefully it will continue to be an exciting play.
Reading Hamlet in class is a lot more interesting for me because it's a little more engaging than Death of a Salesman or The American Dream. Hearing Ms. Holmes explain the background information to Shakespeare and the language of his time is very helpful and certainly helps me understand the play much better. I think Hamlet will be more exciting and enjoyable than the other things we have read in class so far. For some reason, I really like reading it in class so far. Hopefully it will continue to be an exciting play.
Sunday, November 18, 2012
Close Readings 11/18/2012
http://www.cnn.com/2012/11/18/opinion/opinion-roundup-petraeus/index.html?hpt=hp_c1
The article "Must one lose a job over infidelity" speaks on the fact that the media is increasingly involving the personal lives of politicians into the news. It addresses the question of whether or not this should be allowed since "active libido" has nothing to do with how a politician performs in office. It speaks ill of the double standard that exists for people outside of office and politicians. It uses rhetorical techniques of details, diction, and language to convey the message that the amount of media involving itself into the personal lives of politicians is unacceptable and crossing the line.
Throughout the article, the use of words that are somewhat elevated tends to speak to an audience that is much more involved and informed in politics. This directs his message towards those who are most likely to be involved in politics and aware of the issue at hand. Words such as archaic, flagrant, replete, and arbiters are not common or colloquial. Most people are unaware of these meaning at first glance, losing the effectiveness of the piece toward the average, uninformed citizen, but increasing the effectiveness toward more educated readers.
The details that the writers chose specifically points at Americans as hypocritical and unsuccessful in their judgements. They are viewed as quick to judge and in a way very aggressive in their judgements. By using such details like the divorce rates in the United States and other recent scandals similar to this one, it shows that population should be more thoughtful before judging other scandals. This reinforces the idea that the american people are clearly creating a double standard for politicians.
The language throughout the article seemed more elevated and appealing towards audiences of a higher intellect. Similar to the diction throughout the article, the language seemed to try to appeal to people who are quick to judge and are informed in politics. There are a lot of political figures mentioned throughout the article that are not as well known and take away the effect that the article could have potentially had with people of a lower understanding of politics.
The article effectively uses diction, details, and language to appeal to the readers of a higher intellect and political understanding. By using an issue that is current and regarding politics, they have essentially eliminated those who are not politically aware or up to date. The use of diction, details, and language push the idea that the American people are hypocritical and quick to judge, when they too have issues of their own. The writer of this article pushes the fact that before Americans judge politicians, they should first assess their own situations.
The article "Must one lose a job over infidelity" speaks on the fact that the media is increasingly involving the personal lives of politicians into the news. It addresses the question of whether or not this should be allowed since "active libido" has nothing to do with how a politician performs in office. It speaks ill of the double standard that exists for people outside of office and politicians. It uses rhetorical techniques of details, diction, and language to convey the message that the amount of media involving itself into the personal lives of politicians is unacceptable and crossing the line.
Throughout the article, the use of words that are somewhat elevated tends to speak to an audience that is much more involved and informed in politics. This directs his message towards those who are most likely to be involved in politics and aware of the issue at hand. Words such as archaic, flagrant, replete, and arbiters are not common or colloquial. Most people are unaware of these meaning at first glance, losing the effectiveness of the piece toward the average, uninformed citizen, but increasing the effectiveness toward more educated readers.
The details that the writers chose specifically points at Americans as hypocritical and unsuccessful in their judgements. They are viewed as quick to judge and in a way very aggressive in their judgements. By using such details like the divorce rates in the United States and other recent scandals similar to this one, it shows that population should be more thoughtful before judging other scandals. This reinforces the idea that the american people are clearly creating a double standard for politicians.
The language throughout the article seemed more elevated and appealing towards audiences of a higher intellect. Similar to the diction throughout the article, the language seemed to try to appeal to people who are quick to judge and are informed in politics. There are a lot of political figures mentioned throughout the article that are not as well known and take away the effect that the article could have potentially had with people of a lower understanding of politics.
The article effectively uses diction, details, and language to appeal to the readers of a higher intellect and political understanding. By using an issue that is current and regarding politics, they have essentially eliminated those who are not politically aware or up to date. The use of diction, details, and language push the idea that the American people are hypocritical and quick to judge, when they too have issues of their own. The writer of this article pushes the fact that before Americans judge politicians, they should first assess their own situations.
Sunday, November 11, 2012
Prompts 11/11/2012
1987. Some novels
and plays seem to advocate changes in social or political attitudes or in
traditions. Choose such a novel or play and note briefly the particular
attitudes or traditions that the author apparently wishes to modify. Then
analyze the techniques the author uses to influence the reader's or audience's
views. Avoid plot summary.
In George Orwell's dystopian novel 1984, Orwell uses details, imagery, and an exaggerated situation to influence readers to support his idea that totalitarian governments are unsuccessful and that a socialist government is the best government type. He uses these elements to create the picture of a government that is run by power-hungry people who put their own interests before the peoples'. Furthermore, the negative image of the totalitarian government described influences readers to support his ideology that Socialism must prevail.
Orwell uses details to show the reader that the totalitarian form of government is unsuccessful. He uses specific details in the story to create a distrust among readers for the totalitarian system. For example, the last two lines of the party slogan "Freedom is Slavery, Ignorance is Strength" seems to show the reader that true freedom and strength arise from becoming a slave to Big Brother. By becoming a shell of a man with no independent mind, they are able to live on their own. Freedom, which is taken for granted by many, will be reduced to following a higher authority completely, turning a blind eye to whatever horrible actions they may do. This powerful line in the story echoes in Wilson's head, urging the reader to believe that the Big Brother political party is taking away inherent rights to humans.
In Book One, Chapter VII, it is explained that "In the end, the party would announce that two and two made five, and you would have to believe it... Not merely the validity of experience, but the very existence of external reality was tacitly denied by their philosophy". This section not only shows the ridiculousness of the mental control that the Party maintains over the citizens, but pushes the reader to realize that it is wrong and influential in a terrible way. Readers see that the double think aspect of the government is wrong. The thought that the government may have control over something that belongs to someone, like their thoughts, creates a touchy subject that many will not be okay with, thus creating opposition to totalitarian governments.
George Orwell also uses imagery of violence and associates the totalitarian governments with the negative connotation of these elements. Furthermore, the violence shown in the book leaves a more permanent impact on the reader as the violence can be emotionally scarring. This has a tendency to stick with the readers long after reading the book. There are many examples of this, such as the final abuse that Wilson encounters as his fear of rats is used against him. Rats are placed on his face to indulge. Wilson nearly passes out from the sheer fear that he experiences.
Elapsed time: 40 minutes
Sunday, November 4, 2012
Response to Course Material 11/4/2012
The past few weeks we have learned more about the American Dream, watched the Death of a Salesman, and reviewed our vocabulary terms for the terms test taken last Friday. I have further deepened my knowledge of DIDLS and its application to the two plays. I found that I was able to analyze the American Dream much better than when initially reading it.
We watched the movie of Death of a Salesman before reading the play together as a class. I felt like this helped us get a general feel for the play and pick up on key themes and lines. Now as I start to read the play, I can better visualize the characters and their actions. I can pick up on how the lines are delivered and the general mood of the play. I remember in Lit/Comp 9, we did this with Romeo and Juliet and I found this to be very helpful then too. It helped bring a new dimension and interpretation to the words on the page. I really enjoyed learning this way, and I hope we are able to do more learning in a similar fashion.
Throughout the play, I felt that the play was very similar to The American Dream. Mostly due to the deep questions to brought to the reader. I still do not fully understand the reasoning behind Willy's strange actions and mood swings. I do not understand the significance of the jumping time line of the story. I hope I will understand these questions and their respective answers more after a close reading of the play.
We watched the movie of Death of a Salesman before reading the play together as a class. I felt like this helped us get a general feel for the play and pick up on key themes and lines. Now as I start to read the play, I can better visualize the characters and their actions. I can pick up on how the lines are delivered and the general mood of the play. I remember in Lit/Comp 9, we did this with Romeo and Juliet and I found this to be very helpful then too. It helped bring a new dimension and interpretation to the words on the page. I really enjoyed learning this way, and I hope we are able to do more learning in a similar fashion.
Throughout the play, I felt that the play was very similar to The American Dream. Mostly due to the deep questions to brought to the reader. I still do not fully understand the reasoning behind Willy's strange actions and mood swings. I do not understand the significance of the jumping time line of the story. I hope I will understand these questions and their respective answers more after a close reading of the play.
Monday, October 22, 2012
Summaries and Analysis of Reading: The American Dream 10/22/2102
The play The American Dream by Edward Albee opens with characters Mommy, Daddy, and Grandma anxiously awaiting the arrival of Mrs. Barker. They seem to be in a dazed, confused state. They keep asking each other when "they" are coming. The refer to Mrs. Barker in a plural tense throughout the play, probably to give a hint to the reader that Mrs. Barker represents many women.
Unfortunately, the family is dissatisfied with the baby that was previously given to them from Mrs. Barker. It had eyes only for Daddy, and touched itself. This lead to them to mutilate the baby by cutting off its arms, gouging out its eyes, and cutting off its penis. Mrs. Barker arrives. She is initially very kind to those in the family and Mommy reciprocates these feelings. There is a strange tension that arises when Daddy "gets wet and sticky" from Mrs. Barker taking off her dress. This shows the competitive nature of both women. Grandma has boxes the whole play, and it is later revealed that the boxes hold very average items that Grandma has carried throughout her life, like a blind pekinese.
After this, a man enters the room. He is referred to as "Young Man" throughout the play, but is called "The American Dream" by Grandma. He represents the American dream because he is good looking on the outside, but is reduced to a hurt shell of a man due to the pain he experienced from his twin brother's mutilation. He says that he is willing to do anything for money, which can be a message about the American Dream that Albee has tried to portray. By people like Mommy who pursue consumerism and the superficial values, the become willing to do anything for money. Ironically, the Young Man takes the place of his twin brother, which was mutilated by his new parents.
Mrs. Barker plays the role of Mommy's idol. In the beginning of the play, Mommy tries to impress Mrs. Barker and imitate her in dress and language. This, along with the way Mommy describes the color of her hat, shows the superficial side of American culture. Mommy's story about how she purchased her hat also shows the sad importance of consumerism in American culture. Mommy states that she gets most of her pleasure from shopping. After she "purchases" the Young Man from Mrs. Barker, Grandma closes the play, saying "Now everyone has what they want, or at least what they think they want...". The idea that people can purchase their happiness is a false idea that Albee tries to highlight throughout the play.
Throughout the play, Albee uses elements of syntax, details, and diction to show to ridiculous emphasis of consumerism and absurdity throughout the play. The way that Albee plays with repetition creates the sense that the language in the play is somewhat useless. It takes out the direct meaning and tends to beat around the bush when conveying the message of the words. For example, one can easily find an epizeuxis sentence. Like of page 101, Mrs. Barker simply says, "My, my, my", and repeats herself as Grandma interjects. There are many details throughout the play that are highly unnecessary, yet exist to show insight on the characters. An example of this could be Mrs. Barker talking about her brother. The audience does not need to know about the fact that he works for The Village Idiot or that he was interviewed by a psychiatric magazine. Yet, Albee includes this to show the audience that Mrs. Barker is not very intelligent and that her family is also very strange. The diction tends to be quite colloquial. Some language seems to have connotations to what the audience may be thinking. For example, after Mrs. Barker tells Mommy and Daddy about her brother, Grandma tries to say something, when Mommy tells her to be quiet. Grandma replies with "Nuts!", which has a slang definition that the people are nuts, or crazy.
The play uses these methods of story to show the reader that the American dream is too focused on superficial and commercial ideals. Albee uses details about Mommy buying the hat and mutilation of the baby to show how trivial yet bizarre culture has become these days.
Unfortunately, the family is dissatisfied with the baby that was previously given to them from Mrs. Barker. It had eyes only for Daddy, and touched itself. This lead to them to mutilate the baby by cutting off its arms, gouging out its eyes, and cutting off its penis. Mrs. Barker arrives. She is initially very kind to those in the family and Mommy reciprocates these feelings. There is a strange tension that arises when Daddy "gets wet and sticky" from Mrs. Barker taking off her dress. This shows the competitive nature of both women. Grandma has boxes the whole play, and it is later revealed that the boxes hold very average items that Grandma has carried throughout her life, like a blind pekinese.
After this, a man enters the room. He is referred to as "Young Man" throughout the play, but is called "The American Dream" by Grandma. He represents the American dream because he is good looking on the outside, but is reduced to a hurt shell of a man due to the pain he experienced from his twin brother's mutilation. He says that he is willing to do anything for money, which can be a message about the American Dream that Albee has tried to portray. By people like Mommy who pursue consumerism and the superficial values, the become willing to do anything for money. Ironically, the Young Man takes the place of his twin brother, which was mutilated by his new parents.
Mrs. Barker plays the role of Mommy's idol. In the beginning of the play, Mommy tries to impress Mrs. Barker and imitate her in dress and language. This, along with the way Mommy describes the color of her hat, shows the superficial side of American culture. Mommy's story about how she purchased her hat also shows the sad importance of consumerism in American culture. Mommy states that she gets most of her pleasure from shopping. After she "purchases" the Young Man from Mrs. Barker, Grandma closes the play, saying "Now everyone has what they want, or at least what they think they want...". The idea that people can purchase their happiness is a false idea that Albee tries to highlight throughout the play.
Throughout the play, Albee uses elements of syntax, details, and diction to show to ridiculous emphasis of consumerism and absurdity throughout the play. The way that Albee plays with repetition creates the sense that the language in the play is somewhat useless. It takes out the direct meaning and tends to beat around the bush when conveying the message of the words. For example, one can easily find an epizeuxis sentence. Like of page 101, Mrs. Barker simply says, "My, my, my", and repeats herself as Grandma interjects. There are many details throughout the play that are highly unnecessary, yet exist to show insight on the characters. An example of this could be Mrs. Barker talking about her brother. The audience does not need to know about the fact that he works for The Village Idiot or that he was interviewed by a psychiatric magazine. Yet, Albee includes this to show the audience that Mrs. Barker is not very intelligent and that her family is also very strange. The diction tends to be quite colloquial. Some language seems to have connotations to what the audience may be thinking. For example, after Mrs. Barker tells Mommy and Daddy about her brother, Grandma tries to say something, when Mommy tells her to be quiet. Grandma replies with "Nuts!", which has a slang definition that the people are nuts, or crazy.
The play uses these methods of story to show the reader that the American dream is too focused on superficial and commercial ideals. Albee uses details about Mommy buying the hat and mutilation of the baby to show how trivial yet bizarre culture has become these days.
Sunday, October 21, 2012
Close Readings 10/21/2012
The Truth About iPhone Factory Workers
By Mike Elgan
http://www.cultofmac.com/197050/the-truth-about-iphone-factory-workers/
The article "The Truth About iPhone Factory Workers" by Mike Elgan targets the controversies that arise from American Companies sending labor to other countries, specifically China. By using literary techniques such as diction, language, and details, he is able to push his message across that displacing potential work into other countries is unwise. The effective use of these techniques allows the rhetorics of his situation to be seen and be used effectively. Elgan tries to use an argumentive rhetorical situation because he presents a firm position and belief that contrasts the rest of society.
Elgan uses carefully chosen diction to show that the idea that sending jobs overseas to China has negative effects on Chinese working conditions or wages is unrealistic. He calls the idea "moronic", "a brain-dead caricature", and "ludicrous". By using words such as "cramped", "harsh", and "brutal" to describe the life of a poverty-stricken Chinese person, he is able to contrast this with the way their life will be improved after these struggles. He shows that by presenting them with more factory jobs, they are actually able to improve their life, contrary to belief that it creates more jobs with poor conditions.
He also uses language to support his argument as well. He uses colloquial language to support his argument. He uses these to his advantage because most people who state that factory jobs should stay in America most likely don't know the facts or are uninformed. By using colloquial language, he is able to persuade more people, especially those who are unable to get real facts. He is more influential this way. Additionally, he is far more approachable. However, his tone does sound slightly superior. He speaks in a way that makes those who think that labor in other countries is bad are unintelligent. This makes him appear more knowledgable, but also rude.
Details are effectively used throughout the article to support Elgan's stance that jobs overseas are not necessarily a bad thing. He uses details of the presidential debate to support the idea that politicians disagree. He uses the emotions that most people hold for politicians -distrust- and uses it to push people to distrust the idea that jobs overseas are bad. Details, language, and diction in the article push readers to agree with Elgan's stance.
By Mike Elgan
http://www.cultofmac.com/197050/the-truth-about-iphone-factory-workers/
The article "The Truth About iPhone Factory Workers" by Mike Elgan targets the controversies that arise from American Companies sending labor to other countries, specifically China. By using literary techniques such as diction, language, and details, he is able to push his message across that displacing potential work into other countries is unwise. The effective use of these techniques allows the rhetorics of his situation to be seen and be used effectively. Elgan tries to use an argumentive rhetorical situation because he presents a firm position and belief that contrasts the rest of society.
Elgan uses carefully chosen diction to show that the idea that sending jobs overseas to China has negative effects on Chinese working conditions or wages is unrealistic. He calls the idea "moronic", "a brain-dead caricature", and "ludicrous". By using words such as "cramped", "harsh", and "brutal" to describe the life of a poverty-stricken Chinese person, he is able to contrast this with the way their life will be improved after these struggles. He shows that by presenting them with more factory jobs, they are actually able to improve their life, contrary to belief that it creates more jobs with poor conditions.
He also uses language to support his argument as well. He uses colloquial language to support his argument. He uses these to his advantage because most people who state that factory jobs should stay in America most likely don't know the facts or are uninformed. By using colloquial language, he is able to persuade more people, especially those who are unable to get real facts. He is more influential this way. Additionally, he is far more approachable. However, his tone does sound slightly superior. He speaks in a way that makes those who think that labor in other countries is bad are unintelligent. This makes him appear more knowledgable, but also rude.
Details are effectively used throughout the article to support Elgan's stance that jobs overseas are not necessarily a bad thing. He uses details of the presidential debate to support the idea that politicians disagree. He uses the emotions that most people hold for politicians -distrust- and uses it to push people to distrust the idea that jobs overseas are bad. Details, language, and diction in the article push readers to agree with Elgan's stance.
Sunday, October 14, 2012
Prompt 10/14/12
1979. Choose a
complex and important character in a novel or a play of recognized literary
merit who might on the basis of the character's actions alone be considered
evil or immoral. In a well-organized essay, explain both how and why the full
presentation of the character in the work makes us react more sympathetically
than we otherwise might. Avoid plot summary.
Throughout John Steinbeck's Of Mice and Men, George Milton proves to be a character who may be classified as evil or immoral on the basis of his actions, such as being selfish in his dream of owning a farm, using his friend Lennie to his advantage, and shooting and killing his best friend. However, as Steinbeck portrays George as one who is caring unconditionally for his friend and hopeful about the future, readers are more inclined to react more sympathetically towards him.
George Milton is one who is selfish and individualistic. In the intro of the novel, we see George telling Lennie his dream of owning his own farm. This dream sounds to be a bit selfish as he thinks of owning the farm himself and being his own boss with Lennie. At no point does he mention sharing pay or living happily with Lennie because he likes Lennie. This shows how he is only thinking of himself which daydreaming of this future. Concurrently, the portrayal of George being an idealist pushes the reader to think of George in a more sympathetic light as we know that he has endured much hardship, yet maintains his faith and hope. It is clear that George is willing to work hard for his dream and doesn't expect it to be handed to him. The reader cannot keep from rooting for the unlikely hero in the hopes that those who try hard will get what they want in the end, despite his selfish ways.
George uses Lennie throughout the book to his advantage. Lennie's mental disability allows George to manipulate him to his advantage. George says that Lennie can stay with him when he buys his own farm because otherwise George would get bored. In addition, Lennie's strength will prove to be useful in the future. This shows that he is using Lennie, not as a friend, but as a person to be there to talk to and do manual labor. George reveals in a conversation that he at one point had made fun of Lennie. Lennie also used as a guard. When Curly is upset and Lennie, George orders Lennie to fight Curly back. It can be inferred that this action was partially due to George's strong distaste of Curly. By using Lennie's physical strength to his advantage, the reader gets a sense that George is manipulative. However, Steinbeck shows that George is also caring about his friend, showing that he will always stick with Lennie, even when he got them kicked out of the old town they were in, Weed. This unconditional bond that the two share is highlighted throughout the book and seems to be the driving force for the both of them. The reader understands George and sees that he is willing to sacrifice his time and effort to support the one person who has stayed by his side the whole time. This leads the reader to care more about George and see that he is truly a good person.
The ultimate immoral act that George commits in the novel is the murder of his best friend. As the reader learns more of the deep connection between the friends, we are shocked by the novel's finale as George shoots Lennie in the back of the head. The murder of anyone can be considered immoral, but one of a best friend is unthinkable. At the same time, the reader is able to understand that it is George's love for Lennie that pushes him to kill him. He wants to put Lennie out of the way of Curly and his gang. By even telling the story of their dream before shooting him, he allows Lennie to go in a happy state. Readers are more inclined to be sympathetic toward George by this sweet, yet tragic ending to the novel.
Elapsed time: 40 minutes
Saturday, October 6, 2012
Response to Course Material 10/7/12
This past month in AP Literature has been productive and beneficial. Class time has been quick with a lot of new notes and handouts. I was introduced to a lot of new things this month. For example, I wasn't aware of the Theater of the Absurd, the types of comedy, and all the different terms that comedy could have. For some reason, comedy always seemed to be a simple, feel-good type of play. Terms like lampoon and Travesty were strange to me. To learn all the different parts of it was unexpected, yet informative.
The comedy terms and the Theater of the Absurd seem to be related because they can both be types of plays. A comedy seems to be a much broader type of play because it can have many types within it, such as low/high comedies, burlesques, farces, and parodies. The Theater of the Absurd seemed to contain many plays that were related in that they used the meaningless of human nature to use in their plays. I felt that the plays used comedy techniques in order to send the messages of their plays, but didn't necessarily follow the pattern of a traditional comedy.
The Theater of the Absurd reminded me strongly of a show that I have heard of called Adventure Time. Although I haven't personally watched it, I've heard from friends who have that it is strange and doesn't seem to make any sense. It is puzzling and strange, and for those reasons, it grabs your attention. I relate Adventure Time to the Theater of the Absurd, where the strangeness of it is different and bold. It uses these methods to send clear messages to the reader.
Learning about critical lenses were a review for me. I found critical lenses to be funny because I can't really picture people sticking to one category or critical lense. I think it would be much more logical for someone to review literature with influences from multiple critical lenses in mind. Sticking to one seems to be too much work to me.
We learned about allusions in class as well. As we were creating the presentations and observing them, I kept thinking of how Foster had stated in his book that almost all stories have allusions from others. It was a strange feeling to be able to connect the idea of Foster's book to the actual project. I really appreciate reading Foster's book because it has proven to be extremely helpful.
We have also learned about the literary time periods during class. I knew about the time periods like Medieval, Classical, and Romantic from British Literature, but I wasn't familiar with post modernism. I hope we can review and go over the literary time periods more thoroughly throughout the rest of the year.
The comedy terms and the Theater of the Absurd seem to be related because they can both be types of plays. A comedy seems to be a much broader type of play because it can have many types within it, such as low/high comedies, burlesques, farces, and parodies. The Theater of the Absurd seemed to contain many plays that were related in that they used the meaningless of human nature to use in their plays. I felt that the plays used comedy techniques in order to send the messages of their plays, but didn't necessarily follow the pattern of a traditional comedy.
The Theater of the Absurd reminded me strongly of a show that I have heard of called Adventure Time. Although I haven't personally watched it, I've heard from friends who have that it is strange and doesn't seem to make any sense. It is puzzling and strange, and for those reasons, it grabs your attention. I relate Adventure Time to the Theater of the Absurd, where the strangeness of it is different and bold. It uses these methods to send clear messages to the reader.
Learning about critical lenses were a review for me. I found critical lenses to be funny because I can't really picture people sticking to one category or critical lense. I think it would be much more logical for someone to review literature with influences from multiple critical lenses in mind. Sticking to one seems to be too much work to me.
We learned about allusions in class as well. As we were creating the presentations and observing them, I kept thinking of how Foster had stated in his book that almost all stories have allusions from others. It was a strange feeling to be able to connect the idea of Foster's book to the actual project. I really appreciate reading Foster's book because it has proven to be extremely helpful.
We have also learned about the literary time periods during class. I knew about the time periods like Medieval, Classical, and Romantic from British Literature, but I wasn't familiar with post modernism. I hope we can review and go over the literary time periods more thoroughly throughout the rest of the year.
Sunday, September 23, 2012
Close Readings 9/23/12
Online Article: For many kids, lead threat is right in their own homes
By Greg Troppo, USA Today
http://www.usatoday.com/news/health/2007-10-28-lead-cover_N.htm
The article "For many kids, lead threat is right in their own homes" has been created to inform readers of the risk of lead poisoning in their own homes. It also wants to persuade readers to replace the lead-painted windows in their house, especially if it was built before 1960. Using different methods of the rhetorical situation, Troppo is able to persuade readers to check their own homes.
The opening sentence, "The house is not the biggest on the block, but Blanca de la Cruz's brick bungalow, on a quiet street south of downtown, is swept and tidy, with twin pots of vivid pink petunias hanging from the front porch", creates the picture of a house that is relatable to readers. By using imagery effectively, Troppo is able to push people to think of a house that everyone has seen before. By making the house very quiet, "not the biggest on the block", and tidy, it makes the house familiar. It grabs the reader's attention, and emphasizes the fact that it could happen to many houses close by.
Troppo also uses details to effectively persuade the reader to check his or her house. An example is a comparison between the hundreds of thousands of recalled Mattel Dream Houses and number of lead poisoned children due to their own houses stresses the fact that most children are still poisoned from their own houses than the hundreds of thousands of recalled toys. Or the example of using Wisconsin shows that even the best states are having trouble. "Even in Wisconsin, a model for lead-poisoning prevention, state officials said earlier this month that only half of 97,000 Medicaid-enrolled children got required blood tests." By saying that even a model state cannot get as many test, people are more likely to assume that all states are doing very poorly in testing Medicaid-enrolled children tested, making this statistic even more shocking.
The diction throughout the article it uses slang diction, which helps it appeal to a wider range of people. It appeals to the average person or a middle class parent. By avoiding colloquial language, more people can understand it and the facts are highlighted because they aren't covered by confusing language.
By Greg Troppo, USA Today
http://www.usatoday.com/news/health/2007-10-28-lead-cover_N.htm
The article "For many kids, lead threat is right in their own homes" has been created to inform readers of the risk of lead poisoning in their own homes. It also wants to persuade readers to replace the lead-painted windows in their house, especially if it was built before 1960. Using different methods of the rhetorical situation, Troppo is able to persuade readers to check their own homes.
The opening sentence, "The house is not the biggest on the block, but Blanca de la Cruz's brick bungalow, on a quiet street south of downtown, is swept and tidy, with twin pots of vivid pink petunias hanging from the front porch", creates the picture of a house that is relatable to readers. By using imagery effectively, Troppo is able to push people to think of a house that everyone has seen before. By making the house very quiet, "not the biggest on the block", and tidy, it makes the house familiar. It grabs the reader's attention, and emphasizes the fact that it could happen to many houses close by.
Troppo also uses details to effectively persuade the reader to check his or her house. An example is a comparison between the hundreds of thousands of recalled Mattel Dream Houses and number of lead poisoned children due to their own houses stresses the fact that most children are still poisoned from their own houses than the hundreds of thousands of recalled toys. Or the example of using Wisconsin shows that even the best states are having trouble. "Even in Wisconsin, a model for lead-poisoning prevention, state officials said earlier this month that only half of 97,000 Medicaid-enrolled children got required blood tests." By saying that even a model state cannot get as many test, people are more likely to assume that all states are doing very poorly in testing Medicaid-enrolled children tested, making this statistic even more shocking.
The diction throughout the article it uses slang diction, which helps it appeal to a wider range of people. It appeals to the average person or a middle class parent. By avoiding colloquial language, more people can understand it and the facts are highlighted because they aren't covered by confusing language.
Saturday, September 15, 2012
Prompt 9/16/12
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.
Although there are many memorable and monumental scenes in the novel A Picture of Dorian Gray, none are as revealing as the scene with Sibyl and Dorian in the greenroom. Dorian is disappointed with Sibyl's poor acting in Shakespeare's plays. Sibyl is unable to convey the same passionate emotions that she once was able to portray. Her skill and love for acting dies as she begins to realize what true love is. Falling for Dorian, she realizes that the words she wanted to say did not match the lines of Shakespeare's lovers, effectively dissolving her acting skills. Dorian confronts her in the greenroom, disgusted, only to be met with a passionate speech from Sibyl announcing that she is finished with acting. Dorian is unmoved, enraged, and pushes her away from him. He tells her he never wants to see her again. This scene serves as the turn of events from Dorian being an innocent man who ignores Lord Henry to a man who takes Lord Henry's teachings to become a corrupt man.
The transition from Dorian being gentle and in love to a man absorbed in lust and looks makes the scene important to the rest of the novel. The reader sees a sweet young boy who resists Lord Henry's teachings of corruption change into someone who hates himself for following Lord Henry's words so diligently. Dorian, who had previously told Lord Henry that his love for Sibyl made him forget all of Lord Henry's teachings, throws away Sibyl and her pleas without a second thought. Him pushing her away as she approaches him shows that he is not only upset with her bad acting, but thoroughly disgusted with her. Her pleas are meaningless to Dorian. Dorian looks down on her as if she is worthless to him. This is shown as she gets down on her knees to plead, "She crouched on the floor like a wounded thing, and Dorian Gray, with his
beautiful eyes, looked down at her, and his chiselled lips curled
in exquisite disdain" (Wilde 90). This huge leap in emotions shows the reader how he does not care for her any longer. His regard for her is so drastically lowered that it further highlights this transition from innocence to corruption.
As a result of the scene with Sibyl and Dorian, Dorian's portrait shows change from a smile to a slight grimace. Not only does Dorian experience the first change in the picture from this moment, he also realizes that he cannot be aged or changed from his actions. This new discovery influences the rest of his actions in the novel, making the scene with Sibyl even more influential. It truly makes the scene more effective as it effects the rest of the novel.
Sunday, September 9, 2012
Response to Course Material 9/9/2012
Throughout this first week of AP Literature, our class has learned literary terms, the rhetorical situation, how to write arguments, and gone over how to approach the AP Literature test. All of the words seemed familiar. As we were learning the literary terms, I began to realize how many times I had seen them in literature and in writing, but had never thought to look up what they were by definition. For example, when reading Macbeth last year in British literature, I never thought to look up the definition of the famous line "Fair is foul and foul is fair". This famous line is a paradox, meaning it at first glace seems to be self-contradictory, but contains some validity to it.
Watching the AP Literature essay prezi, I learned a lot how to begin approaching the AP Lit essays. They named an lot of things that were very obvious and basic, yet I had forgot to think of. I thought the examples of what not to do (like the tour guide and magpie) were very obvious, yet probably very common in the AP test essays. Even in my AP US History class, Mr. Wood could not stress enough that we could not simply state facts or evidence without elaborating on why it relates to our thesis. The tour guide example reminded me a lot about that. This shows that these examples can carry on into other classes.
I hadn't even known what a rhetorical situation was until I watched the presentation on it. I really enjoyed watching the presentation on it because it is something that I can use frequently in literature. Often times, when writing papers, people forget to consider who they are writing for. This is really important because who we are writing to can change how we write what we do. Reading about considering who we are supposed to write for made me think of how different a letter to a friend can sound vastly different from writing to your boss.
When learning about the Argument, I thought of all the times that I had written persuasive essays for classes. Never had I even thought of appealing to logos, pathos, or ethos. I had only thought of a clear and concise, logical argument that would hopefully swoon the reader with my intelligence. This also made me think of AP World, where getting straight to the point was the most desired essay, not how you presented your facts.
I was surprised by how much the things we had learned this first week of school tied in to almost every other writing that I have to do in all my classes. I had noticed these terms a lot, but had never even thought to look at what they meant. I'm excited to see what new things I learn the upcoming weeks in AP Literature, and how else I will be able to tie it in with other things in my life.
Watching the AP Literature essay prezi, I learned a lot how to begin approaching the AP Lit essays. They named an lot of things that were very obvious and basic, yet I had forgot to think of. I thought the examples of what not to do (like the tour guide and magpie) were very obvious, yet probably very common in the AP test essays. Even in my AP US History class, Mr. Wood could not stress enough that we could not simply state facts or evidence without elaborating on why it relates to our thesis. The tour guide example reminded me a lot about that. This shows that these examples can carry on into other classes.
I hadn't even known what a rhetorical situation was until I watched the presentation on it. I really enjoyed watching the presentation on it because it is something that I can use frequently in literature. Often times, when writing papers, people forget to consider who they are writing for. This is really important because who we are writing to can change how we write what we do. Reading about considering who we are supposed to write for made me think of how different a letter to a friend can sound vastly different from writing to your boss.
When learning about the Argument, I thought of all the times that I had written persuasive essays for classes. Never had I even thought of appealing to logos, pathos, or ethos. I had only thought of a clear and concise, logical argument that would hopefully swoon the reader with my intelligence. This also made me think of AP World, where getting straight to the point was the most desired essay, not how you presented your facts.
I was surprised by how much the things we had learned this first week of school tied in to almost every other writing that I have to do in all my classes. I had noticed these terms a lot, but had never even thought to look at what they meant. I'm excited to see what new things I learn the upcoming weeks in AP Literature, and how else I will be able to tie it in with other things in my life.
Monday, September 3, 2012
"Me Talk Pretty One Day" Analysis
In The Nuts and Bolts of College Writing, Harvey makes excellent points in how to improve writing. Many of these are exemplified in David Sedaris' short story "Me Talk Pretty One Day". I found the beginning of the story engaging. It was not too lengthy or too short, which matched Harvey's advice. Sedaris opens his story telling the reader a bit about himself. It appears that he desires to be more cultured and is willing to return to school, despite being a little older than the typical college student. However, I found that his introduction and ending failed to come full circle. Harvey states, "Return to the story, example, quotation, or the like that you used in your introduction" (Harvey 83). Although Sedaris introduces us with knowledge about his return to school, or being regarded a "debutant", he finishes the story with himself realizing that he does understand the French language-- something unrelated to his intro.
Throughout the story, I found his grammar and punctuation to be accurate. For the most part, his story has clarity because he does not fill it with fluff or the "arrogance" of beginning writers that Harvey speaks of. He refrains from using only linking verbs, which helps the story become more clear and active.
His story also flows because he uses consistent characters. An example of this could be "She crouched low for her attack, placed her hands on the young woman’s desk, and leaned close, saying, “Oh yeah? And do you love your little war?” (Sedaris 12). His consistent past tense shows an example of how he keeps the story flowing.
Overall, I found the story very enjoyable. It did not have things that distracted it too much from the main story, such as grammar and punctuation mistakes, linking verbs, or excessive words. I found that the story was almost a clear cut example clarity and flow wise because it followed Harvey's rules almost exactly. However, it was not a great example of how to come full circle when writing a story. I found it to start and end in two very different spots.
Throughout the story, I found his grammar and punctuation to be accurate. For the most part, his story has clarity because he does not fill it with fluff or the "arrogance" of beginning writers that Harvey speaks of. He refrains from using only linking verbs, which helps the story become more clear and active.
His story also flows because he uses consistent characters. An example of this could be "She crouched low for her attack, placed her hands on the young woman’s desk, and leaned close, saying, “Oh yeah? And do you love your little war?” (Sedaris 12). His consistent past tense shows an example of how he keeps the story flowing.
Overall, I found the story very enjoyable. It did not have things that distracted it too much from the main story, such as grammar and punctuation mistakes, linking verbs, or excessive words. I found that the story was almost a clear cut example clarity and flow wise because it followed Harvey's rules almost exactly. However, it was not a great example of how to come full circle when writing a story. I found it to start and end in two very different spots.
My 5 Poetry "Study" Goals
1. Improve on quickly and accurately identifying the speaker and point of view of the poem.
2. Be able to take note of poetic devices, such as alliteration and imagery.
3. Become more familiar with several different types of poems.
4. Be able to quickly identify what the poet is trying to convey
5. Improve on recognizing the tone of the poem.
As I read through the Peterson's AP Literature book, I realized that I am aware of poetic devices, but often times don't look for them unless asked to do so. In order to fully enjoy poetry, I think it would be essential to make a habit out of identifying them. I also realized from looking over the Diagnostics test that I haven't read many different types of poems. I feel a bit close minded because I haven't even read certain types of poems.
2. Be able to take note of poetic devices, such as alliteration and imagery.
3. Become more familiar with several different types of poems.
4. Be able to quickly identify what the poet is trying to convey
5. Improve on recognizing the tone of the poem.
As I read through the Peterson's AP Literature book, I realized that I am aware of poetic devices, but often times don't look for them unless asked to do so. In order to fully enjoy poetry, I think it would be essential to make a habit out of identifying them. I also realized from looking over the Diagnostics test that I haven't read many different types of poems. I feel a bit close minded because I haven't even read certain types of poems.
Peterson's AP English Diagnostic Test
Through taking the Peterson's AP English Diagnostic Test, I realized that I have a lot to learn before taking the AP Test. I'm grateful for the upcoming eight or nine months because I'll really have to use that time to study. I didn't find the test too challenging because there were many terms that I recognized. It reminded me of an ACT or SAT reading test. Maybe it was my summer brain, but I couldn't remember words like sanguine, which is disappointing. I hope I can get more focused and prepared for tests like these during the school year.
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