Response to Course Materials #5

Hamlet: will you ever end? This has been one VERY LONG play. Maybe it is my complete lack of understanding of Shakespeare or my 100% annoyance of every character and scene in the never-ending story, but my brain can’t handle anymore. It is frustrating because I feel like no matter how much we talk about it, how many movie clips, and how many of my highlighters loose ink annotating I can’t seem to wrap my head around the logic in the story. I will say, I like the second movie better than the first but that probably has something to do with its modern movie sets.

Now, that Hamlet is yet so close to being done, I have to think about finals. Who knew the terms test could ever haunt me more then it did the first time. I am truly frightened for my grade. I am not quite sure how to study for the final since my studying for the terms test didn’t do me much good.

I do enjoy the new openers. Writing about the tone gets me ready for an hour of lit compared to just jumping into it 1^st hour. I think perfecting tone is very important and very hard. Also, the daily writings allow Ms.Holmes to share some of her writing tips and review different didls strategies. 

Response to Course Materials #4

“To be or not to be” and “Oh Romeo, Romeo! wherefore art thou Romeo?” are about the only two Shakespeare lines I actually know. Given this pathetic fact, Hamlet has been rough for me. The language, the colloquialism, and the abundance of confusing diction that to me makes zero sense causes a complete lack of brain power while sitting in class. I am trying hard to understand the new type of reading. I have been trying to annotate and write down important things Ms.Holmes points out throughout the course of the book but for some reason I just do not understand it. I really hope my ability to understand Shakespeare’s literature increases since I know it will become a very frustrating obstacle if I don’t.

On an optimistic note, I actually understand Death of A Salesman! After watching the movie, annotation, and participating in group discussions, I have grown to actually enjoy the play. I have found myself enjoying digging through layers and layers of books. As tedious as reading through all the commentaries was, I felt as if it actually was helpful and left me really pondering. Never before have I gotten to actually hear from the author of such a classic book. It was satisfying to hear that all these details and layers aren’t just made up by students, lit teachers, or lit critics but that the author actually intended to present them while writing the book.

 

As the class progresses, all of the basic things we learned at the beginning of the year that seemed like SO MUCH information are slowing becoming comfortable. For example, I see myself finding didls more easily while reading and being able to specify what lit terms are what.

 

I have never written about the tone word challenge on a blog post before but after seeing it on a peer’s blog I realized it is a crucial part of AP Lit. I really feel as if they help. You can never have too many vocabulary words filed away in your brain. The examples I hear and the way Ms.Holmes describes the words, gives them a new dimension that actually sticks in my mind. I noticed we have not been doing syntax challenges lately. I am not complaining. I did enjoy them but I felt like only a few were actually worthwhile.

Closed Prompt #3

TEEN EDITORIAL: Lower America's drinking age

In our modern word, it is impossible to hide from alcohol. Yes the drinking age is 21, but let’s be honest, we all know what alcohol is years before it is legal. For many teenagers, drinking is a common pass time. Others are naïve to its prevalence. Whatever the case, no one can deny that alcohol consumption is a controversial conversation. Whether one is getting an MIP, getting grounded by their parents, or getting ignored by a friend for ratting out a party, it can be a roadblock in many teenage lives. This editorial by Madyson Foltz, a 16 year old in favor of lowering the drinking age, uses details, diction, and syntax to create effects and meanings.

         With her use of important, crucial, congruent details, Foltz supports her position. She does an impeccable job of uses details that draw the reader in and make them agree with her side of the argument. Foltz brings in the law, telling us  “the 1984 federal law set the drinking age to 21 is a contradiction of the rights already given to 18 year olds.” Statistics are used to inform the reader of false accusations. The author seamlessly ties in history too speaking about “Prohibition [not working] in the past, and [not] working now.” By including heated facts like “eighteen year olds are given the right to vote, serve on juries, get married, sign contracts, and get drafted into the military” Foltz supports her position with not only true but prevalent information.

          Foltz successfully uses diction to enhance her position. Although she is only 16, and therefore an amateur writer, one would not be able to tell that from her piece. She successfully uses mature language. Phrases like “forbidden fruit” and words like “taboo” give her an educated appearance. She is able to acknowledge the position of her opponents but use feeble words and phrases to lessen their significance. She then counteracts them with forceful words supporting her position. Many times throughout the piece, she uses drinking as a noun. For example, she calls it “a badge of adulthood.” This is a unique technique but it is used in an enticing way.

         Using syntax in a creative, effective way helps Foltz hammer her point into the heads of her readers. In multiple instances, she uses conjunctions and punctuation throughout the sentence to make the ending that much more apparent. Since she is writing about a controversial issue that undoubtedly has a strong opposing argument, it was imperative for her to comment on the negatives of her argument. By using correct syntax, she is able to do this in an impeccable way that doesn’t negate her position. For example, she states how “alcohol affects teens performance in school” but immediately uses her rebuttal statement that “A teen's performance, however, tends to be affected only when consumed in abundance.“ Her use of semicolons helps her tie ideas together seamlessly. For instance, she says, “Teenagers drink regardless of the law; to them, rebelling is enticing.“ Her flawless use of syntax helps her tie her abundance of ideas together without making the reader feel overloaded with information.

         Madyson Foltz uses details, diction, and syntax to create effects and meanings in her editorial on teenage drinking. She is able to pound her position into the reader’s head and gives them adequate facts to help prove her point. Although it is a controversial issue with many strong opinions on both sides, this 16 year old does a remarkable job while trying to take a stand for what she believes is right. 

http://lancasteronline.com/article/local/615707_TEEN-EDITORIAL--Lower-America-s-drinking-age.html

Response to Course Materials #3

            Coming into AP Lit, the idea of reading books over and over was tedious. But now, after analyzing The American Dream time after time, and currently working on a read-through of Death of A Salesman, I understand why we do it. Honestly, I like it. I feel like I actually get to understand every little detail in the piece, which makes for an overall more enjoyable reading experience. The first time through The American Dream, I literally had NO CLUE what was going on. But by the end, after reading it multiple times myself and participating in numerous class discussions, I finally understood the symbolism, the characters, and all the other dynamic, dense aspects of the story.

            So what else? Along with dissecting the American Dream, we learned about The Theatre of Absurd and comedy rules. Both of which, as awful as those packets were to annotate, actually helped me understand both the play and future readings. It is so strange to me, at first, this class seems like it is filled with such useless information (no offense Ms.Homes) but then, it all actually helps you. Even when I am sitting at home watching a movie I will think of some rule of comedy and see it in the movie. The more we discuss it in class, the more I understand how to use it. But that’s how everything is. The more discussions we have, from The American Dream to the literary terms, I understand it better and better. That is why those are my favorite days: the ones where we sit in a round circle and talk about whatever the topic of the day is.

            I am interested to see how I did on the in-class writings. It is hard to say if I need a tremendous amount of help on them or if I am some-what on tract. Hopefully, we will review those papers soon (both the ch.4 and The Century Quilt) so I can see what I need to do for them. While talking about the Ch.4 essay I will say I liked the paper MUCH better then the quiz. I felt like it helped me to actually have my book open while writing. The information actually made sense and I was able to put it to use instead of just attempting to memorize it for a quiz. I also really liked how we tied it to The American Dream. It was not only fun, but made me think abstractly too.

            And last, but certainly not least, the terms test TAKE 2. I am so frustrated with this test. I spent hours studying for it and I actually felt like I understood the information but then I ended up getting the exact same grade as last time. This was not only discouraging, but also confusing. It is hard for me to understand how some of those questions were fair. I mean honestly, something can be incongruity, verbal irony, and invective all at the same time. But on the brightside, I now feel like I actually understand the majority of the words and will be able to put them to use. Even now, I feel like my vocabulary has grown and that’s what that exercise was for. Right? 

Open Prompt #2

2009, Form B. Many works of literature deal with political or social issues. Choose a novel or play that focuses on a political or social issue. Then write an essay in which you analyze how the author uses literary elements to explore this issue and explain how the issue contributes to the meaning of the work as a whole. Do not merely summarize the plot.

        

        The turn of the century in America did not expunge the turmoil and underlying frustration consuming the vast lands.  Poverty, unpleasant working and living conditions, hopeless commonplace of the working class, and overwhelming corruption of the powerful, invaded the homes of numerous Americans. With his book The Jungle, written in 1906, Upton Sinclair hoped to uncover the dirty secrets running rampant in America, ruining lives and killing families.

         The story is about Jurgis Rudkus, a Lithuanian immigrant, and his struggling family. Sinclair was muckraker on a mission to expose the hardships immigrants were facing as well as revel the dangerous secrets of the meatpacking industry. He takes us into the lives of the Rudkus’, sending the reader on a heart-wrenching journey. His observations on the unfeasible horrid conditions and the cruel treatment of the less fortunate were put out to the public. At a time where social Darwinism influenced Americans’ opinions, something needed to be said. And that is exactly what Sinclair did.

         By using literary elements such as tone, language, and diction, Sinclair imprinted his message into the brains of all readers. His dark tone and vivid language transports the reader into Jurgis’ life, making every blow from the awful political creatures lurking behind the book feel like a blow to them. Using descriptive words that really stand out on the page and emphasize the deeper meaning instead of passive words help prove his point. By strictly using language, tone, and diction that reflect negativity and hardship, the reader has no option but to feel for the Rudkus’.

         Sinclair wrote The Jungle hoping to show how lives immigrants and those living in poverty were. Along with exposes every day life struggles, his exposure of the meat packing industry forced the government to pass The Federal Meat Inspection Act of 1906 and The Pure Food and Drug Act of 1906.

         Sinclair was a muckraking journalist on a mission to reveal the deep secrets that laid within the streets of the early 20^th century in America. With the use of his dark tone, diction, and language he proved his point to his readers and successfully influenced the passage of multiple laws for a happier, safer America. 

Editorial: Common Sense on Nutrition

      No matter what people say, the human race is obsessed with food. We are obsessed with eating it, dieting on it, cooking it, buying it, and working it off. Days that are not revolved around when meals happen are few and far between. Since food is so important to us, shouldn’t we be more concerned with what we are eating? What we put into our bodies to function off of? This editorial in the Dallas News is focused around child nutrition. The author uses imagery, diction, and details to prove his or her point that Congress made an awful decision to not pass new USDA regulations for school lunches.

      Throughout the editorial, the author uses imagery to enhance their point. Instead of just saying, “no one would eat pizza” they say, “no one would eat sauce-drenched pizza” to put an overpowering image in the reader’s head. He or she used the phrase “sugary soft drinks” to put an image in the reader’s head of an opaque liquid engrossed with sugar particles. The author could have instead said “a refreshing, cold soft drink” which would have made the reader crave a refreshing soda instead of cringe at the idea. When describing things they are trying to portray as disgusting, the author uses un-sexy descriptions. For example, they use the phrase “a wedge of dough, cheese, and red sauce” to describe pizza, putting it in a negative light.

         At the same time, the author uses diction to further hook the reader. For one, the author includes many phrases that one would use when talking about weight and body image for other uses throughout the editorial. He or she says things like, “the state is ahead of the curve” and “to shape up students eating habits.” These puns bring the essay full circle and make the overall idea of nutrition ever more prevalent by using negative connotations. When talking about negative things, like childhood obesity and diabetes, the author uses powerful descriptive words to make the awful consequences even more grotesque. “Rampant obesity” and “fatten up little bodies” are just two examples of the common occurrence. Sarcasm is included in this piece as well. The author makes remarks such as “pizza sauce is a vegetable if the regulations call it one” to show how ridiculous the current USDA regulations are.

       

      The author includes many important details to make their point. He or she uses some astonishing facts that leave the reader in awe and most definitely on his side of the argument. The author tells the audience “two tablespoons of tomato paste qualify as a vegetable under current regulations.” A fact that I am sure the majority of the public does not know but one that many would have a problem with. They also use details such as talking about a Congress man/women at their own home feeding their own children. Would a member of congress “in the sanctity of his or her own home [point] to a piece of pizza and [refer to it as vegetables]?” This scenario makes the reader disgusted at Congress’ decision; a feeling they may not have gotten without that important detail.

     This editorial about Congress’ poor choice in not passing the new USDA regulations for nutrition in elementary schools used diction, imagery, and detail to enhance the point. Once one reads through it, they will most likely be convinced that a change needs to be made to help the innocent children. 

http://www.dallasnews.com/opinion/editorials/20111117-editorial-common-sense-on-nutrition1.ece 

Open Prompt #1- 2010 Form B

2010, Form B. “You can leave home all you want, but home will never leave you.” —Sonsyrea Tate

Sonsyrea Tate’s statement suggests that “home” may be conceived of as a dwelling, a place, or a state of mind. It may have positive or negative associations, but in either case, it may have a considerable influence on an individual. Choose a novel or play in which a central character leaves home yet finds that home remains significant. Write a well-developed essay in which you analyze the importance of “home” to this character and the reasons for its continuing influence. Explain how the character’s idea of home illuminates the larger meaning of the work. Do not merely summarize the plot.

               Home is where the heart is and one’s heart is where their love it. In Mr. Gatsby’s case, home is with Daisy. The Great Gatsby by F. Scott Fitzgerald perfectly illuminates Sonsyrea Tate’s statement that “You can leave home all you want, but home will never leave you.”  Mr. Gatsby’s tale is one of longing for his heart, his home, and his love.

             Gatsby was forced to leave his love behind when he was shipped off to war. As they both go on living their separate lives Gatsby discovers that his happiness lies in Daisy’s hands. Consequently, his life revolves around finding Daisy again. By throwing big parties hoping she will come, attempting to intrude on her marriage, and searching for her with every step he takes, he circulates every moment around returning to his home; his Daisy.  He knows that he will not be happy if he is not with Daisy; he knows that Daisy is his home. That overwhelming want to live his life with her makes it impossible for him to quit. With his desperate search, Gatsby proves that one will do just about anything to return to their home. Although one’s home differs from person to person, the longing one has to find it is overwhelming.

           Fitzgerald is a mastermind at disguising symbols, motifs, and messages throughout his words. Mr. Gatsby’s struggles throughout the story emulate the larger meaning of the novel. They make every scene a new chance, keeping the reader at the edge of their seat. The fact that throughout the whole story the mission is to re-spark the fire between Daisy and Gatsby makes the tone one of suspense, excitement, and curiosity. Being with Gatsby on his journey to win Daisy over forces the reader to feel some level of remorse for the poor soul who just wants his love back; his home back. Therefore, the ending, where Gatsby is found dead in his pool, makes the reader cringe with sadness and disgust, a reaction one may not have if they were not walking along side Gatsby on his mission.

     The Great Gatsby by F.Scott Fitzgerald reflects Sonsyrea Tate’s statement perfectly. His longing for Daisy is what made the story what it was. He knew his home was Daisy. Gatsby would not stop his fight until he made it back home.

         

Response to Course Material (September 9th)

          I will start this post off by saying the terms test was by far one of the most frustrating tests I have taken.  Normally, memorizing terms is one of my strong suits but these words were abnormally difficult. The fact that the worlds were extremely long, impossible to pronounce, and many had very similar definitions made memorizing them difficult.  But I am confident that with practice I will have them down pat by the AP test. I just need to really try to just concentrate on looking for them in literature and using them when I write. I need to not take the easy way out and actually take time to understand them. Maybe seeing them in actual literature will help my brain process them better then just trying to embed flash cards into my memory.

           The Nuts and Bolts of College Writing was my favorite part of the summer assignment. I thought the book was very informative and truly will improve my future writing. I loved the layout of the book: very clear and straightforward. I thought it was ironic how our other assigned reading, How to Read Literature Like A Professor, did not exactly follow the guidelines from The Nuts and Bolts of College Writing.  Although it was pompous, I felt that Foster actually had some very insightful views on literature. I feel as if I can open a book and actually know what’s going on in it. I wish I would have known Foster’s information before reading books like The Great Gatsby, Huckleberry Finn, and How to Kill A Mockingbird in previous literature classes.  I will (hopefully) no longer be naïve while reading books, poems, and other literary works. I now know what I should be looking for to enhance my understanding while reading literature. That newfound knowledge will allow me to fully comprehend the author’s message.

             Last year, I absolutely hated the forum posts we had to do. Now, I thank Ms.Dockus for preparing me for this class. I actually feel confident with forum posts and they no longer seem like tedious work to me. On the other hand, understanding poems is not quite as familiar.  I continue to struggle with poems. Understanding their themes, tone, and meter’s is very difficult for me. I hope it gets easier with practice because right now I feel like a fish out of water when reading a poem.