Thursday, December 17, 2015
Blog 15; Final Reflection
Over the course of this semester I have learned so much that I was never would been given the opportunity to at my old school. I have finally began to notice pieces of complexity in different pieces of literature that I have read throughout the semester. I have always been good at working in a team on group projects but with my group Ladies of Lit I feel like I really learned what its like to be apart of the group. Thesis statements have never been easy for me and I am very caught up on the structure of writing I have was taught back in Wisconsin. It's been hard for me to write essays because I want to write them the way I have always written them. I feel like I have reached my goal to better understand everything around me although I am still working on my writing skills. I believe that all my group members have brought me a little closer to my goal. Hopefully next semester I will be able to really get the hang of the writing style and be able to create amazing papers. The projects that we have done have really helped me see how to point out the complexity in literature even when it doesn't seem to have any. The whole world has complexity you just have to look deep enough to notice. My hopes for next semester is to keep moving forward towards the goal I set for myself in the beginning of the year!
Tuesday, December 15, 2015
Blog 9; Poetry forms
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Sunday, November 29, 2015
Blog 14; Paired Poem PowerPoint Essay
Eros by Robert Bridges and Anne Stevenson are both well crafted poems that are based around the story of Eros the Greek god. Throughout both poems the authors use a great deal of tone indicators, beginning with a question, and being told from the point of view of a women.
Both tones of the poem hold a different response to the God of Love. Stevenson holds a much more disappointed tone towards Eros in the first stanza the line "Eros my bully boy" is used revering to the boys actions towards others in a more hurtful rather then caring way. Later the poem goes into farther disappointment towards him with his explanation towards the reasoning his face looks the way it does. He makes a very self centered statement towards the speaker, that the "blows" of lust from the speaker has caused his terrible appearance. As the poem comes to an end the speaker is very disappointed in the idea of love and the way that it can rot or be dissolved with loss. Her tone stays the same throughout the poem no matter who the speaker telling the story might be. Bridges begins with a much different approach then Stevenson by beginning with a more complementary tone then disappointed. The speaker begins with stating ever quality that Eros has to make the blow to come off a lot less harsh. For explain she uses complimentary words like "proud dress," "flesh so fair," and "idol of the human race" all of these help convey the speakers tone towards Eros. Though as the poem progresses the speaker becomes concerned with the thoughts of Eros and begins to question the God himself. This creates a more thoughtful and concerning tone rather than depressing like the other poem held.
With Bridges version of the poem, the question of why the God of love isn't showing any emotion is the forefront of the poem. This is creating a dreamy and elevated tone towards the God to portray that though he isn't being himself he is still held on a very high pedestal towards the rest of the world. Ironically the ending question creates an "ironic tone" the concern becomes so strong that the question is asked to provided Eros a way to express his feelings. Stevenson poem also begins with a question this time to show the women's disappointment towards the love she is receiving from Eros himself prompting the hurtful feeling towards him. Later this shifts into a shaming of the women herself for even thinking that she could say the things she did about Eros.
But what I believe is a key piece to both poems as a whole is the speakers are both women showing their feelings towards the God himself. Stevenson portrays Eros as a much more meticulous and evil figure who holds a more self-centered attitude towards lust and love. Later the poem switches to the point of view of Eros who tries to turn her attitude towards him into blaming her that her actions are the reason she can't find the type of love she would like. Bridges shows a different perception of women. She holds him in a very high place with lots of complements towards him, rather then hate she has a more caring attitude towards him. She later becomes more concerned rather than hateful and resentful towards him.
Eros the god of love can be portrayed as a hateful and spiteful man but also a caring man in need of love himself. Tone, Speaker, and questions all play key roles throughout the poems to create a different yet similar story line.
Both tones of the poem hold a different response to the God of Love. Stevenson holds a much more disappointed tone towards Eros in the first stanza the line "Eros my bully boy" is used revering to the boys actions towards others in a more hurtful rather then caring way. Later the poem goes into farther disappointment towards him with his explanation towards the reasoning his face looks the way it does. He makes a very self centered statement towards the speaker, that the "blows" of lust from the speaker has caused his terrible appearance. As the poem comes to an end the speaker is very disappointed in the idea of love and the way that it can rot or be dissolved with loss. Her tone stays the same throughout the poem no matter who the speaker telling the story might be. Bridges begins with a much different approach then Stevenson by beginning with a more complementary tone then disappointed. The speaker begins with stating ever quality that Eros has to make the blow to come off a lot less harsh. For explain she uses complimentary words like "proud dress," "flesh so fair," and "idol of the human race" all of these help convey the speakers tone towards Eros. Though as the poem progresses the speaker becomes concerned with the thoughts of Eros and begins to question the God himself. This creates a more thoughtful and concerning tone rather than depressing like the other poem held.
With Bridges version of the poem, the question of why the God of love isn't showing any emotion is the forefront of the poem. This is creating a dreamy and elevated tone towards the God to portray that though he isn't being himself he is still held on a very high pedestal towards the rest of the world. Ironically the ending question creates an "ironic tone" the concern becomes so strong that the question is asked to provided Eros a way to express his feelings. Stevenson poem also begins with a question this time to show the women's disappointment towards the love she is receiving from Eros himself prompting the hurtful feeling towards him. Later this shifts into a shaming of the women herself for even thinking that she could say the things she did about Eros.
But what I believe is a key piece to both poems as a whole is the speakers are both women showing their feelings towards the God himself. Stevenson portrays Eros as a much more meticulous and evil figure who holds a more self-centered attitude towards lust and love. Later the poem switches to the point of view of Eros who tries to turn her attitude towards him into blaming her that her actions are the reason she can't find the type of love she would like. Bridges shows a different perception of women. She holds him in a very high place with lots of complements towards him, rather then hate she has a more caring attitude towards him. She later becomes more concerned rather than hateful and resentful towards him.
Eros the god of love can be portrayed as a hateful and spiteful man but also a caring man in need of love himself. Tone, Speaker, and questions all play key roles throughout the poems to create a different yet similar story line.
Monday, November 23, 2015
Blog:13 Paired Poetry revision
In William Blake's two versions of the poem "The Chimney Sweeper" he uses a strong tone, interesting imagery, and irony to bring the two different stories to life.
The tone in both poems holds a very quiet and sad tone to play off the child's innocence and show you what particular things seem to bring them trust in the world. Though in the 1789 poem the child is on his own with the other group of children the only real adult figures he has left is God. Yet towards the end of this particular poem the tone does a total 180 and he seems to become more aware and hopefully towards the world that he is living in. The angel coming down to help his lost friends brought a sense of the child's innocence back into the poem, because though he may seem to be in a hard place he still hold this sense of naive attitude toward the idea that God will safe him from all things bad. Unlike in the 1794 poem that shows a much different side of the story for most of the children working like this but is really showing what the other himself feels about the idea of child labor within the Chimneys. The tone continues to be sad and show a felling of dismay and misunderstanding towards the parents and what they are doing. The lack of trust that his poem shows to anyone beyond himself his shown through the words '.....,"......"........
In both poems the image of God is a key piece to the entirety of the poem, but rather then God holding the same meaning to both the children they hold completely different meanings. In the first version of the poem published in 1789, God takes them away from all the harm and horrible things that are happening to these poor children that can't help do anything to help themselves. Line 20 says "He'd have God for his father and never want joy." This shows that no matter the situation that has been happening around them their father, though they might not have one by blood, would be God himself and that is all that they needed to have a fulfilling life even with the horrible job. Angels earlier in the poem were sent to set 4 of his friends free from the "coffins of black" that they had been locked in. Now they are playing around in Heaven, by stating this the lack of fear the boys have towards death as a child rather a sense of hope in the after life is readily portrayed. The innocence that death is okay because God will be there and Heaven is filled with "Sunshine and rainbows" is the bases of this poem, but that is not at all the case in the poem that was published in 1794 who uses the image of God as a source of misery to the children rather then a hopeful outlook to the afterlife in Heaven. The Child still has parental sources in there life but they are to busy praising God to help keep that child out of harms way. Just because the boy doesn't show the parents the ideal picture of dismay towards his job they believe that God has blessed them, but the child already knows that the parents have brought him closer to death through the work he has been doing. The innocence this child once held has disappeared rather then progressed like in the previous poem, the child no longer holds a sense of being naive towards the unknown. God is the cause of his misery rather then his hope towards a happy ending, the world has turned him dark. In many religions God is who created the Heaven and Earth the person that chooses your so said circumstances that you must live with, yet in this case he was dealt a worse hand then most children. With the Child's knowledge of how God is the creator of all things good and evil he portrays God as a man of Evil and the cause of total misery. His feelings towards the word his living in though he still laughs and smiles like everybody else shows his view of the live he lives.
Irony is the key to the complex attitude throughout the world of literature and that happens to be very present within these two poems. In the very first version the ideal image would be the child has this sense of hope towards his future and getting away from the place he is currently in, but rather he looks much farther then that all the way to what will happen to him after death.
The tone in both poems holds a very quiet and sad tone to play off the child's innocence and show you what particular things seem to bring them trust in the world. Though in the 1789 poem the child is on his own with the other group of children the only real adult figures he has left is God. Yet towards the end of this particular poem the tone does a total 180 and he seems to become more aware and hopefully towards the world that he is living in. The angel coming down to help his lost friends brought a sense of the child's innocence back into the poem, because though he may seem to be in a hard place he still hold this sense of naive attitude toward the idea that God will safe him from all things bad. Unlike in the 1794 poem that shows a much different side of the story for most of the children working like this but is really showing what the other himself feels about the idea of child labor within the Chimneys. The tone continues to be sad and show a felling of dismay and misunderstanding towards the parents and what they are doing. The lack of trust that his poem shows to anyone beyond himself his shown through the words '.....,"......"........
In both poems the image of God is a key piece to the entirety of the poem, but rather then God holding the same meaning to both the children they hold completely different meanings. In the first version of the poem published in 1789, God takes them away from all the harm and horrible things that are happening to these poor children that can't help do anything to help themselves. Line 20 says "He'd have God for his father and never want joy." This shows that no matter the situation that has been happening around them their father, though they might not have one by blood, would be God himself and that is all that they needed to have a fulfilling life even with the horrible job. Angels earlier in the poem were sent to set 4 of his friends free from the "coffins of black" that they had been locked in. Now they are playing around in Heaven, by stating this the lack of fear the boys have towards death as a child rather a sense of hope in the after life is readily portrayed. The innocence that death is okay because God will be there and Heaven is filled with "Sunshine and rainbows" is the bases of this poem, but that is not at all the case in the poem that was published in 1794 who uses the image of God as a source of misery to the children rather then a hopeful outlook to the afterlife in Heaven. The Child still has parental sources in there life but they are to busy praising God to help keep that child out of harms way. Just because the boy doesn't show the parents the ideal picture of dismay towards his job they believe that God has blessed them, but the child already knows that the parents have brought him closer to death through the work he has been doing. The innocence this child once held has disappeared rather then progressed like in the previous poem, the child no longer holds a sense of being naive towards the unknown. God is the cause of his misery rather then his hope towards a happy ending, the world has turned him dark. In many religions God is who created the Heaven and Earth the person that chooses your so said circumstances that you must live with, yet in this case he was dealt a worse hand then most children. With the Child's knowledge of how God is the creator of all things good and evil he portrays God as a man of Evil and the cause of total misery. His feelings towards the word his living in though he still laughs and smiles like everybody else shows his view of the live he lives.
Irony is the key to the complex attitude throughout the world of literature and that happens to be very present within these two poems. In the very first version the ideal image would be the child has this sense of hope towards his future and getting away from the place he is currently in, but rather he looks much farther then that all the way to what will happen to him after death.
Thursday, November 19, 2015
Blog 12; Paired Poetry
In William Blake's two different versions of the poem "The Chimney Sweeper" he uses a strong tone, interesting imagery, and irony to bring a complex attitude to both poems yet holding completely different meanings.
The tone in both poems holds a very quiet and sad tone to play off the child's innocence and show you what particular things seem to bring them trust in the world. Though in the 1789 poem the child is on his own with the other group of children the only real adult figures he has left is God and the people he must work for. Yet towards the end of this particular poem the tone does a total 180 and seems to become more aware and hopefully towards the world that they are living in. Unlike in the 1794 poem that shows a much different side of the story for most of the children working like this. The tone continues to be sad and show a felling of dismay and misunderstanding towards the parents and what they are doing.
In both poems the image of God is a key piece to the entirety of the poem but rather then God holding the same meaning to the children they hold complete opposite meanings. In the first version of the poem God takes them away from all the harm and horrible things that are happening to these poor children that can't help the situations they have been put in. Line 20 says "He'd have God for his father and never want joy." This shows that no matter the situation that has been happening around them there father though they might not have one by blood would be God himself and that is all that they needed. Angels earlier in the poem were sent to set 4 of his friends free from the coffins of black that they had been locked in and now they are playing around in Heaven this shows the lack of fear the boys have towards death as a child. The innocence that death is okay because God will be there and Heaven is filled with "Sunshine and rainbows" is the bases of this poem but that is not the case in the poem that was published in 1794 who uses the image of God as a source of misery to the children rather then a hopeful outlook at Heaven. The Child still has a parental sources in there life but they are to busy praising God to help keep that child out of harms way. Just because the boy doesn't show is parents this ideal picture of dismay towards his job they believe that God has blessed them, but the child already knows that the parents have brought him closer to death through the work he has been doing. The innocence this child once held has disappeared rather then progressed like in the previous poem. God is the cause of his misery rather then his hope towards a good ending, the world has turned him dark.
Overall the poems are ironic that the idea of a chimney sweep is to clean a black covered object. The smoke represents a way to death that the boys are being put right into without a second thought. Smoke is deadly to inhale but the money talked louder then the health risks.
Reflection: I would give myself a 3 or 4 seeing as I never seemed to have a complete thought about any of the pieces I decided to use to compare and contrast the two poems. My biggest focus within the poem was how the use of God was heavily present in both poems. Though this was a key idea I feel as though I could of better described my other two pieces that I detected within the poem which were tone and irony. Going all the way to the beginning with my thesis, it was a very simply stated thesis that didn't go into much detail nor had a complex comparative structure. Moving to the end of my essay I don't have a conclusion which is a very important part when it comes tying the essay together as a whole. As a whole my essay seems to be very fragmented and incomplete and I wouldn't give myself a very high score.
The tone in both poems holds a very quiet and sad tone to play off the child's innocence and show you what particular things seem to bring them trust in the world. Though in the 1789 poem the child is on his own with the other group of children the only real adult figures he has left is God and the people he must work for. Yet towards the end of this particular poem the tone does a total 180 and seems to become more aware and hopefully towards the world that they are living in. Unlike in the 1794 poem that shows a much different side of the story for most of the children working like this. The tone continues to be sad and show a felling of dismay and misunderstanding towards the parents and what they are doing.
In both poems the image of God is a key piece to the entirety of the poem but rather then God holding the same meaning to the children they hold complete opposite meanings. In the first version of the poem God takes them away from all the harm and horrible things that are happening to these poor children that can't help the situations they have been put in. Line 20 says "He'd have God for his father and never want joy." This shows that no matter the situation that has been happening around them there father though they might not have one by blood would be God himself and that is all that they needed. Angels earlier in the poem were sent to set 4 of his friends free from the coffins of black that they had been locked in and now they are playing around in Heaven this shows the lack of fear the boys have towards death as a child. The innocence that death is okay because God will be there and Heaven is filled with "Sunshine and rainbows" is the bases of this poem but that is not the case in the poem that was published in 1794 who uses the image of God as a source of misery to the children rather then a hopeful outlook at Heaven. The Child still has a parental sources in there life but they are to busy praising God to help keep that child out of harms way. Just because the boy doesn't show is parents this ideal picture of dismay towards his job they believe that God has blessed them, but the child already knows that the parents have brought him closer to death through the work he has been doing. The innocence this child once held has disappeared rather then progressed like in the previous poem. God is the cause of his misery rather then his hope towards a good ending, the world has turned him dark.
Overall the poems are ironic that the idea of a chimney sweep is to clean a black covered object. The smoke represents a way to death that the boys are being put right into without a second thought. Smoke is deadly to inhale but the money talked louder then the health risks.
Reflection: I would give myself a 3 or 4 seeing as I never seemed to have a complete thought about any of the pieces I decided to use to compare and contrast the two poems. My biggest focus within the poem was how the use of God was heavily present in both poems. Though this was a key idea I feel as though I could of better described my other two pieces that I detected within the poem which were tone and irony. Going all the way to the beginning with my thesis, it was a very simply stated thesis that didn't go into much detail nor had a complex comparative structure. Moving to the end of my essay I don't have a conclusion which is a very important part when it comes tying the essay together as a whole. As a whole my essay seems to be very fragmented and incomplete and I wouldn't give myself a very high score.
Tuesday, November 3, 2015
Wednesday, October 21, 2015
Thursday, October 15, 2015
Tuesday, September 1, 2015
Blog 4: Open Question Essay
Lord of the flies by .... has it's story completely focused around a sense of cruelty. Cruelty is played off as a huge social factor to the young boys as they begin to split off into separate groups. The group of hunters and the other group of more social rules and marite.
Throughout the entire novel death seems to plague the group of boys as they aim to survive in the woods. As the novel begins to progress however, the boys deaths become more cruel and harsh. Society seems to build around them but as it does it's molding around the idea that being cruel to others is okay. The contch becomes like a crown and who ever controls it is in charge. Both the cruel and fair leader, Sam and George want it which begins a battle that can't be won.
Cruelty can bring out horrible things in a person whether they are comitting it or are the victim. The hunters found that they enjoyed the feeling of hurting others. In a way the group became like pirates they would attack the group down by the beach and try to steal their treasure (the contch). All the social standerds left them being naked and painted, clean, and well-mannered went out the window. The first kill, a pig was what made them believe that this was okay murder was a good thing. With that in mind the victims began to feel very isolated and afraid. The hunter's cruelty began to make them question if what they were doing was right if they should leave their sense of self and fight back. Breaking points happen and when a person is pushed for far to long they begin to change. ... was aiming to show the world with this novel the bullying and non-stop harassment much of what was being portrayed in the book with always bring the bad in a person. Piggy the right hand man to George suvered the most out of anybody. At the end the relentless teasing and pushing about his weight got the best of him. He said the wrong thing at the wrong time resulting in his cruel death. But death wouldn't be the right word as much as murder would be.
A social standard of cruelty comes with many ways of afflection on how the theme portrays it and the way the characters are effected.
My Reflection; I would give myself a three in my open question essay. My analysis was not clear nor was it organized in a way that the reader could understand the points I was trying to make. My writing is very choppy and lacks a sense of formatting, my points are spread all over and don't stick to one topic but rather jumps idea to idea and back. My support was very limited as I had no textual references to help clearly identify how cruelty was being shown in this particular piece of writing. I would like to see my writing become more precise and be able to clearly analysis a piece by the time we have to write another essay. My essays have become stronger over the last week or so but they still need a ton of improvement and that is why I believe I had a low three.
Reflection on Ashley; I would have to agree with Ashely's reflection on herself and give her essay a 5. She responds to the prompt yet sticks the summarizing the plot and adding things here and there bringing it back to what the prompt is asking. This is creating a very superficial feel to the essay as a whole. She is able to bring some support to help back her up throughout the text but it is very bland making it seem very simple. She had very few if any grammatical errors and was able to still make it so the prompt was effectively answered. She should just work on making it less of a summary and continue with her analysis well also bring a little more support to the table. Overall I believe Ashley did an amazing job for writing her first open question prompt in this class and should keep up the good work!
Revision:
Lord of the Flies by William Golding contains a story of cruelty based around the way it affects boys who have yet to fully mature and understand right from wrong. The sense of cruelty creates an eire as well as a feeling of being unsafe throughout the whole piece. Its turned into a major social factor for the young group of boys as they begin to split off into separate groups.
Throughout the entire novel death seems to plague the group of boys as they aim to survive in the woods. As the novel begins to progress however, the boys deaths become more cruel and harsh. Society seems to build around them but as it does it's molding around the idea that being cruel to others is okay. The contch becomes like a crown and who ever controls it is in charge. Both the cruel and fair leader, Sam and George want it which begins a battle that can't be won.
Cruelty can bring out horrible things in a person whether they are comitting it or are the victim. The hunters found that they enjoyed the feeling of hurting others. In a way the group became like pirates they would attack the group down by the beach and try to steal their treasure (the contch). All the social standerds left them being naked and painted, clean, and well-mannered went out the window. The first kill, a pig was what made them believe that this was okay murder was a good thing. With that in mind the victims began to feel very isolated and afraid. The hunter's cruelty began to make them question if what they were doing was right if they should leave their sense of self and fight back. Breaking points happen and when a person is pushed for far to long they begin to change. ... was aiming to show the world with this novel the bullying and non-stop harassment much of what was being portrayed in the book with always bring the bad in a person. Piggy the right hand man to George suvered the most out of anybody. At the end the relentless teasing and pushing about his weight got the best of him. He said the wrong thing at the wrong time resulting in his cruel death. But death wouldn't be the right word as much as murder would be.
A social standard of cruelty comes with many ways of afflection on how the theme portrays it and the way the characters are effected.
My Reflection; I would give myself a three in my open question essay. My analysis was not clear nor was it organized in a way that the reader could understand the points I was trying to make. My writing is very choppy and lacks a sense of formatting, my points are spread all over and don't stick to one topic but rather jumps idea to idea and back. My support was very limited as I had no textual references to help clearly identify how cruelty was being shown in this particular piece of writing. I would like to see my writing become more precise and be able to clearly analysis a piece by the time we have to write another essay. My essays have become stronger over the last week or so but they still need a ton of improvement and that is why I believe I had a low three.
Reflection on Ashley; I would have to agree with Ashely's reflection on herself and give her essay a 5. She responds to the prompt yet sticks the summarizing the plot and adding things here and there bringing it back to what the prompt is asking. This is creating a very superficial feel to the essay as a whole. She is able to bring some support to help back her up throughout the text but it is very bland making it seem very simple. She had very few if any grammatical errors and was able to still make it so the prompt was effectively answered. She should just work on making it less of a summary and continue with her analysis well also bring a little more support to the table. Overall I believe Ashley did an amazing job for writing her first open question prompt in this class and should keep up the good work!
Revision:
Lord of the Flies by William Golding contains a story of cruelty based around the way it affects boys who have yet to fully mature and understand right from wrong. The sense of cruelty creates an eire as well as a feeling of being unsafe throughout the whole piece. Its turned into a major social factor for the young group of boys as they begin to split off into separate groups.
Throughout the entire novel death seems to plague the group of boys as they aim to survive in the woods. As the novel begins to progress however, the boys deaths become more cruel and harsh. Society seems to build around them but as it does it's molding around the idea that being cruel to others is an everyday social norm. The conch becomes like a crown and whoever controls it is in charge the remaining boys. Both the cruel and fair leader, Jack and Ralph want it which begins a battle that can't be won.
Cruelty can bring out horrible things in a person whether they are committing it or are the victim. The hunters found that they enjoyed the feeling of hurting others. In a way the group became like pirates they would attack the group down by the beach and try to steal their treasure (the conch). All the social standards left them being naked and painted was the new cool norm well being clean and well-mannered went out the window. The first kill, a pig was what made them believe that this was okay, creating the idea in the young boys minds that spilling a person or things blood was the right thing to do. With that in mind the victims of the Hunter’s terror began to feel very isolated and afraid. The hunter's cruelty began to make the group question if sticking to what they believed was the right thing to or to become more like them. Breaking points happen and when a person is pushed for far too long they begin to change. Williams was aiming to show the world with this novel the bullying and non-stop harassment much of what was being portrayed in the book with always bring the bad in a person. Piggy the right hand man to Ralph suffered the most out of anybody. At the end the relentless teasing and pushing about his weight got the best of him. He said the wrong thing at the wrong time resulting in his cruel death. But death wouldn't be the right word as much as murder would be. The more bloodshed the easier and funnier it became for the hunting group making it something that they wanted to do everyday. It wasn’t just what Piggy said but the fact that the power from being cruel to others had brainwashed them into thinking killing was okay essentially changing the way they looked at human nature.
A social standard of cruelty comes with many ways of affliction on how the theme portrays it and the way the characters are affected.
Thursday, August 27, 2015
Blog #3; Prose Essay Reflection
The Beet Queen by Louise Erdrich shows the impact on children in a very complex matter. Erdrich uses many different devices to portray this story in many lights to her readers.
Throughout the whole piece she uses a narrator a way of keeping the whole passage in 3rd person. This enabled the writer to be able to use the feelings of both Karl and Mary throughout the whole story. Quotes such as "Then he yelled, "Run!" and 'They came by freight" are just some examples of her wording to within 3rd person.
Selection of detail was a huge key to how the story was not just written but also perceived by the reader. Painting a picture of what was happening or what the character looks like was a huge part of this particular section of the piece, but it didn't just pertain to them it helped show as the environment changed they did as well. "His cheeks went pink..." in paragraph four gives off the idea or image that the lovely brought joy because the boy began to blush when he saw it. "They stumbled and scraped their palms and knees through the cinders" at the end of paragraph one shows how tried the two young children are. Rather then being able to walk off the train they both tumbled forward the image stays in your mind of how the cinders cut open there hands and feet and how the environment had already hit the two hard.
Mary who was described as a very plain Jane kind of girl seemed to be a metaphor towards people who are unaffected by what happens around them. Her notice of the tree didn't come till after her brother hugged it and even after the dog was let loose she ran towards her originally planned destination. But her brother Karl was an example of people who respond and get side tracked well trying to fallow the right path. Even then he fell off the path. Louise Erdirch used many well formed devices such as detail, point of view, and imagery.
My reflection;
I would grade myself at a 3. Throughout the whole essay I was very disorganized and was lacking a convincing element. My understanding of this passage wasn't very clear which can be shown by the repetitive aspects of my writing. A lot of my examples seemed to have been repeated multiply times connecting to my 3 very under analysed and explained literary devices but also what the prompt was really asking. By the next Pros prompt I would like to be able to portray a better understanding between what the prompt is asking and how the passage connects to it. Also I would like to come up with a faster way to organize all of my thoughts so that I can use my 40 minute time limit to its fullest. I am hoping that as time goes by my scores will increase as my understanding of being able to write within a time crunch with a prompt progresses over time. Which I know will take a few tries but I have a timeline created of the next two to see a great increase.
Reflection on Ashley;
Overall I would score Ashely a 5 for this particular prompt she was good at bring the prompt into every paragraph but was lacking in the description and analysis. Her points were there but only slightly supported even though her essay held a lot of textual references they didn't always come out very well explained to what the prompt was asking rather it showed what the image of the passage was. The essay had very few errors throughout which helps with the fluidity of the writing and how the reader perceives and understands what you are trying to say. If she just touches a little more on what the prompt is asking and describing in a more structured formatting her future pieces can turn into something much greater then it already is.
Throughout the whole piece she uses a narrator a way of keeping the whole passage in 3rd person. This enabled the writer to be able to use the feelings of both Karl and Mary throughout the whole story. Quotes such as "Then he yelled, "Run!" and 'They came by freight" are just some examples of her wording to within 3rd person.
Selection of detail was a huge key to how the story was not just written but also perceived by the reader. Painting a picture of what was happening or what the character looks like was a huge part of this particular section of the piece, but it didn't just pertain to them it helped show as the environment changed they did as well. "His cheeks went pink..." in paragraph four gives off the idea or image that the lovely brought joy because the boy began to blush when he saw it. "They stumbled and scraped their palms and knees through the cinders" at the end of paragraph one shows how tried the two young children are. Rather then being able to walk off the train they both tumbled forward the image stays in your mind of how the cinders cut open there hands and feet and how the environment had already hit the two hard.
Mary who was described as a very plain Jane kind of girl seemed to be a metaphor towards people who are unaffected by what happens around them. Her notice of the tree didn't come till after her brother hugged it and even after the dog was let loose she ran towards her originally planned destination. But her brother Karl was an example of people who respond and get side tracked well trying to fallow the right path. Even then he fell off the path. Louise Erdirch used many well formed devices such as detail, point of view, and imagery.
My reflection;
I would grade myself at a 3. Throughout the whole essay I was very disorganized and was lacking a convincing element. My understanding of this passage wasn't very clear which can be shown by the repetitive aspects of my writing. A lot of my examples seemed to have been repeated multiply times connecting to my 3 very under analysed and explained literary devices but also what the prompt was really asking. By the next Pros prompt I would like to be able to portray a better understanding between what the prompt is asking and how the passage connects to it. Also I would like to come up with a faster way to organize all of my thoughts so that I can use my 40 minute time limit to its fullest. I am hoping that as time goes by my scores will increase as my understanding of being able to write within a time crunch with a prompt progresses over time. Which I know will take a few tries but I have a timeline created of the next two to see a great increase.
Reflection on Ashley;
Overall I would score Ashely a 5 for this particular prompt she was good at bring the prompt into every paragraph but was lacking in the description and analysis. Her points were there but only slightly supported even though her essay held a lot of textual references they didn't always come out very well explained to what the prompt was asking rather it showed what the image of the passage was. The essay had very few errors throughout which helps with the fluidity of the writing and how the reader perceives and understands what you are trying to say. If she just touches a little more on what the prompt is asking and describing in a more structured formatting her future pieces can turn into something much greater then it already is.
Monday, August 24, 2015
Blog #2; Poem Essay #1
Thesis; For That He Looked Not upon Her by George Gascoigne is a complex poem through and through but the biggest piece is the attitude it holds within the words. The story of life is shown through the actions of form, imagery and diction throughout the text of the poem.
Paragraph 1; George Gascoigne uses the form of poetry based writing skills to create a well written complex poem for his audience.
- He uses the words I, me, my, you, and your throughout the poem
- Meaning he was portraying everything in first person making it more relatable to his audience
- For example “To see me hold my louring head so low” he uses me and my to show that he is the one doing the sulking
Paragraph 2; Attitude can be comprehended in so many different ways but being able to image and picture what is exactly happening to that person is a huge part of writing a complex piece such as this one.
- He uses a mouse to show that even though he feels small in the world he is smarter and stronger now. (line five)
- The bait of a woman and her untrustworthy hurtful ways will never blind him again. (He has already been trapped once)
- “The scorched fly which once hath ‘scaped the flame…” gives off the image of a person being burned by someone they trusted.
- A concept that most people live with everyday making it a more open poem with the audience reading.
- Every person has had someone give them what people call a “death glare” which Gascoigne describes perfectly in this poem.
- The text states “your blazing eyes my bale have bred” making the image of eyes of someone that has hurt you in your mind every time you close yours making it miserable to even function.
Paragraph 3; Word choice is a main component to any piece of literature including poems such as For That He Looked Not upon Her, but the biggest key to a complex poem would be diction.
- In line four the statement “No delight to range” is showing the mid century context of the writing, in today’s age those words would of been constructed in a different manner.
- Some lines even contained a pattern of words with the same beginning letter over and over again such as in lines eight and twelve.
- Words such as deceit, desire, scorched, and blazing divides people into groups that use that terminology in a way creating groups within his main audience.
- The groups will see the poem in different ways because some groups have a different definition for a word used within the text that has been created over time since the poem was written.
Conclusion; Form, imagery, and diction are just 3 key ways that George Gascoigne made his piece For That He Looked Not upon Her into a complex attitude filled poem. Writing this form is never easy but he has been able to put a plethora of examples and notations from the text to support this type of poem.
My reflection;
I would have received a 4 on my essay. My organization of the topic wasn’t to the best of it's potential even though it is only an outline. In certain parts throughout my essay I would forget that the key was showing the complexity that Gasoigne used throughout the poem. Some of my examples happened to be very irrelevant to what I was trying to say showing that my understanding of the poem wasn’t to the where it should've been. I didn’t ignore the author's use of devices which places me above a 3 but I didn't completely show the complexity in which the author wrote putting me below a 5.
Reflection on Ashley;
Ashley’s essay is a 5 because it’s very superficial in its descriptions and examples from the poem to support her description of Gasoigne’s use of complex attitude. The introduction is good she mentions that it's a static showing she has found that it is a one sided view, but is very vague on the description on to why he used this form within his complex attitude. Her understanding of the poem may be off as shown in the lack of description in some parts of her essay on some very key components to the attitude of the poem as a whole. Her description of diction, imagery, metaphor, and form have many examples throughout but the examples aren’t always explained in an organized way. Although this is a overall well written essay the fact that isn’t organized or developed as fully as it could've been, is the reason the score is a 5.
http://kramerashleyaplit2015.blogspot.com
Reflection on Riddi:
AP English responses are all new to most of us and making it poetry something most people have a terrible hard time understanding doesn't make it any easier but this score of 6 really gives off an idea of understanding. Riddhi had a great overall analysis of the poem and all of the pieces that formed the writer's complex attitude. Her discussion about the two pieces were very good except when it came to describing it in a more thorough manner. Ideas were presented in a very organized way but was not a consistent command like a 7 would of been, it happened to be very close though. Her second paragraph is what really solidified the score of 6 for me because it showed how much she really understood form and how it pertained to this piece specifically.
http://choprariddhiapenglish2015.blogspot.com/
Revision: In “For That He Looked Not upon Her,” George Gascoigne shows the oppression of a relationship. Gascoigne’s depiction of relationships between a man and a women is set to show an opposition to the picture painted of true love to the world. Stated from the point of view of a Man who has been heartbroken by the one he loves, Gascoigne uses eye opening imagery, applicable diction, and adequate form to portray the tale of how love is not always what the world makes it out to be.
Revision: In “For That He Looked Not upon Her,” George Gascoigne shows the oppression of a relationship. Gascoigne’s depiction of relationships between a man and a women is set to show an opposition to the picture painted of true love to the world. Stated from the point of view of a Man who has been heartbroken by the one he loves, Gascoigne uses eye opening imagery, applicable diction, and adequate form to portray the tale of how love is not always what the world makes it out to be.
George Gascoigne uses a sonnet more importantly a Shakespearean sonnet to tell his tale of love and hate towards the women. His poem is made into four different main divisions as well as holding a concluding couplet which states “So that I wink or else hold down my head, Because your blazing eyes my bale have bred.” By also turning everything into first person he makes it much more relatable to his targeted audience. This makes it easier to draw the readers in making it so that because they are already paying attention he can make it far more complex without losing the meaning nor the readers as he continues on.
Images have a way of opening the eyes metaphorically of people when really its opening them up to a new way of seeing a situation. For example in line 5 of the poem “The mouse which once hath broken out of trap Is seldom ‘ticed with the trustless bait,” is stated giving off the feeling that due to prior experiences he will never again be trapped by a women like a mouse is trapped by a mouse trap. The mouse isn’t used to show a weakness but rather the image of being small doesn’t mean you will take the treatment from another person. Later Gascoigne uses the line “The scorched fly which once hath ‘scaped the flame…” which portrays the uncomfortable image of being betrayed by the person you trusted. Showing the idea of a relationship being so toxic that the person will go out of their way just to hurt the other. In a way the betrayal is another way of oppressing a person to leave a relationship showed throughout this poem.
Diction is a main component to any piece of literature including poems such as For That He Looked Not upon Her, but the biggest key to a complex poem would be what the diction achieves. The mid century context is shown throughout the whole entire poem in lines such as “No delight to range” and “dazzled by desire.” Gascoigne even goes on to produce patterns within the structure of the lines, words with the same beginning letter over and over again for example in lines eight and twelve. Some words have different effects on different groups of people so his use of a wide variety of descriptive words such as deceit, blazing, and desire. Though each have a generalized definition some derelicts use them in different ways making it more complex in others minds.
Form, imagery, and diction are just 3 key ways that George Gascoigne made his piece For That He Looked Not upon Her into a complex attitude filled poem. Writing this form of a sonnet is never easy but he has been able to create a great work of art out of everything he did.
Reflection:
I think I would give myself at least 4 now after making my revisions on this poetry essay because I feel like even though I was able to still go into a much farther amount of depth it was still very superficial towards the way it could of went back to the prompt. I didn't bring the prompt in as much as I would of liked to. I hope by the next essay I will be able to find better connections between the prompt and bring it into my essay in a much more organized and well thought out essay. Looking over my not last year and reviewing certain terms may help me be able to bring in a better understand of how to describe and show how the poem is pertaining to certain parts of english and what the prompt is addressing.
Blog #2; Poetry Essay
Thesis; For That He Looked Not upon Her by George Gascoigne is a complex poem through and through but the biggest piece is the attitude it holds within the words. The story of life is shown through the actions of form, imagery and diction throughout the text of the poem.
Paragraph 1; George Gascoigne uses the form of poetry based writing skills to create a well written complex poem for his audience.
- He uses the words I, me, my, you, and your throughout the poem
- Meaning he was portraying everything in first person making it more relatable to his audience
- For example “To see me hold my louring head so low” he uses me and my to show that he is the one doing the sulking
Paragraph 2; Attitude can be comprehended in so many different ways but being able to image and picture what is exactly happening to that person is a huge part of writing a complex piece such as this one.
- He uses a mouse to show that even though he feels small in the world he is smarter and stronger now. (line five)
- The bait of a woman and her untrustworthy hurtful ways will never blind him again. (He has already been trapped once)
- “The scorched fly which once hath ‘scaped the flame…” gives off the image of a person being burned by someone they trusted.
- A concept that most people live with everyday making it a more open poem with the audience reading.
- Every person has had someone give them what people call a “death glare” which Gascoigne describes perfectly in this poem.
- The text states “your blazing eyes my bale have bred” making the image of eyes of someone that has hurt you in your mind every time you close yours making it miserable to even function.
Paragraph 3; Word choice is a main component to any piece of literature including poems such as For That He Looked Not upon Her, but the biggest key to a complex poem would be diction.
- In line four the statement “No delight to range” is showing the mid century context of the writing, in today’s age those words would of been constructed in a different manner.
- Some lines even contained a pattern of words with the same beginning letter over and over again such as in lines eight and twelve.
- Words such as deceit, desire, scorched, and blazing divides people into groups that use that terminology in a way creating groups within his main audience.
- The groups will see the poem in different ways because some groups have a different definition for a word used within the text that has been created over time since the poem was written.
piece For That He Looked Not upon Her into a complex attitude filled poem. Writing this form is never easy but he has been able to put a plethora of examples and notations from the text to
support this type of poem.
My reflection;
I would have received a 4 on my essay. My organization of the topic wasn’t to the best of it's potential even though it is only an outline. In certain parts throughout my essay I would forget that the key was showing the complexity that Gasoigne used throughout the poem. Some of my examples happened to be very irrelevant to what I was trying to say showing that my understanding of the poem wasn’t to the where it should've been. I didn’t ignore the author's use of devices which places me above a 3 but I didn't completely show the complexity in which the author wrote putting me below a 5.
Reflection on Ashley;
Ashley’s essay is a 5 because it’s very superficial in its descriptions and examples from the poem to support her description of Gasoigne’s use of complex attitude. The introduction is good she mentions that it's a static showing she has found that it is a one sided view, but is very vague on the description on to why he used this form within his complex attitude. Her understanding of the poem may be off as shown in the lack of description in some parts of her essay on some very key components to the attitude of the poem as a whole. Her description of diction, imagery, metaphor, and form have many examples throughout but the examples aren’t always explained in an organized way. Although this is a overall well written essay the fact that isn’t organized or developed as fully as it could've been, is the reason the score is a 5.
http://kramerashleyaplit2015.blogspot.com
Reflection on Riddi:
AP English responses are all new to most of us and making it poetry something most people have a terrible hard time understanding doesn't make it any easier but this score of 6 really gives off an idea of understanding. Riddhi had a great overall analysis of the poem and all of the pieces that formed the writer's complex attitude. Her discussion about the two pieces were very good except when it came to describing it in a more thorough manner. Ideas were presented in a very organized way but was not a consistent command like a 7 would of been, it happened to be very close though. Her second paragraph is what really solidified the score of 6 for me because it showed how much she really understood form and how it pertained to this piece specifically.
http://choprariddhiapenglish2015.blogspot.com/
Wednesday, August 19, 2015
Blog #1;Multiply choice reflection
Every person was handed a Scranton test and asked to answer questions 1 through 25 about two different passages. At first the test was a bit to handle being the first test of the year for most of the class not just myself. For me the most significant issue was that I hadn't taken AP Comp the year before. At first I did not feel very confident that I was answering any of the questions correctly or even understanding what I was truly reading. This might be why I didn't score as high as I wanted because of my lack of confidence across the board. This is similar to the ACT reading test in the way that it asks the same form of questions but in much more detail and uses stronger vocabulary. Having experienced and analyzed the questions I got wrong, I feel worried that I have forgotten a lot of things over the summer. Going back and reviewing terms and the different writing structures should be a good way to prepare and relearn for not just the rest of the semester but also more quizzes such as this one in the future.
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