Blog #17: Close Reading 4

http://www.nytimes.com/2012/12/09/opinion/sunday/extinctions-effect-on-childhood-toys.html?ref=contributors

With Christmas Eve and Day just around the corner, parents all around the world are searching for the perfect presents for their little ones, Lydia Millet discusses how the extinction of favorite animals may possibly affect the presents given to little ones. With comparisons to the dinosaurs of days long ago, the growing number of animals that are going extinct are sure to have an impact on future child. Millet proves her point that of through the use of imagery, diction, and details throughout the article. With these devices Millet convinces the reader that the extinction of foreign and exotic animals will affect child in many different ways.

Through the use of imagery Millet takes the reader back to their childhood days and makes them feel connect to the point that she is trying to prove. To capture the readers attention in the first paragraph the author sets the scene of a typical Christmas present that the readers have grown accustom to, "By then the regular troops were weary, though still stalwart, still brave. Some had lost limbs, others an eyeball" (para 1). This intrigues the reader to continue reading and sets the stage for the topics to come. Millet also uses the description of foreign animals to appear to the senses of readers and to acquaint them with the beloved animals that may cease to exist, "They had claws or shells or impossibly long necks; they had spotted fur, manes like halos. They had soft pouches to carry their babies in" (para 3). The familiar idea of these animals makes the reader feel, no matter what age, the familiar ping of their childhood memories creeping back into their minds. The author sets to prove that without these exotic animals, child will miss out on parts of the imagination that child before hace been able to access. 

The diction found in this article also helps persuade the reader toward believing the point the author is trying to make. The use of animals to teach lessons is one aspect that Millet believes children will miss if more animals face extinction. "We read our children stories starring elephants and monkeys and bears to teach them about nobility, curiosity and courage", by using the words "nobility", "curiosity", and "courage" the author choose these words that would evoke emotions from the reader (para 4). These traits are all traits that parents want their children to embody and to prove her point, this diction is used so that readers, as parents, can see the importance that these animals have to the character development of children.

Finally, the author uses several different details to makes the reader see the importance of saving animals on the verge of extinction. By comparing animals such as lions, tigers, and monkeys to a familiar extinct animal, the reader is given a distinct parallel that can be related to. "If the dinosaurs are any indication, there’s a place in our pantheon for the extinct" though this doesn't directly show negative effects, the implication that parents draw through this comparison proves Millet's point (para 8). This detail, shows firsthand what some possible effects would be if animals became extinct. Millet also discusses the alternatives to child playing with these warm and cuddly stuffed animals, "Will Barbies and robots be enough for those future children? The hybrid monsters of fantasy video games, the fossil-based reconstructions?" (para 10). These toys tend to have a negative connotation and not always a parent's first choice. This once again, makes readers lean toward the savior of exotic animals for the children of the future.

Through the use of details, imagery, and diction, Millet proves to the reader how important it is to save exotic animals from extinction. Through showing the effects that child could face from not being able to fantasize about these animals, the reader finds a new-found respect for the importance of creating a safe and diverse environment.

Blog #16: Open Prompt 4

1987. Some novels and plays seem to advocate changes in social or political attitudes or in traditions. Choose such a novel or play and note briefly the particular attitudes or traditions that the author apparently wishes to modify. Then analyze the techniques the author uses to influence the reader's or audience's views. Avoid plot summary.

    During the time in which Jane Austen wrote Pride and Prejudice, marriage customs were much different than those of today. Young woman were expected to marry older men only for the purpose of reproduction and the accumulation of love. However, Austen sought to change this standard and create a marriage the contains love and a true desire to be with each other. By creating relationships between characters that are foreign and unusual of her time, Austen attempts to persuade readers that the marriage standards of her time needed to be changed. 

     One marriage custom of Austen’s time was marriage within families. Although this idea differs from that of our time, in the nineteenth century it was deemed acceptable for two cousins to get married to each other. This type of relationship can be found in Pride and Prejudice. In the novel, when Mr. Collins comes to town he decides to marry one of the Bennett girls, his cousins. After much thought and consideration, Mr. Collins decides to propose to Elizabeth, who ultimately rejects his proposal even though she had no other suitable prospects at the time. Mr. Collins goes on to marry Charlotte Lucas, with whom he was not related to. Although marriage between cousins was allowed at the time, Austen’s decision to have Elizabeth reject her cousin was deliberate in showing her disapproval of the custom and her tendency to agree with the need for change in marriage. Because Mr. Collins ends up with a woman that was of his own social class and that was not related to him Austen shows something that she may want to see in a marriage. 

     Although Mr. Darcy has the option to marry whomever he wants, he chooses to marry Elizabeth Bennet even though she is of a lower social class than he. She has significantly less money, her family name is not one that is important to carry on to further generation and in the beginning, shows no interest at all in Mr. Darcy. Darcy fights to win Elizabeth, and in time he does. The love-struck couple soon decides to get married and not worry about the financial and social difference between the two. This was not like many relationships of the nineteenth century. Typically men of the time would marry rich women for their money and status in order to maintain their own family status and inherit the wealth of their wife.. Mr. Darcy however does neither of the two by marrying Elizabeth. With this relationship the key components of a modern day marriage are present. This is very similar to the relationship depicted by Elizabeth and Mr. Darcy, showing a strong resemblance to marriages of modern times and Austen’s probable approval of marriages now.

      The relationships shown is this novel defy the standards of 19th century marriage and are a cry of help from Austen asking for change. Not only does Austen defy the standards, she creates many solutions as to what a marriage should look and be like. Though risky at the time, Austen work foreshadowed the marriage concepts of our time and possibly inspired the change.

Blog #15: Summary of "Death of a Salesman"

Death of a Salesman: Summary

Author: Arthur Miller

Setting: New York, partially in an apartment, other parts in various sites around NYC (Howard's office, a nice restaurant, and Charley's office). Parts of the play take place in the present, other parts in various memories of Willy's (unclear whether or not they are exaggerative).

Plot: The beginning of the play starts with Willy surprisingly coming home early from one of his traveling business trips, the reason for this is unclear. Once talking to his wife, Linda, she tries to convince him to leave his job as a traveling salesman and ask his boss for a job in NYC so he would no longer have to travel. Once deciding to ask Howard for the job in New York, the conversations moves on one of their two sons, the oldest Biff. Willy is disappoint that Biff has yet to settle and essentially become more like himself (this is one of the driving plots of the play). As Willy leaves to go get a snack, the scene flashes to Biff and Happy talking in their room. The boys discuss their father and how he is seemingly beginning to lose his mind and is talking to himself. They also discuss the glory days of the young and what they want from their future, moving together out West and owning their own farm.        

     Going back down to Willy, we now enter the first of many of Willy's memories. The memories starts with Willy and his boys when they were in high school goofing off in the backyard. The atmosphere is care free until Bernard comes in begging Biff to come study with him, so that Biff won't fail his math class. Willy quickly shoos him off in order to gain the full attention and admiration of his boys again. Almost right after Bernard leaves, the boys are once again interrupted, but this time by Linda who wants to talk money with Willy. Questioning how much he has made on his last trip, Linda finds out that Willy may not be a honest as she had thought. At first the amount of commission Willy claimed to had made would have be enough to pay the several sets of bills the Lomans have but the truth soon comes out that he has not made as much as originally thought. 

     As Linda begins to fiddle with her stockings, the laugh of a woman is heard onstage. This woman is assumed to be a woman that Willy is having an affair with. As the laughter gets louder, the memory shifts to one of the woman and Willy inside of a hotel room in the midst of a night together. After the woman brings up stockings, Linda's laughter mixes in with the Woman and the scene is transferred to yet another memory. This time Linda, Bernard, and Willy are discussing how Biff needs to begin to study in order to pass a set of exams. Willy however, doesn't understand the importance and yells at both Linda and Bernard to stop pressing Biff to succeed in school. 

     Now back in the present, Happy makes his way down the stairs after hearing his dad from his room, briefly causing a stir and waking the neighbor Charley. Once Happy goes back upstairs, the men begin to play cards, but this is soon interrupted with the intrusion of another one of Willy's memories, this time about his brother Ben. This memory was on of the first times that the family had met Ben and shows what Willy's life could have been. Ben had wanted Willy to come with him to Alaska but he had chosen not to. Each time that Ben appears in a memory we see Willy trying to convince him that his life is successful and that he is happy. We then learn that Ben actually went to Africa and found diamonds in the jungle.

    As Ben leaves the Loman's house, the play goes back to the present with Willy in the kitchen and Linda walking into the room. After a few minutes of talking, Willy goes outside for a walk and the two boys come down to talk to their mom. Biff talks about his concerns regarding his dad and Linda blames him for not becoming successful and disappointing Willy. Linda then reveals shocking news to her boys, Willy has been trying to kills himself. This causing the boys to rethink the problems that are faced in their house. Willy comes back to the house and begins to fight with Biff. To diffuse the situation, Happy tells his father that the two boys have a plan to ask for money in order to begin a new business. This news excites Wily and helps mend the drift between him and Biff. After heading to bed, Biff removes a nozzle on the gas pipe (put there by Willy) so that he could not kill himself. 

     The next act starts out by Linda telling Willy that the boys want to meet with him for dinner after Biff meets with Bill Oliver. Leaving in good spirits, Willy goes to meet with Howard to see if he can begin to work in the New York office. The scene starts off with Howard showing Willy his new recording device, uninterested Willy asks if he can work in the NY office. After being rejected Willy causes a scene and is fired by Howard. There are two memories after this, first another involving Ben asking Willy to go to Alaska and the next before Biff's big football game in high school. Still  in the memory, Willy leaves the office and goes to Charley. Now with no job, Willy goes to Charley to borrow money to pay bills. There he sees Bernard and they discuss Biff and his failure in life. Willy begins to blame himself and get upset. Once Charley comes into the scene, he gives Willy money and offers him a job. Taking the money, but not the job, Willy leaves to go meet his boys. 

   Once getting to dinner Biff tells Willy that he had no luck with Oliver and stole his pen. Willy can't believe that happened and refuses to face the truth. Biff storms off and Happy (with two girls) follow after him. Willy locks himself in the bathroom at the restaurant. Once in the bathroom, another one of Willy's memories begins. After failing math, Biff goes to meet his father in Boston. Biff walks in on Willy and the Woman and can't believe that Willy would cheat on Linda and looses all interest in making up his credit to graduate. After going back to the present, Willy realizes that his boys are gone and leaves to go buy seeds to plant. 

     Back at home, Linda yells at the two boys for leaving their dad and kicks the out of the house and out of their lives. Once knowing that he will have to leave, Biff goes to say one final goodbye to his dad. After a huge fight and hashing it out, Willy learns that Biff is only doing it out of love and finally realizes that Biff has found is place in life and puts him at ease. After one final flashback with Ben, Willy gets in the car and kills himself to provide the insurance money for his family.

Significant Characters: 

-Willy- seemingly going insane, sporadic, specific moments in the present trigger his memories, exaggerative, pushes all his hopes and dreams on Biff, treats his wife more like his mother, struggles to maintain control of his life, wants to be successful, equates success with being liked, sacrifices his life in order to save his family, lives with the guilt of his affair, 

-Linda- only relatively sane character, wants to protect her husband, only one that shows emotion, treats Willy like a child, resentful toward her children's lack of respect for Willy, naive to the issues surrounding her family

-Biff- expected to be like his dad, wants to defy the standard, rejects his dad after finding out that he has an affair causes him to no longer go to college or graduate, equates success with being happy, hasn't found his place in life, doesn't want to be like his dad, lost confidence in himself after he didn't go to college, overall not successful in his life

-Happy- not as important as Biff in his parents eyes, has a mediocre life, parallels Willy, wants to carry out his dad's dream after his death, does and says pointless things in order to get the attention of his parents, lives in Biff's shadow 

-Charley- foil of Willy, is successful, Willy is jealous and resentful, seen as the voice of reason, provides money for Willy to provide for his family, Willy rejects his job offer due to embarrassment, Willy's only friend

-Bernard- foil to Biff, graduates high school, becomes a successful lawyer, though seen as a nerd ends up becoming everything Biff could have been, ridicule in his childhood led to his success, tried to look out for Biff but every attempt to help is blocked by Willy

Narrative Voice: none, this is a play

Author's Style: Some techniques used include diction, details, several uses of figurative language, anaphora, andiplosis, antistrophe, parallelism, symbolism, and strong imagery that creates the premise of the memories that Willy has. Since this is a play, there is no specific point of view create. This play has several different tones. Each tone is reflected by a different character. Biff's tone is very harsh and hopeless, this comes from looses his ideological complex of his father and his failure in life. This tone reflects how he feels about life and the American Dream that he should have achieved by now. Willy's tone however is different. When Willy talks his tone can very from angry to awestruck showing his childish side and how he is almost regressing through his life. These two tones showcase Willy's changing opinion on his success and happiness. Imagery is used to create clear distinctions between the past and the present, along with detail in order to help the reader follow along. Symbols also are an important part of Miller's style. One important symbol used is the stockings. Each time the stockings are mentioned, the scene transfer either from Linda to the Woman, or from the Woman back to Linda. Other symbols include football, the Chevy, the seeds, and dairy products. 

Quotes:
-Quote 1-"We're free and clear. We're free. We're free... We're free..." This closing line of the play spoken by Linda is one of the most important quotes of the play and can be interpreted in many ways. Linda could be feeling relief that her husband in no longer suffering in a unhappy life, figuring that death was the best option she can be showing her knowledge that this was the only option for Willy. Another way could be the insurance money aspect. A few lines prior Linda speaks about how she had finally paid off the house, this may not have been possible without the money. Now, she has the financial freedom that should have been provided through Willy while he was living. The final way this quote could be understand is that she and her boys are no longer stuck in the limbo of choosing between Willy's happiness and the happiness of the boys.
-Quote 2-"The jungle is dark but full of diamonds, Willy." Spoken by Ben, this quote can be directly compared to Willy's life. Though his life seems like it was hopeless and empty, there were bits and pieces that stood out and that were important to him. These pieces can be seen in the flashbacks that Willy has throughout the play. Once reliving these moments, Willy then feels that his life is "all out of diamonds" and that he no longer has anything worth searching for.

Theme: One theme found in this play is the typical American Dream has be deluded and diluted, needing some serious change in order to make families happy and healthy.

Support of Theme: Willy equates being successful with being well liked and making a lot of money. This is shown as the typical American Dream, Willy being the key symbol of this. As we see Willy struggle throughout the play, it is directly related to the struggle in achieving what people believe is the American Dream. Willy's death shows how the American Dream is fading and dying off. Biff however represents the second part of the theme, change. Biff essentially breaks the cycle of being a salesman. Though he is unsuccessful in his life, towards the end of the play we see him breaking free and given the opportunity to look for what he really wants in life. The set of the play doesn't seem to have much effect on the play, other than the roof in which Willy in constructing and the constant remarks about opening windows or feeling trapped. This represents how Willy feels like he is trapped into striving to achieve the American Dream even though it may not really be what he wants. The title has a significant effect on the theme. Death of a Salesman should really be called Death of the American Dream, since the salesman is referring to Willy and his death is essentially the death of the American Dream. Lastly, the tone effects the play in a subtle but strong way. The differing tones found in Biff and Willy showcase the two opposing views of the theme and help strengthen the theme throughout the play.

     

Blog #14: Response to Course Materials 4

     Watching the film Death of a Salesman before reading the play was a unique way of beginning our study of the play. At first, I didn't understand what was happening and I didn't understand why we would watch the movie first. But when reading the play, I realized that watching the movie first helped me understand the tone and the structure of the play. It made reading the play easy especially with the flashbacks since there is no clear way to tell what it a memory and what is in the present. This also helped with my close reading. I also used The American Dream  as a comparison to what we studied with Death of a Salesman with both plays focusing on the American Dream it was easy to find similarities and differences between the two. Both plays focus on the change in the American Dream, for the worse. However, each play goes about proving this point differently.

     We also began our study of Hamlet. Normally, I don't like reading Shakespeare plays, but I have found this one particularly interesting. This time while reading I have been annotating as we have been going along. This makes it easier for me to comprehend what we are reading and finding the underlying meaning of the play. Finding the connections between characters helps me understand why things happen and the motives of the actions of the characters. 

Blog #13: Close Reading 3

http://opinionator.blogs.nytimes.com/2012/11/20/all-hail-the-sweet-potato/?ref=opinion

With holiday season fast approaching, it is time to get the turkeys in the oven and the holiday goodies cooking on the stove. However, in this article, Mark Bittman refutes the hype about turkeys and provides reasoning to why sweet potatoes should reign supreme at our holiday dinner tables. Through the use of diction, imagery, and detail the author convinces even the most skeptic readers, that the turkey may not be all that it is made out to be.

The diction used in this articles turns the reader away from the delicious-smelling turkey. From "breast meat that’s cottony-dry" and "leg meat that is underdone, tough, stringy or all three" the diction used to describe the turkey makes it unappealing to eat and leaves the reader wondering what else is available beside eating turkey (para. 2). The use of "cotton-dry", "underdone", and "stringy" makes a seemingly delicious turkey no longer make the mouths of readers water and helps to prove Bittman's point that the turkey isn't as good as it seems.

The use of imagery in the article helps further persuade the reader to choose a new favorite during the holiday season, sweet potatoes. In the description of the sweet potato, readers can almost taste the sweet potato in their mouth. Imagery created through "sweet stickiness, from the caramelizing liquid that oozes from the inside out" and "creamy white to familiar orange to deep red and even purple" makes the reader see the sweet potato in their mind and imagine the taste on their tongue (para. 6). This image, is much different than that created in the description of the turkey. This image is warm and inviting, just like the holiday season.

Finally, the author uses details to push the sweet potato onto your plant at dinnertime. "[A] little bit of crunchy chewiness, from the parts of the skin that this liquid helps brown; a soft, velvety yet slightly leathery skin, perfectly edible; and, of course, the meltingly tender, ultra-luxurious flesh" the detail shows the reader exactly what they upgrading to with the sweet potato (para. 6). Even the most skeptic reader can't deny that this description sounds more than appetizing, unlike the turkey previously described. Another detailed used to persuade readers is the dietary benefits that are found in sweet potatoes, "...beta-carotene (happily, made more bio-available when eaten with a little fat), fiber and a host of micronutrients, including not only common ones but those whose benefits are still being explored" showing the reader, that the sweet potato not only has a great taste but is at the same time good for you (para. 8).

Through the use of details, imagery, and diction the author is able to persuade the reader that the benefits that sweet potatoes offer overrule the holiday traditions that they turkey offers.

Blog #12: Open Prompt 3

2008, Form B. In some works of literature, childhood and adolescence are portrayed as times graced by innocence and a sense of wonder; in other works, they are depicted as times of tribulation and terror. Focusing on a single novel or play, explain how its representation of childhood or adolescence shapes the meaning of the work as a whole.

      A person's childhood leads to some of the most important moments in a life. People grow, learn new traits, and face some of the hardest struggles that will affect them for a life time. Childhood and adolescence portrayed, shape the story as a whole whether it be in a good or a bad way. In the novel Finding Fish, Antwone Fisher's childhood is depicted throughout the first half of the novel. Through the terror and verbal abuse written about in this novel, the work as a whole is takes on a whole new meaning. Instead of being a retelling of Antwone's life, because of his childhood this novel becomes a story of strength and perseverance.

     After being put into the foster care system, Antwone is sent to live with the Pickett family, consisting of Mizz Picket, Reverend Pickett, and two other foster care children. Within a few chapters of the novel it is clear that the Pickett's are only in it for the money provided for caring for foster children. Through the verbal and physical abuse suffered, Antwone's childhood takes on a whole new meaning and shape how he behaves in the future and the rest of the novel. Throughout the abuse, Antwone manages to continue through school and one day become a member of the Navy, showing a true strength that not many abused children are able to feel. The ultimate sign of strength and perseverance found in this novel is Antwone's final encounter with Dwight, where Antwone sees how his life could have ended. 

     Along with suffering the abuse from Mizz Pickett, Antwone is also sexually abused by his babysitter. These encounters shape how Antwone behaves with others in the rest of the novel. Distant at first, Antwone was fearful to show emotion or connect with anyone with his life. Until meeting a therapist in the Navy, Antwone was closed off and unable to put the past behind him. Remarkably, his is able to share his story and take strength from all that he has been through.

     A childhood, good or bad, shapes the way a person's life progresses. Whether in real life or in a piece of fiction, the meaning of a person's life story can be dramatically changed by how they are raised.

Blog #11: Response to Course Materials 3

     Over the past few weeks I have been able to get more comfortable with identifying DIDLS within pieces of work. Annotating The American Dream helped me in picking out these elements and learning how they can impact a piece of writing. Before doing this assignment I was able to find the different elements of DIDLS within work but I had trouble understanding why the elements were there. Now, with all the practice in The American Dream I have more confidence with using DIDLS. The best example in I found in The American Dream was the use of diction that Albee used. This diction also tied into the different literary terms that we have learned and studied. The use of "bumble" instead of "bundle" was an example of malapropism and diction found in The American Dream. This was important to the story line. Because this diction was not used properly it made the baby seem less important and shows how Mommy, Daddy, and Grandma de-humanized the "bumble".

     After doing the essay for Chapter 4, I also realized how important an author's tone is to a piece of work. Though writing all about the same topic, the literature in Chpt. 4 all varied greatly because of the different tones found in the poem. Some of these tones I was able to recognize because of our tone challenges in class. I explored this idea more in my essay by comparing The Last Colossus and Let America Be America Again. Even though the author's wrote about the same topic one had a very positive tone, and the other very negative. Now when writing essays, I will be very careful as to what tone I write with based on the essay at hand.

    However, what I found most helpful in the past few weeks has been tying everything together as one. It seems that with every assignment that we do somehow corresponds with something else that we have done in class. After writing our chapter 4 essays we created a skit with a character of The American Dream. This has helped me greatly. By comparison, I could understand the character of Grandma more. When we first compared Grandma and Langston Hughes, I had believed that they were more similar than different. But by the end of the conversation I had began to change my mind. Grandma knows that the American Dream once existed but also recognizes that it is beginning to change now, but Hughes on the other hand does not believe that it ever existed. Looking back now, this makes the most sense when comparing the two.

    As the end of the quarter approached, it was once again time for the terms test. After getting a not so great score the first time I was determined to do better and I did. I believe that by applying the literary terms to different passages in class and annotating I was more familiar with how to identify them within a passage.



Blog #10: Summary of "The American Dream"

The American Dream: Summary

Author: Edward Albee, absurdist author, however not completely

Setting: The living room of Mommy and Daddy's apartment, no specified time

Plot: Mommy and Daddy are expecting a visitor, however it is not clear who this is or why they are coming to the apartment. While waiting for this person to come, Grandma comes home with several wrapped boxes. But, once again, we are not sure of what is in these boxes or how they relate to the story. Finally, the visitor gets to the apartment, Mrs. Barker. She herself is not even sure why she is there. Throughout the exchanges between the characters it is still unclear as to why Mrs. Barker is here. Mommy and Grandma have several heated exchanges and this provides for majority of the context of the play. Once when Mommy and Daddy were both out of the living room we were given a glimpse of a possible reason as to why Mrs. Barker had come to the house. Grandma says that once Mommy and Daddy had adopted a baby from a woman that was like (or was) Mrs. Barker. Putting the pieces together, this is why Mrs. Barker was called to the apartment. There was a problem with the child, Mommy and Daddy tortured the child until it died and they now want satisfaction from another child (why M.B.) is here. Right as this is occurring, the door bell is rung and there is a young man at the door. Grandma invites him in and talks to him. We find out that this man had a twin but does not know where he is. There are striking resemblances between the young man and the child that Mommy and Daddy had. Grandma then devises a plan and tells Mrs. Barker. Mrs. Barker pretends that she brought the young man just for the purpose of having Mommy and Daddy adopting him. Once this decision is made, Grandma leaves and Mommy and Daddy find out about their new child.

Significant Characters:

--Mommy: demanding, materialistic, abrasive, commanding, fake, masculine, never wants to be the bad guy, only shows anger (no other emotions), takes her life for granted. Mommy is the antagonist of the play. Doesn't show respect for Grandma, threatens to ship her away with the van man. Only married Daddy for money. Mutilates her first child because it liked Daddy more. Competitive with Mrs. Barker (hats, sex appeal, overall life). Has a tendency to speak before she thinks about what she is saying. 

--Daddy: womanly, little backbone, few lines, inferior to Mommy, shows no emotion, does not share many of his own opinions. Typically only repeats what Mommy says, but occasionally sticks up for Grandma. Gets giggle-y when Mrs. Barker takes of dress, almost girl like.

--Grandma: voice of reason, mature, provides clarification, is the old American Dream, only character with real emotions. Has the longest lines that provide the only real emotion of the play. Tells Mrs. Barker why she could be here. Ends up leaving at the end of the play. 

--Mrs. Barker: overachiever, too much going on, does anything to please someone, bonds with Grandma but does not care we she leaves. Has no clue why she comes to Mommy and Daddy's but once she figures it out relies on Grandma to solve the problem.  

--Young Man: represents the new American Dream, "kicks" Grandma out of her place at home, has no feelings, depends on his looks. Most likely the twin of the baby that Mommy and Daddy had. Becomes the new child of Mommy and Daddy. Never is given a name. Will do anything for money. 

Narrative Voice: None, this is a play

Author's Style: Some techniques include very strong diction, some figurative language (similes), extensive use of details, parallelism, exaggeration, anaphora, malapropism, use of words three times in a row, repeated information. There is no point of view, as a play there is not narrator and therefore no point of view. Overall, the tone of this play is very fake and emotionless. An exception to this is Grandma, the only character that shows real emotion and has real "heartfelt" lines. Imagery is used to provide the reader with some background knowledge. And is especially prominent when Mommy is talking about her childhood lunches that Grandma packed and when describing what happened to the first child that Mommy and Daddy had. Symbolism is hard to distinguish in this play. But a few examples can be seen as in the boxes and Daddy's operation. Boxes represent the American Dream and how it is being packed away and soon gone from the lives of Mommy and Daddy. Daddy's operation represents Daddy's masculinity and how it is no longer there.

Quotes: 

--Quote 1: "I no longer have the capacity to feel anything. I have no emotions." When the Young Man says this he is essentially describing everyone in this play. Majority of the characters in the play have no emotion, except for Grandma. This idea is very important to the play because it explains how easily Grandma is replaced and how Mommy can treat the other characters the way in which she does.

--Quote 2: "WHAT a masculine Daddy! Isn't he a masculine Daddy?" This quote explores the issues of the relationship between Mommy and Daddy. Though Mommy is saying that Daddy is masculine, they way in which she says it is mocking and shows how she doesn't believe that Daddy is actually manly. In this line, you can also see how manly Mommy is, which is very important to the rest of the play. This describes the dynamic between Mommy and Daddy.

Theme: One theme used is the change in the American Dream throughout the growth of the United States.

Support of Theme: This theme is most commonly present in Grandma. Grandma and her boxes are the most prominent showing of the American Dream in this play. Grandma represents the old American Dream and all of its values and the boxes show how that idea is being packaged away and sent off. The New American Dream can be seen as the Young Man. He comes to the house and essentially boots out the old American Dream (Grandma). The setting has a very important role in the theme development. The living room is the set of the play and shows the old American Dream. And then at the end of the play the gang shifts into the kitchen and represents the new American Dream. The title itself The American Dream, represents the theme since they are the same. The narrative voice and tone don't seem to have a big effect on the theme. Though the tone of the play represents the feelings of the characters toward the old American Dream which is fake and undesirable.

Blog #9: Close Reading 2

"Your Assignment for Today: Chew Gum"  http://opinionator.blogs.nytimes.com/2012/10/20/your-assignment-for-today-chew-gum/?ref=opinion

    With the use of figurative language, diction, and imagery Ezekiel J. Emanuel persuades the reader that chewing gum has health benefits for everybody. 

      

     Using figurative language, the author helps convince the reader that chewing gum is not a bad thing. With the extensive use of personification, Emanuel immerses the reader in the essay and proves that gum is not all bad. In paragraph 2, Emanuel says, "Like chocolate and coffee, gum is now being rehabilitated"(para 2). Since gum itself cannot be rehabilitated, it is being personified. This example is used to show the opposers of gum that changes have been made to make gum healthy and to convince the reader that gum could be good. Another example of figurative language is, "The human mouth is host to many bacteria" (para. 3). This makes the reader feel a sense of urgency in determining better oral hygiene. The author has a solution for this problem: chewing gum. 

     Emanuel also uses diction to prove his point to the reader. Emanuel says, "Replacing sugar in gum with xylitol, a naturally occurring sweetener found in fruits and vegetables that has fewer calories than regular sugar, fixes this problem" (para. 4). The word calories, is especially important to readers. In a time of overwhelming amounts of obese people, people are very health conscious and find the idea of fewer calories intriguing. This helps prove Emanuel's point about chewing gum as being a healthy alternative to oral hygiene issues. 

     Finally, the author uses imagery to provide appealing for the readers of the article. "W[hen] I was growing up, you would be sent down to the principal’s office for chewing gum in school" this sentence helps the reader relate to the topic of this article (para. 1). Seemingly everyone has gotten in trouble at least once and school and can all imagine themselves in this position. This makes the reader connect to the topic at hand and feel as if they have been in the same place.
     With the use of figurative language, diction, and imagery, Emanuel persuades the reader that the benefits to chewing gum outweigh the piles of gum underneath desks.

Blog #8: Open Prompt 2

2007. In many works of literature, past events can affect, positively or negatively, the present activities, attitudes, or values of a character. Choose a novel or play in which a character must contend with some aspect of the past, either personal or societal. Then write an essay in which you show how the character's relationship to the past contributes to the meaning of the work as a whole.

     

     First impressions are always very important, even in a piece of literature. Often, an event in the past can shape the whole future of the book. This is the case in Pride and Prejudice. In the first few chapters of Pride and Prejudice there is a huge party held at Mr. Bingley's mansion. At this gathering, lasting impressions are made and shape the story as it progresses. 

    Being the first introduction to most of the characters in the play, this party goes into detail about the personality of the main characters in this novel. Here, the reader can see just how different all of the Bennet sisters are. Lydia is young and slightly wild, Elizabeth is has bit of a temper and is stubborn, and finally, Jane who is kind and overall very compassionate toward others. Their personalities shape the way in which the interact at this party and with the others there. In the case of Mr. Darcy and Elizabeth, this is one event that shapes their relationship for the duration of the book.

     After overhearing Mr. Darcy talking about her, Elizabeth is quick to pass judgement on him. Because of this, Elizabeth sees Mr. Darcy as full of himself and not worth her time. This affects the dynamic of their relationship throughout the whole book. Mr. Darcy begins to fall for Elizabeth, however she is reluctant to let him into her life. Elizabeth associates Darcy, with the first time she met him for the majority of the book. She has trouble putting the past behind her with Darcy and denies each one of his romantic advances. After much effort is put in on Mr. Darcy's part, the painful past slowly leaves Elizabeth's mind and eventually leads to them being together.

Blog #7: Response to Course Material 2

     Diving further into AP Lit, it has become clear that there are many important things that I need to learn and perfect for the test coming in May. It seems that to do well on the test we must master the basics first. First off was learning all about DIDLS. DIDLS seems to be one of the most important things that we have done in this class. Diction, imagery, details, figurative language, and syntax are the elements to look for when answering the AP Lit magic question. In the past few weeks we have been using DIDLS to annotate many different pieces of work. Looking for these techniques has made me look even further to what I am reading. I must now be more attentive to  what the meaning of the piece is and how that meaning is achieved. Now what exactly is important for annotating on the AP Lit test? That would be the closed readings and essay. After spending a whole class period learning about how to read the directions for the close reading, it became apparent to me just how important it is to read the directions carefully. In that same period, we looked at the passage that would be analyzed with the question, The Century Quilt. Using DIDLS it was easy for me to pick out what the prompt was looking for in the essay. I used diction heavily in my annotations, this helped me pick up on the repetition of colors throughout the poem. This colors were not only what the quilt was made of, but the colors of the family itself. This idea ties into the symbolism of the quilt representing the family.

      To further my ability to annotate, we learned about the several different types of critical lenses that you can use when looking at a piece of working. Looking at this presentation helped me realize that certain pieces of literature require the use of different criticism and that by choosing the right type it can help me more fully answer the prompt. After looking at this presentation, we studied several different Biblical and mythological stories and how they can be represented in an allusion. I found this piece very helpful. I have noticed when I read a piece of work that I can tell that it is an allusion to something but  I was never sure exactly what. But now after learning about the allusions in class, I believe that they will be easier to pick out in pieces of work that we reading. 

Blog #6: Close Reading 1

"Rethinking Sleep"
http://www.nytimes.com/2012/09/23/opinion/sunday/rethinking-sleep.html?_r=1&ref=opinion

Written by David K. Randall, "Rethinking Sleep" sets to prove to readers that we should look at sleep differently by using details, language, and diction.

Though people believe they know everything about sleep, Randall tries to prove us wrong. Many believe that getting a block of eight hours of sleep is the best for our minds and bodies but according to this article it is not. The details Randall uses in this article help bring this point across. First, Randall writes about how people sleep differently, "Millions of Chinese workers continue to put their heads on their desks for a nap of an hour or so after lunch" (para 4). He also compares this with people from India and Spain, showing that not everybody only sleeps at night. Continuing on the idea of napping, it is discussed how it might be best if we break our sleep up. "The cognitive benefit of a nap can could last anywhere from one to three hours..." this detail is very convincing to readers (para 14). The information of this sentence makes the benefits of napping seem very important.

Diction is also a very large part in this article. Randall uses strong words to convey the important nature of this article. The word "cognitive" is a strong piece of diction (para 14). To the average reader, the word "cognitive" implies more than it actually means, but because it sounds more formal, it emphasizes these benefits more. Another example used is, "But this directive may be part of the problem", the word "directive" in this sentence sounds forceful and commanding (para 3). It also captures the attention of the reader with the strength. Rather than saying idea or thought, the word directive helps convey the sense that we need change in how we think about our sleep. Randall also gets his point across when he says, "Strategic napping in the Rangers style could benefit us all" (para 18). Using the word "strategic"appeals to the readers. It, once again, has the connotation of importance and provides more strength to the sentence, and to Randall's point.

Lastly, the figurative language that Randall uses, too, conveys the point Randall is trying to make. Randall frequently uses personification to make the passage more appealing to the reader and interesting. Randall says,"... the tyranny of the eight-hour block reinforces a narrow conception of sleep..." the word "tyranny" is referring to sleep pattern and is a great use of personification (para 3). Tyranny stresses the control and span of our current knowledge of sleep and how we have little control over it.

The techniques that Randall uses helps emphasize the importation of our sleep problems. By using diction, details, and figurative language, the reader is convinced that rethinking sleep may not be such a bad thing.

Blog #5: Open Prompt 1

Prompt: 1974. Choose a work of literature written before 1900. Write an essay in which you present arguments for and against the work's relevance for a person in 1974. Your own position should emerge in the course of your essay. You may refer to works of literature written after 1900 for the purpose of contrast or comparison.

     In every English class taken, it seems as if majority of the focus is on pieces of work that seem ancient to us. Readings from the 1500's to Shakespeare to the 1800's, the difficulty of the language seems to lead readers to the question, "Why do I have to read this?". The point of  reading literature from hundreds of years ago seems to get past most of the readers. How is it that works such as Beowulf and Pride and Prejudice still are necessary to read now? In reality, works from before the 1900's are more beneficial for us to read today that work of our own time because the provide a historical context that we can not find anywhere else.

     Beowulf, written around 1000 a.d., is still commonly read in literature classes today. Though through translation it is not a difficult read, many still question why we would read this poem. The story line is relatively simple and isn't anything that you couldn't find in a novel more modern. But yet, Beowulf is one of the most important pieces of work found from the Anglo-Saxon time and still bears great importance today. Having read Beowulf the reader is exposed to many different aspects of Anglo-Saxon culture and life. Without the accurate recording of history, Beowulf provides us with a glimpse into the beliefs and customs of those who lived in the Anglo-Saxon time that we would not get without the this poem or from any work found in the 1900's.

     Pride and Prejudice is possibly one of the most read novels of all time. Written by Jane Austen in the 1800's, Pride and Prejudice is still commonly read today. The question still remains though, "Why should I read this?". Austen's satire provides the reader with a look into the lives of families that lived during the 19th century. The focus on marriage and courtship shows the reader the importance of marriage customs of the time and how they were not necessarily perfect. Throughout the story Jane Austen seems to undermine the ideas of her time and shows the readers the flaws found in her own time. Without reading this novel, modern readers would not understand the dark side of relationships found in that time. This is not something that we can find in modern day pieces of work. Austen offers a first hand account of what life was really like and how relationships were created and flourished, 

     Whether is be from the 1000's to the 1800's, work before the 1900's still bears great importance on readers in our time. These works provide us with a look into the opinions of authors, historical reference, and a look into many different cultures that seem almost foreign to us. Without reading works such as Pride and Prejudice and Beowulf modern day readers would miss out on learning, not just what happens in the work, but about another culture as well. 

     

Blog #4: Response to Course Material 1

     For being in AP Lit for only 4 days, we have actually covered a lot of material. From the terms test to three different PowerPoints, it is becoming clear that this class is connected in all sorts of ways. In the first week, I have noticed how everything seems to tie together. For instance, the three slideshows on Spruz that we looked at, The Rhetorical Situation, Argument, and the AP Lit Magic Question, between these presentations it was clear that they are all intertwined. To write a good essay for the AP Lit exam you must combine the ideas found in all of the presentations. First you must focus on your rhetorical situation, or how/what you want to say and determining who the audience is that you are writing for. This becomes the "roadmap" for the essay, after this you apply the concepts found in the argument slideshow. Here is where you decide your claims, warrants, evidence, and how you will convince your reader to believe what you are saying. And lastly, to tie together everything you must answer that AP Lit magic question. This question is what you want to argue and you must decide how you want to get these ideas across in your essay. By combining all three of these ideas, it will lead to a great AP essay. Along with these ideas, the vocabulary used in the essay is very important. After spending all summer reviewing our terms, we took the test. Although I knew the terms, I didn't actually know them. If you asked me the definition of anaphora, I could spit it out just perfectly, but when it came to finding the terms inside of a passage, I struggled. This was very frustrating to me and and made me feel as if I had studied for nothing. But I then realized, it's not about the grade that I got on this test, it's about how I need to find a new way to study to do better. And hopefully that will happen quickly =).

Blogs #3: Does Sedaris Know the Nuts and Bolts of College Writing?

     The ability to write a good essay is a skill that seemingly few people have. From essays that are just too dry and lack luster to essays that contain lengthy and unnecessary details it is hard to balance the good and the bad of writing. In The Nuts and Bolts of College Writing Michael Harvey explores what makes a piece of writing work and what doesn't. With tricks from concision to paragraph structures there are many helpful ideas to be found in strong writing. While reading other pieces of work, such as "Me Talk Pretty One Day" readers look to pick up how the author uses the techniques found in Harvey's book. I believe that in "Me Talk Pretty One Day" David Sedaris does an excellent job of implementing Harvey's keys to writing high level essays.

     In the first chapter of The Nuts and Bolts of College Writing Harvey discusses the importance of concision to a piece of writing. Concision is important to a piece of writing. It reduces the clutter and also aids the reader comprehension of a piece. Harvey states, "Concision can add remarkable grace to our prose. It also makes our prose easier to read and understand. Yet many of us are afraid of writing concisely because doing so can make us feel exposed" (Harvey 1). Sedaris adheres to this idea. He typically used enough detail that the reader could get a clear grasp of the story, but was concise enough that the passage was easy to understand and not be overwhelmed by. In the passage, "The two Polish Annas surely had clear notions of what they loved and hated, but like the rest of us, they were limited in terms of vocabulary, and this made them appear less than sophisticated" (Sedaris 12) Sedaris uses enough information that the reader gets a clear picture of the two classmates in which he is describing. He does so in a way that the reader does not get lost in the meaning of the sentence. In this passage Sedaris could have added several more details unnecessary details, but he did not and keeps this passage clear and concise.

     Another point that Harvey stresses in his book is the idea of importance of beginnings and endings  found in a piece of work. Focusing on the strategies of creating a good beginning Harvey provides many different ideas of how to make the opening of an essay strong. The importance of the length and how to create a context are highly emphasized along with several other ideas. Harvey says, "Good writers usually start an essay with something small- a story, a quotation, an example, a question, a detail, or the like- that connects to something big, the argument to be pursued" (Harvey 80). In "Me Talk Pretty One Day" Sedaris creates a smooth opening that keeps the readers interest. Sedaris starts his work by saying, "At the age of forty-one, I am returning to school and have to think of myself as what my French textbook calls 'a true debutant'" (Sedaris 11). Sedaris uses a small detail to connect to the idea of the rest of this passage which in turn helps create a small portion of his powerful opening. He also uses the length of the opening to his advantage. It is just the proper length in regards to the rest of this essay.

     Overall, Sedaris does a great job following the rules found in The Nuts and Bolts of College Writing. Sedaris creates a catchy opening that intrigues the reader while at the same time providing a clear idea of where his piece is heading. The body of his work, is quite clear and concise while still providing enough factual information that the reader can understand more about the authors experiences.

Blog #2: Poetry Goals

1. Learn how to better identify the tone of a poem more accuratly
2. Learn more about the specific types of poems and the "rules" of how to make them

3. Carefully read every word of the poem, not just skim through (no matter how long it is)

4. Review poetry and literary vocabulary so I can better understand what the questions mean
5.  Read poems more carefully, so I can understand the underlying meaning, not just what is stated.

Typically when I read poems I will just skim through it. But by doing this I have realized that I am not truly grasping what I need to, to answer the questions. I believe this is partially because of my little knowledge of how poems can actually be structured and the different ways that they need to be read. This is in part due to the fact that I am a little rusty of the different poetry terms that I need to know in regards to these questions. Hopefully with more practice, reading poetry will come easier to me.

Blog #1: Diagnostic Test Reflection

     Overall, I found this test to be quite difficult. Partially because it was hard for me to read the long passages on the computer and have to scroll back and forth between the questions and the text. But as I got more into the test, I found more confidence in my testing. I found some of the passages to be a little hard and questions slightly confusing. Luckily though, some passages were easier than others. I found the Pride and Prejudice portion much easier than the rest. I believe that this is because I read this novel for my lit circle last year, and I also wrote a reasearch paper revolving around Pride and Prejudice and Jane Austen. I became very frustrated after that passage though, because I struggled recalling some of the most simple question. I think that my brain has been on summer vaction for a littler bit too long. When it came to the essays, I struggled to plan what I was going to write. But once I began the process, it began to come back to me. Unfortunatley none turned out well enough for my liking. I believe that for being on summer vacation though, I did pretty well. I am hoping that in the next year, being in AP Lit, I will be able to go back and do this test without any problems at all :).