Turkey Time! Last blog before break

I guess I will start by talking about the timed writing we did today. It was a very interesting piece we read, and I really enjoyed it. I thought that Sylvia’s climb to the top of the tree had a lot to do with her loss of innocence, although I am not sure there is enough evidence in the passage to really make a solid conclusion on this topic. What I did focus on was the various extended metaphors in the passage. For one, the author draws a comparison between the strength of the tree and the strength of Sylvia. The comparison demonstrates Sylvia’s ability to not only overcome this feat, but many others in the future. Furthermore, as is demonstrated by her metaphorical ability to fly at the end of the passage, the journey allows Sylvia to discover her own strength, transition away from the weak, dependent child she had previously been.
Moreover, the climb enlightens Sylvia, and by the end, she sees the world in an entirely different light than she had before. Like the rising sun, a light bulb in Sylvia goes off. She goes from being on the ground, limited in her line of sight and by comparison, her amount of knowledge. However, her adventure through the tree branches makes Sylvia privy to a brand new universe. She sees new parts of the world and expands her horizons, showing that she has awoken from her sleep and has begun to see the great, limitless nature of the world.
Moving on, I personally love Grendel (A LOT more than I liked Beowulf). First of all, Grendel’s snarky, humorous attitude is without-a-doubt entertaining and to some, perversely endearing. As a reader, I can’t help but associate with Grendel as he attempts to grasp the concepts of the world. Like a misguided teenager, he is trapped between the meaningless depths of atheism and the seemingly more poetic, purposeful call of Christianity. He has difficulty compromising his hopes and desires with his observations, knowing that his heart will lead him away from his brain’s warnings. He wants to believe the glorious words of the humans. He wants to believe he has a purpose, but he knows what they say is all a lie and that their version of history is completely skewed. Thus, he remains trapped, as he was in the beginning in the tree, waiting for someone to pull him out and direct him along. Unfortunately, he has grown too old for his mother to be his knight in shining armor. In a possibly misguided light of hope, he visits the dragon hoping that he will dig him out of the hole of confusion. However, there he finds, as was the case in other places, that the answer can only come from within. In the end, the book is a journey, possibly of a hero making sacrifices not only for himself, but also for the good of human kind that craves the good/evil structure.
I am very excited to see what the story holds. Hopefully the humans won’t destroy Grendel’s sarcasm.

Reflections on Week's Work

I want to start by saying that I am very excited about the grade I received on my The Picture of Dorian Gray essay. I worked very hard on it, and I am really glad Mrs. Clinch enjoyed reading it.
Also, I would like to add one more observation about Beowulf that, because we are now reading John Gardner’s Grendel, is still pertinent. During the discussion, I pointed out the lack of strong women in the poem. The only truly powerful female character was the sinister, outcast Grendel’s mom. What readers should also notice is that women are rarely given names in this novel. The poem often lists out the names the sons in a family and then refers to the daughters simply by the title “daughter” or as possessions of their husbands, for example “Othella’s queen.” Not only that, but the most feared creatures in the novel –Grendel and his mom –are termed “fatherless creatures.” This suggests that the Anglo-Saxons believed a child needed a father, not just a mother, to be well-bred and respected. Supposedly we will be hearing more of this in Grendel so I am very excited!
I also did some research on the zodiac signs to help learn more about how the author is using them in Grendel. According to astrology.com, aries is ruled by Mars, the Roman God of War. This enhances Grendel’s battle with the Danish people. Furthermore, I think it’s ironic that Grendel initiates such a war and causes such death in the middle of spring, a season devoted to the creation of life. Gardner may use this to add irony to the story. Furthermore, the sign aries is heavily associated with the element fire. This association foreshadows the introduction of the dragon into the story. Readers already know the unpleasant nature of said dragon for Grendel said he “was not a friend.”
I want to conclude with some things I noticed while analyzing more poetry. I began looking at W. H. Auden’s “The Unknown Citizen”. The title of the poem alludes to “The Tomb of the Unknown Soldier,” suggesting that the citizen has faceless and nameless. By undermining the necessity of personalizing the subject of the poem, Auden begins to demonstrate the cookie-cutter people his government is creating. He further underscores this idea through his reference to Ford Motors Inc. when he talks about “Fudge Motors Inc.” Ford Motors Inc. invented the assembly line, mass-producing parts. Similarly, in the society Auden is criticizing, the government mass-produces people so that they are all alike and so that they all conform to the government. You can see that Auden is being sarcastic and crude through his many hyperboles. For example, he says that “everything necessary to the modern man” is “a phonograph, a radio, a car and a Frigidaire.” Clearly, this is an overexageration of man’s true necessity; however the affect creates irony and underlines Auden’s critical tone.
This is all for this week. I look forward to our upcoming timed writing and lit circles.

Lit Discussions :)

I want to start by discussing AP Lit discussions. Disclaimer: I LOVE DISCUSSIONS. Because I am a very opinionated person, especially when it comes to literary works, discussions are one of my favorite parts of lit class. However, discussions can often become tedious or rushed, due to many reasons. Much to my frustration, many students do not prepare their discussion work before coming to class. I'll admit; a few times I have been extremely busy and unable to complete the assigned discussion work. That being said, it is really upsetting when I put in all the work and other people in my discussion wait until the last minute to prepare for the group discussion. As a result of this, they contribute very little if at all, affecting the grades of everyone in the discussion. So, please, DO YOUR WORK, or at least do most of it. For example, actually read the book/play. That would be a great start. I know many people in the class, including me, would appreciate it very, very much.
Moreover, have an open mind. During a walking discussion, or even a simple group discussion, I sometimes change my stances on certain issues. This is because I listen to what other people have to say (or try to, sometimes I understand that it is difficult...) Nevertheless, it is unnatural to never, ever, 100% of the time, change sides. If you are truly listening to the well-thought-out, fascinating arguments of your peers, you might see that certain issues aren't black-and-white. Understanding others viewpoints is vital to an interesting, intellectual discussion.
Also, and while I understand this is difficult, timing is often an issue when it comes to discussions. I think an effective discussion would be spread over two or three class periods. By doing this, students wouldn't feel so pressured to speak whenever there is a pause, giving everyone more time to look closely at an issue and find useful and insightful textual evidence. Furthermore, the shyer kids would be given more chance to speak up because discussions wouldn't be so hectic and stressful. Again, I understand that this is difficult; however, maybe devoting more time to each work would be the solution. The class could then read one or two less novels in class and, in stead, be assigned those books over Christmas break or Spring Break. (Of course, assign really interesting books during those time periods, like A Thousand Splendid Suns, because no one will honestly be able to focus on a 400 page, old English novel while they are partying in Panama City or whatever.)
Finally, I'm not sure everyone should have a discussion "role". Really interesting discussions are based on simple questions. I think that for class discussions everyone should come prepared with their own questions as well as answers/support to some questions you have provided for us. Then, during smaller group discussions, students can just come prepared with questions (and possibly a summary of the section) and proceed for there. It makes the groups discussions a little more engaging and slightly less hectic (because everyone isn't trying to get their role sheets read). Again, discussions are always more interesting when they are fluid and relaxed, something hard to achieve when everyone has their own agenda.
These are just my thoughts. I really do love discussions which is why I feel so passionately about the issue. I would never want to get rid of something so vital to an English class though I think the system could always use some improvements, mostly on the part of the student...

"A Doll's House" Timed Writing

This weekend, while studying for Monday’s timed writing, I began noticing a different side to Ibsen’s “A Doll’s House” that I had never noticed before. It was clear that Kristine and Nora were foils in more ways than one. While Nora was a member of the so-called “doll house” and a rich, comfortable wife and mother, Kristine was a poor, widowed, and childless outsider. The different lifestyles of the two women seemingly make them opposites. However, this is not necessarily the case. In previous years, Kristine incessantly worked for her family –to make them happy and comfortable—and never worked for herself. Instead of relishing the freedom that came after her mother’s death, Kristine instead felt a great “emptiness” for she no longer had anyone to work for and please. Looking at Nora’s life, Kristine desires that ideal life where she can be a wife and mother devoted to the happiness of others. This can best be seen by Kristine’s exuberant reaction to her revived relationship with Torvald near the end of the play. Just as in previous years, Kristine now lives for another again, able to be a doll to someone else’s needs. Through this character, Ibsen shows that Victorian age women, even with experience and independence, will desire to be part of a dollhouse. Thus, no one in that society can escape the dollhouse.
Similarly, Nora also works to please others throughout her life. Throughout her marriage with Torvald, she consistently bows to his and the children’s needs. When Torvald is sick, she risks her honor and forges a signature to save his life. Subsequently, she works for years, giving up only her own goodies, to pay off this loan. Just like Kristine, Nora shows an inherent sense of selflessness and desire to please. Because of their ingrained nature, Nora, even after she leaves and finds independence, will always desire to be part of the doll house. Whether she will go back to Torvald or find another man, it is likely that Nora will return to situation similar to the one she is leaving.
In looking at the play in this manner, you must also consider the fact that Nora willingly leaves the dollhouse while Kristine’s “dollhouse” was taken from her. Also, Kristine’s life was never ideal ; thus she has never known the problems experienced when living in a doll-like state. These two differences may be enough to change Nora’s fate. Because she knows the ugliness of the dollhouse, she may never choose to return, as did Kristine who never felt the weight of perfection.
Even if Nora will eventually choose to return to a dollhouse-like household, should she still leave Torvald? It may be possible for her to find a slightly more respectable husband; although, if the dollhouse state must persist, then Nora will always remain cushioned and babied. Even still, Nora may be able to find a husband sufficiently concerned with her well-being and who truly loves her, unlike Torvald who only cares about his reputation. However, does finding a slightly better husband justify Nora leaving her children? After I have thought about it, I am very conflicted on this issue, simply because there are so many factors and parties involved. In the end, I don’t know if there is any right answer, and Nora may discover what is best for her on her journey.
P.S. Mr. Gay might do A Doll’s House for the next drama production. I’m really excited because I love this play!

Reflections on A Thousand Splendid Suns

For my lit circle book, I chose to read A Thousand Splendid Suns. This book has exposed me to numerous atrocities in the Afghanistan culture. First of all, I was unaware that there was a progressive movement occurring in the Middle Eastern country. Through Hakim’s family, the author shows how some so-called “modern” families are allowing their women more freedom of dress and education. This was very shocking to me because I had formerly believed that all women were expected to cover all parts of their body. In addition, I never realized that many husbands physically and mentally tortured their wives. In one scene in the book, Mariam’s husband Rasheed forces her to chew on rocks to teach her a lesson. Later, Rasheed further hurts Mariam by taking a much younger second wife. The amount that these women endure is shocking. However, because I know that the work is a piece of fiction, I wonder how accurate the author truly is. It would be very interesting to compare the experiences of real women during the rise of the Taliban to the experiences of the women in this novel.
Another interesting aspect of this book is the prominence of the color green. It is a common color in furniture as well as a common wedding color. Upon doing a little research, I realized that green was part of the Afghanistan flag. The green stripe stood for independence and future prosperity when the Majuhideen came to power. Thus, it is ironic that this color of “independence” appears often in Mariam’s oppressed life.
This week, as I was working on my literature circle duties, I struggled with finding motifs in the novel. For one, I have never fully understood the definition of a motif; however a little research showed that it is a reoccurring element in the novel. One motif I saw the Buddha statue visit. One day, Laila’s dad took her and Tariq to see two large statues of Buddha. The day was very peaceful and remained forever imprinted in Laila’s mind. When she encounters difficulties, she forces her mind to recall that scene and the tranquility that came with it. That trip represents innocence to Laila. During that trip, Tariq and her father were still alive. She saw her father’s true love for her mother. She was able to spend a day free from the troubles of war. Thus, she associates that time with the innocence of childhood and uses the recollections to purify her from the difficulties of adulthood.
Rasheed is another interesting character in this novel. He appears to be very static, consistently using the same tricks to achieve the same means. With Marian, he bought her gifts and treated her very gently as to try to get her to bear him a son. When he realized that she was infertile, he quickly became abusive and emotionless. Similarly, when Laila comes along, he is very sweet and caring towards her, eventually revealing that he would like to marry her. Thus, he is only using this sweet façade to get what he really wants –a son. Because Rasheed has such a desire to have a son, I question whether his wife actually died or if he murdered her. If there was an accident and the wife survived but the son did not, Rasheed would most likely become incredibly abusive like he did with Mariam after she miscarried his other children. I am not sure if this is the case, but it will be interesting to see what the rest of the book reveals.

We never know how high we are--poetry analysis

With the extra time this past weekend, I began researching some poetry to put in my poetry journal. I’m picky about my poetry, so I scrutinized each and every poem, choosing only a select few for the journal. In the end, one of the best ones I found was written by Emily Dickinson. Characteristic of Emily Dickinson, the poem has no title; however, it goes something like this,

“We never know how high we are
Till we are called to rise;
And then, if we are true to plan,
Our statures touch the skies—

The Heroism we recite
Would be a daily thing,
Did not ourselves the Cubits warp
For fear to be a King—“

Not only did love the message of the poem, but it also boasts many interesting characteristics. The first thing that caught my eye was “Cubits,” a word I have never heard used in the English language. According to answers.com, a cubit is “an ancient unit of linear measure, originally equal to the length of the forearm from the tip of the middle finger to the elbow, or about 17 to 22 inches (43 to 56 centimeters).”
If Cubit is a unit of measurement, a warped Cubit would be an inaccurate measurement. Used in this context, the speaker is saying that we are mismeasuring ourselves (“Did not ourselves the Cubits warp”) and thus undercutting our abilities because we are too afraid to live up to our full potential.
Another important thing to look at in this poem is the tone change between the first and second stanza. In the first four lines, the speaker boasts of humanity’s ability to “touch the skies,” using a proud and hopeful tone. However, in an abrupt switch, the speaker then discusses how humanity cannot live up to its full potential because it undercuts its abilities. In these last four lines the tone is much more pessimistic and upsetting.
I think it’s important to consider what causes this change. Why would Dickinson’s tone change so abruptly between the first and second stanzas?
It appears that the speaker makes this transition to juxtapose the two different fates humanity can choose. On one hand, as shown in the first stanza, people who choose to plan and believe can fulfill their dreams. On the opposing end, those who undercut their abilities, fail to touch the sky “for fear to be a king.” The rapid transition shows the stark discrepancies between the two fates. The structure of the poem also helps portray its meaning. Each line starts far to the left, and the next line is slightly indented. This structure makes the lines appear as if they are falling to the right. In the same manner, people who underestimate their abilities fall from their thrown because they do not believe they have the capabilities to handle such responsibilities. Thus, the “falling” structure of the poem parallels humanities fall from excellence.
In the end, it was the message that really drew me to the poem. Through her complex structure and wording, Dickinson tells the world that it can do anything, if only everyone believes. To me, that is a very refreshing sentiment.

Today, our essay on summer reading was due. I did my essay on the musical imagery in The Picture of Dorian Gray which parallels the fall of Dorian Gray due to the influence of Lord Henry. While most students struggle with analysis in their essay, the hardest part for me is writing the conclusion. In elementary and middle school, teachers encourage you to restate the ideas of your essay in your conclusion; however, everyone knows this is boring and does little to contribute to the overall meaning of the essay. In AP Literature, we are supposed to write a conclusion that analyzes the significance of the subject of our essay. For me, I would have to analyze the "so what?" for musical imagery in The Picture of Dorian Gray.
When I began thinking about writing my conclusion, I had a difficult time deciding what to put in the last paragraph. In following the format described in class, I discussed the overall meaning of musical imagery at the end of each significant point; thus I felt like I had already covered "so what?" of musical imagery. However, I soon came to discover that I had only discussed the significance of musical imagery with regards to the novel. Instead, I needed to discuss the greater significance of the musical imagery with how it relates to other works of literature and with how it relates to life.
This discovery led me down an entirely new path. I began asking questions such as How does the theme of the fall from grace due to influence relate to other works of literature? How is this theme applicable to life? How long has this theme been present in literature? Is musical imagery used in a similar manner in other novels? Is this novel's theme an exact copy of other novels' themes or is it original and unique?
By asking these questions, I began to connect my essay to other literary works and to life. I realized that the theme of the fall from grace is an age-old Biblical allusion dating back to the story of Adam and Eve. Just like Eve, Dorian Gray was manipulated by an outside force; in his case, Lord Henry changed the course of his life while the devil in snake form changed the course of Eve’s life. Because of this influence, Dorian Gray fell from grace and was forced to live a life of sin. By making this connection to the Biblical allusion, I recognized that the theme of the novel has been used in many other novels throughout time. For example, in Sherwood Anderson’s Winesburg, Ohio, his chapter titled “Respectability” makes a reference to Adam and Eve. The wife in the chapter destroys her husband, just as Eve forced Adam into sin. Also, the wife is ashamed to be naked, just as Adam and Eve were ashamed to be naked after they ate from the tree of knowledge.
This thought train allowed be to discover the greater meaning of the theme of the novel because I was able to connect it with life and previous literary works.