Over the course of this first semester, I have learned a lot about how to write effectively. I think the biggest change I saw in my writing was the need to address complexity. In the past, I thought I was addressing complexity by merely analyzing the 'so what?' in a text. Now I know there's a lot more to take into account. It's about thinking deeper in the right ways.
The PowerPoint presentations had me lost at first, but after awhile the process 'clicked'. I realized how the format of those PowerPoint presentations would set up the basis of our essays in this class. That's where you use author's background, universal themes, contemporary issues, and poetic techniques to find the complexity of a passage. Then you can use this information to create the thesis and build a well-rounded essay. I think I can definitely get better at finding tone shifts which will make this whole process easier.
Finding complexity is difficult, but I think taking your advice on looking for it in the real world can only help me. Sometimes our mind's eye ignores the hidden meanings to things so it should be interesting if I can find anything in day-to-day life. I hope next semester I will be able to improve my knowledge of poetic techniques and terms such as form, structure, meter, etc. I feel like I should have those terms memorized if I want to be successful, and I struggle to remember those items. Hopefully next semester we can watch a movie again too!
Tuesday, December 1, 2015
Sunday, November 22, 2015
Blog #13: Paired Poems Revision (Chimney Sweeper)
In the two poems titled 'The Chimney Sweeper',
William Blake provides a glimpse into the strenuous life of a child chimney
sweeper in the 18th century. Despite being predominantly passages of hardship
and misfortune, both poems tackle the idea of hope vs despair in a culture
where children's needs are brushed aside to the point of a created hell. By
utilizing environmental imagery, biblical illusions, and situational irony,
Blake emotionally argues neither parents nor the church addresses the poor
child labor conditions that enables children to lose faith in God.
Both iterations of the poems focus on a central
topic: small children working in rough conditions. Of course, those conditions
are cramped, crowded areas that generally give off the impression of broken
child labor laws in contemporary society. In the 1789 poem, however, it is
clear that many adults did not find fault with these rules as "thousands
of sweepers... were all lock'd up in coffins of black" (line 11). This
imagery directly contrasts the "white hair" (line 8). Blake coolly
uses colors to differentiate life in a chimney and life on regular ground.
Black often symbolizes evil, despair, death, or unclean. White represents
purity and innocence. By ending both stanzas on these colors, black being the
color to represent the coffins, it is clear that allowing the children to quit
is the best option in Blake's opinion. This further backed up by how after they
are set free they "wash in a river and shine in the Sun" (line 16).
Such environmental imagery is not a mistake as it connotes a positive
place to be live a fulfilled life, and can be interpreted as heaven to young
children.
Images of despair does not leave the reader's mind
in the 1794 poem. The author again chooses to signify a "black thing among
the snow" to clearly show how the children must do unthinkable actions.
Blake then references the children sweeping, but emphasizes the lisping, "
'weep, 'weep,". It is no mistake by the author that this jargon was
utilized. Instead of time being spent on fixing the children's lisp and
providing them a strong education, they are instead being forced to work in
horrible conditions for hours. It makes a person truly feel sorry for the
children, and how conditions did not change in a five year time period.
Blake also plays off the audience's emotion by
alluding to Christianity in both poems, although each poem takes a slightly
different approach to the issue. The 1789 poem is hopeful and optimistic that
eventually child labor conditions will improve. This tone is Blake's message at
the end of poem when he says, "So if all do their duty, they need not fear
harm." He's calling on all the kids to continue living because some day
their opportunity to quit being a chimney sweeper will come. This is represented
by the Angel, who comes one day with a bright key to set all the children free
from the hell in which they live. The Angel guides them and states, "if
he'd be a good boy, He'd have God for his father & never want joy."
Blake believes that by being a good, quiet chimney sweeper, he will work his
way out of the current predicament. The children are being told they will not
have to hope for joy; instead, they will always be joyful by default. This
strong, patient attitude is held together by faith in God. The children only
have God to fall back on when the going gets tough.
Blake's tone in the 1794 poem changes dramatically.
The speaker is extremely distraught when he mentions being tied up in
"clothes of death". And although that is a profound statement of disapproval,
it is not what drives his thought process. In both poems he knew chimney
sweeping was a horrible responsibility. The poem's response five years later is
truly eye-opening as it portrays a disconnect between the strength of faith
with God. Blake says in the last stanza, "And because I am happy, &
dance & sing, They think they have done me no injury, And are gone to
praise a God & his Priest & King, Who make up a heaven of our
misery" (9-12). Again, the relationship between father and son is
recognized as strained. In this poem, however, Blake is questioning the
effectiveness of God's power. Is he truly a good person, and if so, why would
he allow these treacherous conditions to survive year after year? It is an age
old dilemma on suffering in the world. He also raises the question, why do the
ones that practice religion inflict pain on others?
It is ironic that because the children tried to see
the light at the end of the tunnel, that in turn they are punished by
continuously sweeping the children. Blake emphasizes in the 1794 poem that
parents and adults are to blame for their troubles. He might have been annoyed
by them five years earlier, but now he is shifting his frustrations to
accusations of parenting incompetency. Irony continues to wade its way through
the poem as he makes the connection with God. If God represents good and
resides in heaven, how come the world in which he created is hell for the
children? And why should those parents feel accomplished for attending church
when their actions are cruel and misguided? Blake continues to talk out loud
here. He doesn't have a call to action (as he did in the previous poem). In
fact, it seems like he has gained clarity but lost ideas. He is incredibly
frustrated with the church’s influence, as children practice Christian values
on Sunday, but are extremely miserable the rest of the week. If the church
wanted to truly help others, they would use donated money and help raise
awareness of the hazardous lives children must live. Whether that’s a fair challenge
is up for debate; after all, we only hear Blake’s side of the story.
Regardless, Blake’s sentiment is surely agreed upon by many others, potentially
on a host of issues. As religious skeptics would always question, is the church
really doing all they can to help? Smiling in the winter’s snow does little
good if you’re singing the notes of woe.
William Blake is adamant
in his disapproval of putting children in harm’s way as a chimney sweeper, even
if it was not considered unethical in the late 1700s. He appeals to the
emotions of the reader by utilizing environmental imagery. Though perhaps his
most subtle argument is the critique of the church. How can the church preach
humane values yet put the most innocent, additionally without a true influential
voice, individuals in a society at risk? Blake is advocating for funding to
improve a chimney sweeper’s lifestyle, a genuine positive a poet can have on
his community.
Thursday, November 19, 2015
Blog #12: Paired Poems Benchmark Essay & Reflection (Chimney Sweeper)
In the two poems titled 'The Chimney Sweeper', William Blake provides a glimpse into the strenuous life of a child chimney sweeper in the 18th century. Despite being passages of predominantly hardship and misfortune, both poems tackle the idea of hope vs despair in a culture where children's needs are brushed aside to the point of a created hell. By utilizing environmental imagery, biblical illusions, and situational irony, Blake emotionally argues that the implementation of children sweepers is cruel, unnecessary, and misguided.
Both iterations of the poems focus on a central topic: small children working in rough conditions. Of course, those conditions are cramped, crowded areas that generally give off the impression of broken child labor laws in contemporary society. In the 1789 poem, however, it is clear that many adults did not find fault with these rules as "thousands of sweepers... were all lock'd up in coffins of black" (line 11). This imagery directly contrasts the "white hair" (line 8). Blake coolly uses colors to differentiate life in a chimney and life on regular ground. Black often symbolizes evil, despair, death, or unclean. White represents purity and innocence. By ending both stanzas on these colors, black being the color to represent the coffins, it is clear that allowing the children to quit is the best option in Blake's opinion. This further backed up by how after they are set free they "wash in a river and shine in the Sun" (line 16). Such environmental imagery is not a mistake as it connotes a positive place to be live a fulfilled life, and can be interpreted as heaven to young children.
Images of despair does not leave the reader's mind in the 1794 poem. The author again chooses to signify a "black thing among the snow" to clearly show how the children must do unthinkable actions. Blake then references the children sweeping, but emphasizes the lisping, " 'weep, 'weep,". It is no mistake by the author that this jargon was utilized. Instead of time being spent on fixing the children's lisp and providing them a strong education, they are instead being forced to work in horrible conditions for hours. It makes a person truly feel sorry for the children, and how conditions did not change in a five year time period.
Blake also plays off the audience's emotion by alluding to Christianity in both poems, although each poem takes a slightly different approach to the issue. The 1789 poem is hopeful and optimistic that eventually child labor conditions will improve. This tone is Blake's message at the end of poem when he says, "So if all do their duty, they need not fear harm." He's calling on all the kids to continue living because some day their opportunity to quit being a chimney sweeper will come. This is represented by the Angel, who comes one day with a bright key to set all the children free from the hell in which they live. The Angel guides them and states, "if he'd be a good boy, He'd have God for his father & never want joy." Blake believes that by being a good, quiet chimney sweeper, he will work his way out of the current predicament. The children are being told they will not have to hope for joy; instead, they will always be joyful by default. This strong, patient attitude is held together by faith in God. The children only have God to fall back on when the going gets tough.
Blake's tone in the 1794 poem changes dramatically. The speaker is extremely distraught when he mentions being tied up in "clothes of death". And although that is a profound statement of disapproval, it is not what drives his thought process. In both poems he knew chimney sweeping was a horrible responsibility. The poem's response five years later is truly eye-opening as it portrays a disconnect between the strength of faith with God. Blake says in the last stanza, "And because I am happy, & dance & sing, They think they have done me no injury, And are gone to praise a God & his Priest & King, Who make up a heaven of our misery" (9-12). Again, the relationship between father and son is recognized as strained. In this poem, however, Blake is questioning the effectiveness of God's power. Is he truly a good person, and if so, why would he allow these treacherous conditions to survive year after year? It is an age old dilemma on suffering in the world. He also raises the question, why do the ones that practice religion inflict pain on others?
REFLECTION:
On my birthday November 19, we wrote the first draft of our paired compare/contrast poem over both iterations of "The Chimney Sweeper" by William Blake. The goal was to mark our progress in writing essays after having put together a number of systematic PowerPoint presentations that prepared us for this prompt. Initially, I felt lost on where to begin the process of starting, and building, the essay. Later, a number of literary ideas rushed my brain including themes, literary devices, and the text-by-text organizational format which was mentioned in the LOC textbook. This helped me break down the essay into manageable pieces, even if the process felt mechanical at times. For me, the most meaningful learning resulted from pushing through writer's block and developing a decent essay. After having read the benchmark essay scoring commentary, I believe my essay falls in the 6 range, although it could be considered a 5 or 7 and I would understand why. I did a good job explaining the imagery of black vs white and the significance of God in the poems. My usage of literary techniques is probably adequate, though there were opportunities to go deeper in my analysis which I did not realize at the time. This understanding of the benchmark essays and my own essay, will be useful to me as a learner because I can now implement improvements in my revision. I will try to add conclusion that wraps the essay together and go deeper in the analysis of the impact of the church on the community. I will also refer back to the LOC in regards to tweaking my thesis, since the thesis shifted as I continued to write my essay. I will aim to make it insightful, yet not broad.
Both iterations of the poems focus on a central topic: small children working in rough conditions. Of course, those conditions are cramped, crowded areas that generally give off the impression of broken child labor laws in contemporary society. In the 1789 poem, however, it is clear that many adults did not find fault with these rules as "thousands of sweepers... were all lock'd up in coffins of black" (line 11). This imagery directly contrasts the "white hair" (line 8). Blake coolly uses colors to differentiate life in a chimney and life on regular ground. Black often symbolizes evil, despair, death, or unclean. White represents purity and innocence. By ending both stanzas on these colors, black being the color to represent the coffins, it is clear that allowing the children to quit is the best option in Blake's opinion. This further backed up by how after they are set free they "wash in a river and shine in the Sun" (line 16). Such environmental imagery is not a mistake as it connotes a positive place to be live a fulfilled life, and can be interpreted as heaven to young children.
Images of despair does not leave the reader's mind in the 1794 poem. The author again chooses to signify a "black thing among the snow" to clearly show how the children must do unthinkable actions. Blake then references the children sweeping, but emphasizes the lisping, " 'weep, 'weep,". It is no mistake by the author that this jargon was utilized. Instead of time being spent on fixing the children's lisp and providing them a strong education, they are instead being forced to work in horrible conditions for hours. It makes a person truly feel sorry for the children, and how conditions did not change in a five year time period.
Blake also plays off the audience's emotion by alluding to Christianity in both poems, although each poem takes a slightly different approach to the issue. The 1789 poem is hopeful and optimistic that eventually child labor conditions will improve. This tone is Blake's message at the end of poem when he says, "So if all do their duty, they need not fear harm." He's calling on all the kids to continue living because some day their opportunity to quit being a chimney sweeper will come. This is represented by the Angel, who comes one day with a bright key to set all the children free from the hell in which they live. The Angel guides them and states, "if he'd be a good boy, He'd have God for his father & never want joy." Blake believes that by being a good, quiet chimney sweeper, he will work his way out of the current predicament. The children are being told they will not have to hope for joy; instead, they will always be joyful by default. This strong, patient attitude is held together by faith in God. The children only have God to fall back on when the going gets tough.
Blake's tone in the 1794 poem changes dramatically. The speaker is extremely distraught when he mentions being tied up in "clothes of death". And although that is a profound statement of disapproval, it is not what drives his thought process. In both poems he knew chimney sweeping was a horrible responsibility. The poem's response five years later is truly eye-opening as it portrays a disconnect between the strength of faith with God. Blake says in the last stanza, "And because I am happy, & dance & sing, They think they have done me no injury, And are gone to praise a God & his Priest & King, Who make up a heaven of our misery" (9-12). Again, the relationship between father and son is recognized as strained. In this poem, however, Blake is questioning the effectiveness of God's power. Is he truly a good person, and if so, why would he allow these treacherous conditions to survive year after year? It is an age old dilemma on suffering in the world. He also raises the question, why do the ones that practice religion inflict pain on others?
REFLECTION:
On my birthday November 19, we wrote the first draft of our paired compare/contrast poem over both iterations of "The Chimney Sweeper" by William Blake. The goal was to mark our progress in writing essays after having put together a number of systematic PowerPoint presentations that prepared us for this prompt. Initially, I felt lost on where to begin the process of starting, and building, the essay. Later, a number of literary ideas rushed my brain including themes, literary devices, and the text-by-text organizational format which was mentioned in the LOC textbook. This helped me break down the essay into manageable pieces, even if the process felt mechanical at times. For me, the most meaningful learning resulted from pushing through writer's block and developing a decent essay. After having read the benchmark essay scoring commentary, I believe my essay falls in the 6 range, although it could be considered a 5 or 7 and I would understand why. I did a good job explaining the imagery of black vs white and the significance of God in the poems. My usage of literary techniques is probably adequate, though there were opportunities to go deeper in my analysis which I did not realize at the time. This understanding of the benchmark essays and my own essay, will be useful to me as a learner because I can now implement improvements in my revision. I will try to add conclusion that wraps the essay together and go deeper in the analysis of the impact of the church on the community. I will also refer back to the LOC in regards to tweaking my thesis, since the thesis shifted as I continued to write my essay. I will aim to make it insightful, yet not broad.
Tuesday, November 17, 2015
Wednesday, November 11, 2015
Tuesday, November 3, 2015
Wednesday, October 21, 2015
Monday, October 12, 2015
Wednesday, September 23, 2015
Tuesday, September 1, 2015
Blog #4: AP English Literature Benchmark Open Question Essay & Reflection/3x3, Revisions & Reflection
Since cruelty is often a part of daily life and a normal human characteristic, it is no surprise that novels also implement this function into character progression, and in turn, plot. In "To Kill a Mockingbird" by Harper Lee, cruelty shows the true colors of the characters - all while making a statement on society as a whole.
The essential core of the book centers around Atticus, the defendant's lawyer, who chooses to look out for those no one will protect. Despite losing the case, this exhibited a vital human element - compassion. This is particularly hard to achieve in such a setting- a setting in which everyone vehemently disagrees, a setting where being brash and sounding correct is more important than actually being right. The general public, in this scenario, represents how bad ideas can spread. Those bigoted feelings fester when no stands up for basic decency, and it was the overall conflict in "To Kill a Mockingbird". The raucous townspeople during the trial can be related back to the context of the day. Similar events happened when Harper Lee wrote the novel; these kind of social holdings that people are placed into still happen to this day.
Sometimes the story may be cruel, but the actual message is one of perseverance, hope, and justice. Atticus repeatedly called on the judge and jury to open their eye, just a little bit more. Although these characters did not end up siding with Atticus, the reader did have the opportunity to see a new viewpoint. Sometimes all people need to change their mind is a different view that they aren't normally exposed to. And witnessing an innocent man be declared guilty can often separate the truly evil from the misunderstood.
It can be argued that the perpetrators in To Kill a Mockingbird are truly cruel. After all, their hatred and disillusionment had to be due to race, right? Perhaps that is what their actions show, but it's also possible they were unaware to the other side of the story. That can be due to background, thus not their fault.
There are many forms of cruelty: some truly cruel forms, and some disillusioned cruelty. Harper Lee made sure to show all viewpoints, yet still indicate where the reader's moral compass should lie. That shows the complexity of the tale she told through the character's eyes. It also provides a strong message on where cruelty lies in real-life culture. That is truly valuable as the reader can utilize the "take-home" message to further benefit actual world issues.
Reflection: After typing up this final benchmark essay, it's now time to analyze skills to improve on for the future. I assume like most AP Lit students, I need some work on this essay. When I initially read the prompt, I knew I was in trouble because I was not familiar with many of the literary options. It is clear I will need to be knowledgeable in enough works of literature, to master this form of essay writing. Although this seems daunting, I suspect this essay is a blessing in disguise. If you put in the work, you should be comfortable come testing time. Because I have not yet mastered this essay (evidenced by ramblings and unneeded repetition), I would score my essay a 4. I did include analysis, but the analysis is "definitely partial, unsupported, or irrelevant altogether".
Reflection for James: Similar to most students who took this benchmark essay, James struggled with recounting details and quotes from 'To Kill a Mockingbird'. This in turn severely limits the score that he would receive on an AP exam. Despite the lack of analysis in the response, the last paragraph shows a lot of promise - specifically when James states, "Atticus Finch is not a perfect being, a sceptor of truth and loving." Whether purposeful or not, leaving the reader with the lingering thought that Atticus is two different things at once improves the depth of the writing. Sadly, the lack of consistent, developed analysis holds this essay back. A score of 4 is a fair grade in this situation.
Essay Revision:
The essential core of the book centers around Atticus, the defendant's lawyer, who chooses to look out for those no one will protect. Defending Tom Robinson in this era took a lot of guts, and it was in that moment Atticus made a crucial decision: to cross the threshold of insecurity and difficulty to further advance the lives of others. Despite losing the racially-charged case, he exhibited a vital human element - compassion. Atticus also achieved an emotional victory of self-worth and a mind free of shame. This is particularly hard to achieve in such a setting- a setting in which everyone vehemently disagrees, a setting where being brash and sounding correct is more important than actually being right. The general public, in this scenario, represents how bad ideas can spread. Those bigoted feelings fester when no stands up for basic decency, and it was the overall conflict in "To Kill a Mockingbird". The raucous townspeople during the trial can be related back to the context of the day. Similar events happened when Harper Lee wrote the novel; these kind of social holdings that people are placed into still happen to this day.
Sometimes the story may be cruel, but the actual message is one of perseverance, hope, and justice. Atticus repeatedly called on the judge and jury to open their eye, just a little bit more. Although these characters did not end up siding with Atticus, the reader did have the opportunity to see a new viewpoint. Sometimes all people need to change their mind is a different view that they aren't normally exposed to. And witnessing an innocent man be declared guilty can often separate the truly evil from the misunderstood. That is the true accomplishment of Atticus. His fellow characters in the story, as well as the reader itself, started to understand (and care about) Tom Robinson's point of view. Atticus did not discover a magic pill to cure racial injustice in America, but he did enlighten the philosophical ideas of many, which is just as crucial to progress in society.
It can be argued that the perpetrators in To Kill a Mockingbird are truly cruel. After all, their hatred and disillusionment had to be due to race, right? Perhaps that is what their actions show, but it's also possible they were unaware to the other side of the story. That can be due to background, thus not their fault.
There are many forms of cruelty: some truly cruel forms, and some disillusioned cruelty. Harper Lee made sure to show all viewpoints, yet still indicate where the reader's moral compass should lie. That shows the complexity of the tale she told through the character's eyes. It also provides a strong message on where cruelty lies in real-life culture. That is truly valuable as the reader can utilize the "take-home" message to further benefit actual world issues.
Reflection Part 2: Today we began the process of making tangible improvements to our essays. To do this, we are comparing our essays with a Hero's journey to add complexity to our writing. For me, the most meaningful aspect of this assignment was how it encouraged a lack of plot summary. Instead, it focused on why the novel we chose was truly impactful based off of well-thought out actions by the main character. That being said, I personally feel this assignment was a mixed bag of progress. It was very difficult for me to write something substantial when the plot of To Kill a Mockingbird is so lost in my brain. I think I learned the gist of the Hero's Journey through this assignment, but I'm worried the knowledge won't stay with me. Because I am not yet confident about the relation between an open-ended essay and a Hero's Journey, I will need to continue making connections between the two ideas so I can effectively and correctly write with depth.
The essential core of the book centers around Atticus, the defendant's lawyer, who chooses to look out for those no one will protect. Despite losing the case, this exhibited a vital human element - compassion. This is particularly hard to achieve in such a setting- a setting in which everyone vehemently disagrees, a setting where being brash and sounding correct is more important than actually being right. The general public, in this scenario, represents how bad ideas can spread. Those bigoted feelings fester when no stands up for basic decency, and it was the overall conflict in "To Kill a Mockingbird". The raucous townspeople during the trial can be related back to the context of the day. Similar events happened when Harper Lee wrote the novel; these kind of social holdings that people are placed into still happen to this day.
Sometimes the story may be cruel, but the actual message is one of perseverance, hope, and justice. Atticus repeatedly called on the judge and jury to open their eye, just a little bit more. Although these characters did not end up siding with Atticus, the reader did have the opportunity to see a new viewpoint. Sometimes all people need to change their mind is a different view that they aren't normally exposed to. And witnessing an innocent man be declared guilty can often separate the truly evil from the misunderstood.
It can be argued that the perpetrators in To Kill a Mockingbird are truly cruel. After all, their hatred and disillusionment had to be due to race, right? Perhaps that is what their actions show, but it's also possible they were unaware to the other side of the story. That can be due to background, thus not their fault.
There are many forms of cruelty: some truly cruel forms, and some disillusioned cruelty. Harper Lee made sure to show all viewpoints, yet still indicate where the reader's moral compass should lie. That shows the complexity of the tale she told through the character's eyes. It also provides a strong message on where cruelty lies in real-life culture. That is truly valuable as the reader can utilize the "take-home" message to further benefit actual world issues.
Reflection: After typing up this final benchmark essay, it's now time to analyze skills to improve on for the future. I assume like most AP Lit students, I need some work on this essay. When I initially read the prompt, I knew I was in trouble because I was not familiar with many of the literary options. It is clear I will need to be knowledgeable in enough works of literature, to master this form of essay writing. Although this seems daunting, I suspect this essay is a blessing in disguise. If you put in the work, you should be comfortable come testing time. Because I have not yet mastered this essay (evidenced by ramblings and unneeded repetition), I would score my essay a 4. I did include analysis, but the analysis is "definitely partial, unsupported, or irrelevant altogether".
Reflection for James: Similar to most students who took this benchmark essay, James struggled with recounting details and quotes from 'To Kill a Mockingbird'. This in turn severely limits the score that he would receive on an AP exam. Despite the lack of analysis in the response, the last paragraph shows a lot of promise - specifically when James states, "Atticus Finch is not a perfect being, a sceptor of truth and loving." Whether purposeful or not, leaving the reader with the lingering thought that Atticus is two different things at once improves the depth of the writing. Sadly, the lack of consistent, developed analysis holds this essay back. A score of 4 is a fair grade in this situation.
Essay Revision:
Atticus defends Robinson
Hero loses case
Town exhibits backlash
Since cruelty is often a part of daily life and a normal human
characteristic, it is no surprise that novels also implement this
function into character progression, and in turn, plot. In "To Kill a
Mockingbird" by Harper Lee, cruelty shows the true colors of the
characters - all while making a statement on society as a whole.Hero loses case
Town exhibits backlash
The essential core of the book centers around Atticus, the defendant's lawyer, who chooses to look out for those no one will protect. Defending Tom Robinson in this era took a lot of guts, and it was in that moment Atticus made a crucial decision: to cross the threshold of insecurity and difficulty to further advance the lives of others. Despite losing the racially-charged case, he exhibited a vital human element - compassion. Atticus also achieved an emotional victory of self-worth and a mind free of shame. This is particularly hard to achieve in such a setting- a setting in which everyone vehemently disagrees, a setting where being brash and sounding correct is more important than actually being right. The general public, in this scenario, represents how bad ideas can spread. Those bigoted feelings fester when no stands up for basic decency, and it was the overall conflict in "To Kill a Mockingbird". The raucous townspeople during the trial can be related back to the context of the day. Similar events happened when Harper Lee wrote the novel; these kind of social holdings that people are placed into still happen to this day.
Sometimes the story may be cruel, but the actual message is one of perseverance, hope, and justice. Atticus repeatedly called on the judge and jury to open their eye, just a little bit more. Although these characters did not end up siding with Atticus, the reader did have the opportunity to see a new viewpoint. Sometimes all people need to change their mind is a different view that they aren't normally exposed to. And witnessing an innocent man be declared guilty can often separate the truly evil from the misunderstood. That is the true accomplishment of Atticus. His fellow characters in the story, as well as the reader itself, started to understand (and care about) Tom Robinson's point of view. Atticus did not discover a magic pill to cure racial injustice in America, but he did enlighten the philosophical ideas of many, which is just as crucial to progress in society.
It can be argued that the perpetrators in To Kill a Mockingbird are truly cruel. After all, their hatred and disillusionment had to be due to race, right? Perhaps that is what their actions show, but it's also possible they were unaware to the other side of the story. That can be due to background, thus not their fault.
There are many forms of cruelty: some truly cruel forms, and some disillusioned cruelty. Harper Lee made sure to show all viewpoints, yet still indicate where the reader's moral compass should lie. That shows the complexity of the tale she told through the character's eyes. It also provides a strong message on where cruelty lies in real-life culture. That is truly valuable as the reader can utilize the "take-home" message to further benefit actual world issues.
Reflection Part 2: Today we began the process of making tangible improvements to our essays. To do this, we are comparing our essays with a Hero's journey to add complexity to our writing. For me, the most meaningful aspect of this assignment was how it encouraged a lack of plot summary. Instead, it focused on why the novel we chose was truly impactful based off of well-thought out actions by the main character. That being said, I personally feel this assignment was a mixed bag of progress. It was very difficult for me to write something substantial when the plot of To Kill a Mockingbird is so lost in my brain. I think I learned the gist of the Hero's Journey through this assignment, but I'm worried the knowledge won't stay with me. Because I am not yet confident about the relation between an open-ended essay and a Hero's Journey, I will need to continue making connections between the two ideas so I can effectively and correctly write with depth.
Thursday, August 27, 2015
Blog #3: AP English Literature Benchmark Prose Essay & Reflection/Revisions & Reflection
Prose Essay
In the "The Beet Queen" by Louise Erdrich, the author subtly indicates how environment follows the children'slife through bleak setting imagery and specific selection detail.
Although one could argue that Erdrich's literary choices, in conjunction with the environment, are a coincidence, that is simply not accurate. Throughout the course of the narrative, the situation becomes more desperate and confusing for the children. That isn't to say the imagery starts off cheery as Erdrich states, "cold spring morning in 1932...their lips were violet...feet so numb...scraped their palms." Argus did not get off to a strong start after leaving the freight, which the 'cold' spring morning predicted would happen. Sure enough, Argus' experience after leaving the freight was cold and negative to say the least. Later the narrator determined that the night caused "the chill to reach deep." The environment is directly affecting their condition.
The environment not only affects the plot, but is the plot. The main discussion points of this passage are centered around what can be found in nature: tree branch, the night, small trees, sudden snow, flowers, to name a few. The fate of the two children is directly tied to the environment. When their local environment is in a state of havoc, it can be a sure-fire bet that so is the character's current state.
This is evidenced by the last paragraph where later that summer, "leaves fall away... bore no blossoms." An active reader could predict in this instant that all may not be well. The child even used nature in more symbolism as "struck out with the tree branch" to 'drop' the dog in the "sudden snow".
This shows what defining day it was for Karl and Mary. Karl choosing to leave home for the boxcar indicates he was not comfortable in this new environment. The environment impacted him so much that he chose to leave. Perhaps he realized this thought, through the sensation of "his face pressed in the flowers."
There is almost no dialogue in this passage, so the author had to utilize proper imagery that makes the mind truly think. Also, the fact that almost every detail centered around a fixture of nature demonstrates carefully selected selection of details.
Reflection: Over the last few days, we have discussed various essays for the prompt, "The Beat Queen" by Louise Erdrich. Since this essay was more difficult than the poetry essay, I will be taking a look at where my writing faltered. Reading this essay, it is clear my thoughts are all over the place, and not particularly insightful. It wasn't until the last 10 or so minutes of class that I started to interpret the prose passage with more success. Much of the evidence I used was unimportant or had analysis attached that was 'off'', which led to repetitive points. I chalk that up to being unfocused, my first prose essay, and not knowing where to start. I also think I tried to answer the prompt too much, by relating analysis back to the environment even when it didn't add any depth to my writing. Overall, I give myself a 3 on this occasion due to having textual support, being unfocused, and having an altogether unconvincing argument. In the future, I should complete a lot more pre-writing so my thoughts are more organized.
Reflection for Yash: A score of 5 seems about right for this essay. As others have mentioned, the writing is informative and correct, but lacks a deeper level of interpretation. In the future, it might be useful to develop a more dynamic thesis. This would give more of an opportunity for discussion in the body paragraphs, thus making the overall essay more complete. Extensive pre-writing may help you make connections inside the text as well. Having examined your essay, it was a solid first attempt, and it's clear you have a great foundation for the future.
Reflection for Yash: A score of 5 seems about right for this essay. As others have mentioned, the writing is informative and correct, but lacks a deeper level of interpretation. In the future, it might be useful to develop a more dynamic thesis. This would give more of an opportunity for discussion in the body paragraphs, thus making the overall essay more complete. Extensive pre-writing may help you make connections inside the text as well. Having examined your essay, it was a solid first attempt, and it's clear you have a great foundation for the future.
Wednesday, August 19, 2015
Blog #2: AP English Literature Benchmark Poetry Essay & Reflection/Revision & Reflection
In the sixteenth-century poem For That He Looked Not upon Her by George Gascoigne, the author expertly evaluates his social attitudes through imagery and diction to tell an emotional story.
Gascoigne begins the poem by addressing 'Her' and stating that "you must not wonder, though you think it strange" when speaking about his head which is held low. This immediately achieves the idea that the author is not comfortable in his own skin. By assuming she "think it strange", he gives off the sense that is not worthy of speaking to her. Instead of being confident in himself, he is being defensive right off the bat, and apologizing for past behavior. This sets the tone for the rest of the poem.
The author then uses a mouse metaphor to explain not only the attitude of many individuals, but to subtly indicate his feelings for her. In lines 6-7, the author explains that a mouse whom evades a trap, "is seldom 'ticed with the trustless bait, But lies aloof for fear of more mishap." This theory, a theory that believes risk is not equal to reward, a theory which holds a guiding principle of safety, shows just how protected and sheltered the 'mouse' lives. Although no physical harm is done to the mouse, no emotional gain is achieved either, as he feels "aloof for fear". In actuality, the mouse is symbolic of the author. The imagery used is very relatable to every audience imaginable, which helps emphasize his thoughts. This story is just one example the author uses to explain his feelings for her.
The poem ends with a choice the author can make. In lines 13-14, the author states, "So that I wink or else hold down my head, Because your blazing eyes my bale have bred." The diction choice of "blazing" shows he is clearly fond of the girl he is speaking to. The option that he details to her is that she may be given attention by the author or not, but that depends on how daring the author chooses to live. He may get burned like the fly (line 9), or he could wink and take delight of the gleams on her face (line 4). This demonstrates a clear attitude dilemma he faces, as it seems he may be lacking confidence or even afraid. Even still, he is "dazzled by desire" in the hopes that all will turn out well.
Through a couple of crucial, imaginative examples, the author explains his inner thoughts to the girl in an elegant fashion.
Reflection: On August 21st, we analyzed the rubric for the George Gascoigne poem prompt to decipher deserving scores for various essays. Now I am digging deeper to determine where my own writing can be improved. At the time I felt my interpretations of the poem were correct, but after viewing more specific and concise essays, I'm not convinced that is true. I then noticed there were many literary terms that the sample essays mentioned, that I was completely unaware of. There seemed to be many rookie mistakes as well such as: 5 paragraph essay, non-existent transitions, too vague of a thesis, and superficial analysis to name a few. Having analyzed the rubric, sample essays, and 5 Steps to a 5, I now think this essay is worthy to be scored around a 4. This means that, although an adequate first attempt, there's a lot of room for improvement.
Comment on Yash's essay: The score of a 6 for your essay is fair, as it addresses the prompt well and includes detailed analysis. In turn, this analysis is backed up strongly through evidence from the poem. The most important element of the essay, in my eyes, is a strong interpretation of the poem. This seemed evident and reasonable, although the analysis could be better developed and more convincing. One suggestion I have is to not mention the author's "excellent diction" but to instead give the diction (or any other device) a description. This understanding could significantly improve your score to the desired 7 you wish to attain. For a first essay, however, this is a solid interpretation of George Gascoigne's writing.
http://patelyashapenglish2016.blogspot.com/
Comment on James' essay: A score of 6 for this George Gascoigne essay is more than fair, especially for a first draft. For me, the most relevant and crucial aspects of the essay was cemented in the body paragraphs. It was there that you discussed the author's motive for using rhyming schemes, and how it connected to the the speaker's complex attitude. It is true, however, that some of the analysis could be more convincing and more developed.In the time constraints, I think your ideas were expressed clearly. The essay also flowed nicely, as paragraph hooks made the essay easy to read. Having read your interpretation of the poem, I believe this is a solid analysis with a great foundation to improve upon.
http://zhujamesapenglish2016.blogspot.com/
Essay Revision
In "For That He Looked Not upon Her", George Gascoigne explains to the reader the character's inner struggle with self-worthiness as it relates to the opposite sex. Gascoigne's emotional fragility, as it turns out, is in direct conflict with his ability to express himself. Utilizing real-life examples, Gascoigne implements situational imagery and thoughtful analogies to convey the character's contrast between thoughts and actions, as it relates to 'Her'.
Gascoigne begins the poem by addressing 'Her' and stating that "you must not wonder, though you think it strange" when speaking about his gloomy head which is held low. This immediately achieves the idea that the author is not comfortable in his own skin. By assuming she "think it strange", he gives off the sense that is not worthy of speaking to her. In fact, he comes off of as submissive and unsure of himself. Instead of being confident, he is being defensive right off the bat, and apologizes for past behavior. This sets the tone for the rest of the poem.
The speaker then uses a mouse analogy to explain not only the attitude of many individuals, but to subtly indicate his feelings for her. In lines 6-7, the author explains that a mouse whom evades a trap, "is seldom 'ticed with the trustless bait, But lies aloof for fear of more mishap." This theory, a theory that believes risk is not equal to reward, a theory which holds a guiding principle of safety, shows just how protected and sheltered the 'mouse' lives. Although no physical harm is done to the mouse, no emotional gain is achieved either, as he feels "aloof for fear". In actuality, the mouse is symbolic of the main character. The speaker is very conflicted on his role in the relationship with his significant other. The mouse is cautious of death, similar to how the speaker is cautious of his place in the relationship. This story is just one example the author uses to explain his feelings for her.
The poem ends with a choice the author can make. In lines 13-14, the author states, "So that I wink or else hold down my head, Because your blazing eyes my bale have bred." The diction choice of "blazing" shows he is clearly fond of the girl he is speaking to. Powerful words such as "blazing" and "gleams" indicate the woman is very sure of herself. It is also evident that her presence captures the spirit and attention of the narrator. He simply "takes no delight to range" which is supposed to be a compliment. The option that he details to her is that she may be given attention by the author or not, but that depends on how daring the author chooses to live. He may get burned like the fly (line 9), or he could wink and take delight of the gleams on her face (line 4). This demonstrates a clear attitude dilemma he faces, as it seems he may be lacking confidence or even afraid. Even still, he is "dazzled by desire" in the hopes that all will turn out well.
What the speaker seems to imply through his selection of figurative language, namely the analogies, is that he is afraid of uncomfortable situations. Afraid to take a leap of faith. Deep down he seems to realize that she would better him, as this poem is truly a poem of self-discovery and evaluation. Although they may be opposites on a personal level, there is clearly something that he feels is missing in daily life.
Gascoigne begins the poem by addressing 'Her' and stating that "you must not wonder, though you think it strange" when speaking about his head which is held low. This immediately achieves the idea that the author is not comfortable in his own skin. By assuming she "think it strange", he gives off the sense that is not worthy of speaking to her. Instead of being confident in himself, he is being defensive right off the bat, and apologizing for past behavior. This sets the tone for the rest of the poem.
The author then uses a mouse metaphor to explain not only the attitude of many individuals, but to subtly indicate his feelings for her. In lines 6-7, the author explains that a mouse whom evades a trap, "is seldom 'ticed with the trustless bait, But lies aloof for fear of more mishap." This theory, a theory that believes risk is not equal to reward, a theory which holds a guiding principle of safety, shows just how protected and sheltered the 'mouse' lives. Although no physical harm is done to the mouse, no emotional gain is achieved either, as he feels "aloof for fear". In actuality, the mouse is symbolic of the author. The imagery used is very relatable to every audience imaginable, which helps emphasize his thoughts. This story is just one example the author uses to explain his feelings for her.
The poem ends with a choice the author can make. In lines 13-14, the author states, "So that I wink or else hold down my head, Because your blazing eyes my bale have bred." The diction choice of "blazing" shows he is clearly fond of the girl he is speaking to. The option that he details to her is that she may be given attention by the author or not, but that depends on how daring the author chooses to live. He may get burned like the fly (line 9), or he could wink and take delight of the gleams on her face (line 4). This demonstrates a clear attitude dilemma he faces, as it seems he may be lacking confidence or even afraid. Even still, he is "dazzled by desire" in the hopes that all will turn out well.
Through a couple of crucial, imaginative examples, the author explains his inner thoughts to the girl in an elegant fashion.
Reflection: On August 21st, we analyzed the rubric for the George Gascoigne poem prompt to decipher deserving scores for various essays. Now I am digging deeper to determine where my own writing can be improved. At the time I felt my interpretations of the poem were correct, but after viewing more specific and concise essays, I'm not convinced that is true. I then noticed there were many literary terms that the sample essays mentioned, that I was completely unaware of. There seemed to be many rookie mistakes as well such as: 5 paragraph essay, non-existent transitions, too vague of a thesis, and superficial analysis to name a few. Having analyzed the rubric, sample essays, and 5 Steps to a 5, I now think this essay is worthy to be scored around a 4. This means that, although an adequate first attempt, there's a lot of room for improvement.
Comment on Yash's essay: The score of a 6 for your essay is fair, as it addresses the prompt well and includes detailed analysis. In turn, this analysis is backed up strongly through evidence from the poem. The most important element of the essay, in my eyes, is a strong interpretation of the poem. This seemed evident and reasonable, although the analysis could be better developed and more convincing. One suggestion I have is to not mention the author's "excellent diction" but to instead give the diction (or any other device) a description. This understanding could significantly improve your score to the desired 7 you wish to attain. For a first essay, however, this is a solid interpretation of George Gascoigne's writing.
http://patelyashapenglish2016.blogspot.com/
Comment on James' essay: A score of 6 for this George Gascoigne essay is more than fair, especially for a first draft. For me, the most relevant and crucial aspects of the essay was cemented in the body paragraphs. It was there that you discussed the author's motive for using rhyming schemes, and how it connected to the the speaker's complex attitude. It is true, however, that some of the analysis could be more convincing and more developed.In the time constraints, I think your ideas were expressed clearly. The essay also flowed nicely, as paragraph hooks made the essay easy to read. Having read your interpretation of the poem, I believe this is a solid analysis with a great foundation to improve upon.
http://zhujamesapenglish2016.blogspot.com/
Essay Revision
In "For That He Looked Not upon Her", George Gascoigne explains to the reader the character's inner struggle with self-worthiness as it relates to the opposite sex. Gascoigne's emotional fragility, as it turns out, is in direct conflict with his ability to express himself. Utilizing real-life examples, Gascoigne implements situational imagery and thoughtful analogies to convey the character's contrast between thoughts and actions, as it relates to 'Her'.
Gascoigne begins the poem by addressing 'Her' and stating that "you must not wonder, though you think it strange" when speaking about his gloomy head which is held low. This immediately achieves the idea that the author is not comfortable in his own skin. By assuming she "think it strange", he gives off the sense that is not worthy of speaking to her. In fact, he comes off of as submissive and unsure of himself. Instead of being confident, he is being defensive right off the bat, and apologizes for past behavior. This sets the tone for the rest of the poem.
The speaker then uses a mouse analogy to explain not only the attitude of many individuals, but to subtly indicate his feelings for her. In lines 6-7, the author explains that a mouse whom evades a trap, "is seldom 'ticed with the trustless bait, But lies aloof for fear of more mishap." This theory, a theory that believes risk is not equal to reward, a theory which holds a guiding principle of safety, shows just how protected and sheltered the 'mouse' lives. Although no physical harm is done to the mouse, no emotional gain is achieved either, as he feels "aloof for fear". In actuality, the mouse is symbolic of the main character. The speaker is very conflicted on his role in the relationship with his significant other. The mouse is cautious of death, similar to how the speaker is cautious of his place in the relationship. This story is just one example the author uses to explain his feelings for her.
The poem ends with a choice the author can make. In lines 13-14, the author states, "So that I wink or else hold down my head, Because your blazing eyes my bale have bred." The diction choice of "blazing" shows he is clearly fond of the girl he is speaking to. Powerful words such as "blazing" and "gleams" indicate the woman is very sure of herself. It is also evident that her presence captures the spirit and attention of the narrator. He simply "takes no delight to range" which is supposed to be a compliment. The option that he details to her is that she may be given attention by the author or not, but that depends on how daring the author chooses to live. He may get burned like the fly (line 9), or he could wink and take delight of the gleams on her face (line 4). This demonstrates a clear attitude dilemma he faces, as it seems he may be lacking confidence or even afraid. Even still, he is "dazzled by desire" in the hopes that all will turn out well.
What the speaker seems to imply through his selection of figurative language, namely the analogies, is that he is afraid of uncomfortable situations. Afraid to take a leap of faith. Deep down he seems to realize that she would better him, as this poem is truly a poem of self-discovery and evaluation. Although they may be opposites on a personal level, there is clearly something that he feels is missing in daily life.
Blog #1: AP Literature Multiple Choice Test Reflection
Multiple Choice Pretest Chunky Paragraph
On August 18, I completed a
shortened version of an AP Literature multiple choice test that consisted of
around 25 problems. The goal of the exercise was to set a baseline of my skills
at the beginning of the semester in order to make progress in this class.
Although it was a difficult assessment, I was encouraged by a slight
familiarity with the questions. There seems to be less of a learning curve with
this AP test after taking an assessment with similar layout in AP Composition.
For me, the most significant issue was my lack of knowledge about poetry and
literary terms. Later, I realized this should come in time as the class
continues onward. Having experienced this practice test, I now realize the AP exam
can be, although challenging, very manageable once we learn all the material.
This understanding could be essential to me as a learner because I won’t be
afraid to make mistakes in order to improve my writing and reading skills.
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