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.

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

            

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.