Saturday, December 31, 2011
Journal #10 - Insight
In Shakespearean tragedies, the tragic heroes have a moment of insight, where they realize what they have done. Othello’s insight at the end of the play is when he realizes that he has unjustly killed the love of his life. He decides to kill himself because that will make it better for all parties involved. Iago will go to jail, Cassio gets the job he deserves, Othello still has a high standing reputation, and he can be with Desdemona forever. Othello realizes that he has made a major mistake, but is trying to rise above it and make everyone’s lives better.
Thursday, December 15, 2011
Journal #9 - Free Will
Using the above definitions, write a paragraph that argues in support of each of the terms. In your paragraphs, use specific examples from Othello to support your ideas.
Free will and determinism are very large aspects of human life and Othello. Free will is when a person chooses freely in their life and is not confined by outside forces. Determinism is that, when people make a decision, there are inevitable consequences that will affect people, not just the one who made the decision, for many years after the decision is made. Desdemona uses free will to choose to be with Othello in the beginning of the play. This has nothing to do with outside forces because not many people actually wanted them to be together to begin with. Othello choosing to marry Desdemona, a woman that he barely knew, so quickly is an example of Determinism because that decision brought on consequences for him, Desdemona, and many other people. This decision resulted in Othello, Desdemona, Emilia, and Roderigo’s death, Cassio being wounded, and Iago’s demise. Free will and determinism were driving points in Othello, and often in everyday life.
Free will and determinism are very large aspects of human life and Othello. Free will is when a person chooses freely in their life and is not confined by outside forces. Determinism is that, when people make a decision, there are inevitable consequences that will affect people, not just the one who made the decision, for many years after the decision is made. Desdemona uses free will to choose to be with Othello in the beginning of the play. This has nothing to do with outside forces because not many people actually wanted them to be together to begin with. Othello choosing to marry Desdemona, a woman that he barely knew, so quickly is an example of Determinism because that decision brought on consequences for him, Desdemona, and many other people. This decision resulted in Othello, Desdemona, Emilia, and Roderigo’s death, Cassio being wounded, and Iago’s demise. Free will and determinism were driving points in Othello, and often in everyday life.
Friday, November 18, 2011
Journal #8 - Emerson's Aphorisms
Society acquires new arts, and loses old instincts.
This aphorism is explaining how, when society takes on new ideals and ways of life, they lose the old traditions. This isolates them from the culture and their ancestors. Modern day people, for example, wear less modest clothing and listen to more risqué music than people from the 19th century or even the 20th century. Most people now do not go to church every Sunday for fear of missing a sports game, though in earlier centuries mass and God were part of everyday life and culture. These are the negative effects of losing those traditions, but the aphorism can also be taken in a positive light. In the current time, most societies do not use guillotines or crucify people. They have found less gruesome ways to kill the guilty.
We boil at different degrees.
Emerson is explaining that we all have things in life that make us angry or upset, and some people anger faster than others. To some, what may be a petty joke is a cruel gibe to others. This would make some people irritated, but make others enraged. Emerson is saying in this aphorism is that we, as people, should be more in tune to others feelings and watch what we say, because it may mean much more to someone else.
What lies behind us and what lies before us are small matters compared to what lies within us.
Emerson is stating that what has happened in our past and what is going to happen in our future are practically non-existent compared to what we feel and what we are doing in this moment. Many people look back on the past in regret or worry about what trials they may face in the future, when they should be focusing on doing what they feel right now. They do not feel like they have the strength to change their future or their present. The past has already been done and the only way that you can change your own future is by bettering yourself now. Emerson realizes this and also that, when people spend time worrying about the future or looking back on the past, they cannot better themselves now and be a contributing human to society now or in the future. These people will never be able to live because they do not focus on the present and the strength inside of themselves.
This aphorism is explaining how, when society takes on new ideals and ways of life, they lose the old traditions. This isolates them from the culture and their ancestors. Modern day people, for example, wear less modest clothing and listen to more risqué music than people from the 19th century or even the 20th century. Most people now do not go to church every Sunday for fear of missing a sports game, though in earlier centuries mass and God were part of everyday life and culture. These are the negative effects of losing those traditions, but the aphorism can also be taken in a positive light. In the current time, most societies do not use guillotines or crucify people. They have found less gruesome ways to kill the guilty.
We boil at different degrees.
Emerson is explaining that we all have things in life that make us angry or upset, and some people anger faster than others. To some, what may be a petty joke is a cruel gibe to others. This would make some people irritated, but make others enraged. Emerson is saying in this aphorism is that we, as people, should be more in tune to others feelings and watch what we say, because it may mean much more to someone else.
What lies behind us and what lies before us are small matters compared to what lies within us.
Emerson is stating that what has happened in our past and what is going to happen in our future are practically non-existent compared to what we feel and what we are doing in this moment. Many people look back on the past in regret or worry about what trials they may face in the future, when they should be focusing on doing what they feel right now. They do not feel like they have the strength to change their future or their present. The past has already been done and the only way that you can change your own future is by bettering yourself now. Emerson realizes this and also that, when people spend time worrying about the future or looking back on the past, they cannot better themselves now and be a contributing human to society now or in the future. These people will never be able to live because they do not focus on the present and the strength inside of themselves.
Tuesday, November 8, 2011
Journal #7 - To a Waterfowl and The Raven
To a Waterfowl and The Raven are very different poems. Though they both talk about evening and nighttime, To a Waterfowl, has a much more hopeful and bright connotation, while The Raven is very dark and brings up the eerie connotation that the night, and the witching hour, or midnight.
To a Waterfowl is about the narrator of the poem seeing a waterfowl and wondering why and where the waterfowl is flying. The narrator also warns the waterfowl that the path that it is taking may not be a safe path, but the narrator realizes that God has guided the waterfowl to where it is now, and He will continue to guide it. This makes the narrator wonder about their own life and realize that God is also guiding them throughout their life. It is a much more positive poem than The Raven.
The Raven is a much darker poem. It is about a man who has lost his love, Lenore, and hears a tapping at his door and window. What he sees outside is a raven. The raven starts to speak to him, saying “nevermore.” The narrator ends the poem by saying that his soul will never be lifted again, because his love, Lenore, is dead. He realizes that he will not be able to see her ever again, which makes him very upset and is very different from To a Waterfowl.
These two poems are very different. One is about realizing that God is with you, while the other is about being completely alone.
To a Waterfowl is about the narrator of the poem seeing a waterfowl and wondering why and where the waterfowl is flying. The narrator also warns the waterfowl that the path that it is taking may not be a safe path, but the narrator realizes that God has guided the waterfowl to where it is now, and He will continue to guide it. This makes the narrator wonder about their own life and realize that God is also guiding them throughout their life. It is a much more positive poem than The Raven.
The Raven is a much darker poem. It is about a man who has lost his love, Lenore, and hears a tapping at his door and window. What he sees outside is a raven. The raven starts to speak to him, saying “nevermore.” The narrator ends the poem by saying that his soul will never be lifted again, because his love, Lenore, is dead. He realizes that he will not be able to see her ever again, which makes him very upset and is very different from To a Waterfowl.
These two poems are very different. One is about realizing that God is with you, while the other is about being completely alone.
Thursday, October 20, 2011
Journal #6 - Virtues
Name: Ashley Beyer
Journal #6
From Ben Franklin’s The Autobiography (p. 80 – 83)
Write a well-developed paragraph in response to the following questions.
1. Explain what was involved in Franklin’s plan for self-perfection? What conclusion did Franklin come to regarding the effectiveness of this plan?
Franklin’s plan for self-perfection included thirteen virtues; temperance, silence, order, resolution frugality, industry, sincerity, justice, moderation, cleanliness, tranquility, chastity, humility. These virtues, he believed, would bring him to full self-perfection. In his conclusion, Franklin states that he lived a happier life because of these virtues. He also credits the virtues to helping him live a long, healthy life, helping him create a fortune, and helping him restore his confidence in the country. He ends by saying that he hopes posterity will listen and reap the benefits of what he has said.
2. Do you feel that a plan such as Franklin’s would improve you as a person? Why or why not? What would be your top five virtues?
I think that it could improve me if I stuck with it throughout my entire life. It would be a very hard thing to do, but eventually I would get used to it. My top five virtues would be temperance, humility, justice, moderation, and tranquility.
Journal #6
From Ben Franklin’s The Autobiography (p. 80 – 83)
Write a well-developed paragraph in response to the following questions.
1. Explain what was involved in Franklin’s plan for self-perfection? What conclusion did Franklin come to regarding the effectiveness of this plan?
Franklin’s plan for self-perfection included thirteen virtues; temperance, silence, order, resolution frugality, industry, sincerity, justice, moderation, cleanliness, tranquility, chastity, humility. These virtues, he believed, would bring him to full self-perfection. In his conclusion, Franklin states that he lived a happier life because of these virtues. He also credits the virtues to helping him live a long, healthy life, helping him create a fortune, and helping him restore his confidence in the country. He ends by saying that he hopes posterity will listen and reap the benefits of what he has said.
2. Do you feel that a plan such as Franklin’s would improve you as a person? Why or why not? What would be your top five virtues?
I think that it could improve me if I stuck with it throughout my entire life. It would be a very hard thing to do, but eventually I would get used to it. My top five virtues would be temperance, humility, justice, moderation, and tranquility.
Journal #5 - Thomas Paine's "Common Sense"
1. Identify the specific argument that Paine is making in each paragraph. For each of the arguments, identify whether Paine is making an emotional, ethical, or logical appeal and suggest an effective counterargument.
#1 He said that the revolution would be hard, but it will have been worth it in the end. The British did not have the power to tax and enslave them. Paine is making an emotional and logical appeal. The counter argument could be that the Americans owe the English because they supported them while they were in their country. The fallacies are faulty analogy and sentimental appeal.
#2 God won’t let us lose; he wants us to win; dogmatic – no proof. Logical appeal; king = murderer. King has no support from God. He is wrong, they are right; ethical appeal. Not focusing on legit arguments. Counter: God is not on any side or on England’s side.
#3 The argument he is trying to make is that they should fight now and not later. The appeals are logical, emotional, and ethical. A counter argument would be that things might work themselves out or America could lose the war and life would get worse.
#4 America wouldn’t fight offense of war, fought defensive war. needed to defend ourselves. Argument by analogy. King a thief and took things so need to fight emotional appeal (angry, inspired, passionate)
2. Can you identify any of the logical fallacies that we discussed in Paine’s arguments? If so, which ones? Overall, what do you feel are the strengths and weaknesses of Paine’s arguments?
The logical fallacies are Faulty Analogy, Sentimental Appeal, Begging the Question, Ad Hominem. He has a few strengths; he is an important historical figure and persuades people without using logic. He uses emotion and ethics to draw people in. His arguments’ weakness is that he doesn’t make a convincing logical argument, which makes some people not listen to him. He never really lays out why they should fight. It is only emotional.
#1 He said that the revolution would be hard, but it will have been worth it in the end. The British did not have the power to tax and enslave them. Paine is making an emotional and logical appeal. The counter argument could be that the Americans owe the English because they supported them while they were in their country. The fallacies are faulty analogy and sentimental appeal.
#2 God won’t let us lose; he wants us to win; dogmatic – no proof. Logical appeal; king = murderer. King has no support from God. He is wrong, they are right; ethical appeal. Not focusing on legit arguments. Counter: God is not on any side or on England’s side.
#3 The argument he is trying to make is that they should fight now and not later. The appeals are logical, emotional, and ethical. A counter argument would be that things might work themselves out or America could lose the war and life would get worse.
#4 America wouldn’t fight offense of war, fought defensive war. needed to defend ourselves. Argument by analogy. King a thief and took things so need to fight emotional appeal (angry, inspired, passionate)
2. Can you identify any of the logical fallacies that we discussed in Paine’s arguments? If so, which ones? Overall, what do you feel are the strengths and weaknesses of Paine’s arguments?
The logical fallacies are Faulty Analogy, Sentimental Appeal, Begging the Question, Ad Hominem. He has a few strengths; he is an important historical figure and persuades people without using logic. He uses emotion and ethics to draw people in. His arguments’ weakness is that he doesn’t make a convincing logical argument, which makes some people not listen to him. He never really lays out why they should fight. It is only emotional.
Thursday, September 29, 2011
Journal #4 - Food Narrative
The cafeteria sells great food, so I decided to eat the crab cake sandwich. Saying that it was delicious would not do it justice. The crab cake had big chunks of meat and was deliciously breaded. It was like biting into crab meat, but I didn’t have to pull apart the shell and it was way more delicious. It smelled fresh and reminded me of eating crab cakes in the fancy restaurant. The cafeteria workers made it look amazing too. It was big, plump and had fixings such as lettuce. The crab cake was so delicious that I was practically drooling. It was by far the most delectable meal I have ever had.
Wednesday, September 28, 2011
Journal #3 - No Wonder They Call Me a Bitch
“No Wonder They Call Me a Bitch” – Ann Hodgman
(The Norton Sampler p.77)
Read the selection and write a one paragraph response to the following questions.
1. Cite three specific examples of Hodgman’s descriptive imagery that you find to be particularly effective.
Hodgman uses many different descriptive images that are effective in getting her point across. She uses phrases such as, “stinky, white-flecked mush,” to describe the wet dog food and phrases like, “stinky, fat-drenched nuggets,” to describe dry dog food. These phrases help the reader understand just how disgusting the dog food was, without going into that much detail. She also says, “There was a horrifying rush of cheddar taste, followed immediately by the dull tang of soybean flower.” This sentence has some exaggeration and helps readers who may not have a dog or know what that certain brand of food is like. “The ‘cheese’ chews like fresh Play-Doh, whereas the ‘meat’ chews like Play-Doh that’s been sitting out on a rug for a couple of hours,” describes to the reader the taste. It gives the reader the ability to better understand what Hodgman went through when eating the food.
2. What do you think Hodgman’s purpose was in writing this essay? What overall message/meaning do you take from the essay?
Hodgman’s purpose was to prove to people that they should not always believe what they read. Just because a certain brand of dog food does not have “meat by-product,” does not mean that it does not contain other bad things, such as “poultry by-product.” Many people who have dogs have no idea what kind of food that they are feeding their dog. People look for the bag or container that says they are the healthiest or the best. The overall meaning is that people simply look for the “best” product instead of researching and finding the product that is actually the best.
(The Norton Sampler p.77)
Read the selection and write a one paragraph response to the following questions.
1. Cite three specific examples of Hodgman’s descriptive imagery that you find to be particularly effective.
Hodgman uses many different descriptive images that are effective in getting her point across. She uses phrases such as, “stinky, white-flecked mush,” to describe the wet dog food and phrases like, “stinky, fat-drenched nuggets,” to describe dry dog food. These phrases help the reader understand just how disgusting the dog food was, without going into that much detail. She also says, “There was a horrifying rush of cheddar taste, followed immediately by the dull tang of soybean flower.” This sentence has some exaggeration and helps readers who may not have a dog or know what that certain brand of food is like. “The ‘cheese’ chews like fresh Play-Doh, whereas the ‘meat’ chews like Play-Doh that’s been sitting out on a rug for a couple of hours,” describes to the reader the taste. It gives the reader the ability to better understand what Hodgman went through when eating the food.
2. What do you think Hodgman’s purpose was in writing this essay? What overall message/meaning do you take from the essay?
Hodgman’s purpose was to prove to people that they should not always believe what they read. Just because a certain brand of dog food does not have “meat by-product,” does not mean that it does not contain other bad things, such as “poultry by-product.” Many people who have dogs have no idea what kind of food that they are feeding their dog. People look for the bag or container that says they are the healthiest or the best. The overall meaning is that people simply look for the “best” product instead of researching and finding the product that is actually the best.
Journal #2 - The Death of a Moth
1. How are the moths in the essay’s opening different from the moth at the campsite? What do the different moths represent?
The moths in the opening are dead because a spider caught them in its web. They represent a colder side of death. The moth at the campsite dies by going into the fire of the candle. This moth, however, turns death into something beautiful by shining and making the candle brighter than it was before. This moth shows that something good can come out of death.
2. What lesson does the moth provide that Dillard takes back to her students?
Dillard connects the moths to writing. She asks her students, “Which of you want to give your lives and be writers?” Dillard is trying to teach her students that something beautiful can come out of death, and it can come out of someone spending their entire lives working towards a goal that they reach. Writing something amazing is like the bright flame that the moth helped create.
3. How many references are there to fire in the essay? What’s the larger significance of fire in the essay?
There are two references to fire in the essay; when the moth dies on the candle, and the novel Dillard is reading, The Day on Fire. The fire symbolizes something beautiful that comes out of the death of the moth. After the moth had died, the fire burned more brightly and was a “saffron-yellow” color. The fire is described as beautiful and strong.
4. Address how each of the following quotes connect to Dillard’s overall point.
a. “I would rather be ashes than dust!
I would rather that my spark should burn out in a brilliant blaze than it should be stifled by dry-rot.
I would rather be a superb meteor, every atom of me in magnificent glow, than a sleepy and permanent planet.
The function of man is to live, not to exist.
I shall not waste my days trying to prolong them.
I shall use my time.”
-Jack London
This quotation is saying that he will try and make a difference now, and after he dies, his “spark” will burn out. This is what happened to the moth. The moth was doing things that she needed to do, and in her last moments of life and first moments of death she made a difference to the narrator. After her death, the narrator blew her spark out.
b. “Education is not the filling of a pail, but the lighting of a fire.”
-William Butler Yeats
This quotation is saying that education is not going to class every day and taking notes, but going out into the world and using what you learned to make a difference. Burning brightly enough to make a difference is the main point of the essay and Yeats quotation.
c. “A book should serve as the ax for the frozen sea within us.”
-Franz Kafka
Kafka’s quotation is saying that a book should be able to open a new world to the person who is reading it. Dillard is trying to stress to her students that they need to be fully dedicated to the book or anything that they are writing so that the book will be able to open up a new world for the reader.
The moths in the opening are dead because a spider caught them in its web. They represent a colder side of death. The moth at the campsite dies by going into the fire of the candle. This moth, however, turns death into something beautiful by shining and making the candle brighter than it was before. This moth shows that something good can come out of death.
2. What lesson does the moth provide that Dillard takes back to her students?
Dillard connects the moths to writing. She asks her students, “Which of you want to give your lives and be writers?” Dillard is trying to teach her students that something beautiful can come out of death, and it can come out of someone spending their entire lives working towards a goal that they reach. Writing something amazing is like the bright flame that the moth helped create.
3. How many references are there to fire in the essay? What’s the larger significance of fire in the essay?
There are two references to fire in the essay; when the moth dies on the candle, and the novel Dillard is reading, The Day on Fire. The fire symbolizes something beautiful that comes out of the death of the moth. After the moth had died, the fire burned more brightly and was a “saffron-yellow” color. The fire is described as beautiful and strong.
4. Address how each of the following quotes connect to Dillard’s overall point.
a. “I would rather be ashes than dust!
I would rather that my spark should burn out in a brilliant blaze than it should be stifled by dry-rot.
I would rather be a superb meteor, every atom of me in magnificent glow, than a sleepy and permanent planet.
The function of man is to live, not to exist.
I shall not waste my days trying to prolong them.
I shall use my time.”
-Jack London
This quotation is saying that he will try and make a difference now, and after he dies, his “spark” will burn out. This is what happened to the moth. The moth was doing things that she needed to do, and in her last moments of life and first moments of death she made a difference to the narrator. After her death, the narrator blew her spark out.
b. “Education is not the filling of a pail, but the lighting of a fire.”
-William Butler Yeats
This quotation is saying that education is not going to class every day and taking notes, but going out into the world and using what you learned to make a difference. Burning brightly enough to make a difference is the main point of the essay and Yeats quotation.
c. “A book should serve as the ax for the frozen sea within us.”
-Franz Kafka
Kafka’s quotation is saying that a book should be able to open a new world to the person who is reading it. Dillard is trying to stress to her students that they need to be fully dedicated to the book or anything that they are writing so that the book will be able to open up a new world for the reader.
Journal #1 - Robert Frank Narrative
Journal Narrative
I stand by the window, but I am not enjoying the scenery, the window is covered by the flag I put up for my son. I am contemplating; I am worrying; I am praying. He has been fighting in World War II in Europe for seven months and will not be coming back anytime soon, which makes me feel lonely because my only child is not here with me, and I am worried that he will follow in the footsteps of his father and die in the line of fire. I pray to the Lord every day to protect him and keep him healthy, to let him come home.
Ever since he was a child I took care of him and gave him the best life I could. His father died when he was just a child; I’ve raised him by myself as best as I could. We did not have much, but he was always grateful and worked hard. He was determined to be a better person and have a better life for himself. He took that determination into adulthood and decided to serve his country by fighting in the war. While I am proud he is serving his country, I desperately want him to come home. I support my son’s decision to go and fight the war, but I am a mother, I will always worry for my child’s safety, I will always want them to come home, and I will always want them to have everything that they deserve. I do not believe that he deserves to put himself in the line of danger, but I do believe that he is being brave. It is very hard to think about what could possibly happen to my son while he is overseas fighting the war, but he is being strong, so I must also be strong.
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