Faith McCullough
April 1, 2009
Period 11
AP English III- Ms. Brown
Comprehension: Hughes offers a list of famous rivers in his poem, “The Negro Speaks of Rivers.” These rivers are located all over the world. These rivers were possibly chosen because they represented the timeline of Hughes’ life. He feels they represent what makes up the kind of person he is. He can relate these rivers back to his home. The Congo river represents his African heritage, the Nile represents his perseverance to strive for the best and the Mississippi represents Hughes’ ancestors gaining their freedom. All of these representations show how the rivers make up Hughes’ life.
Comprehension: In “I, Too” by Langston Hughes, he speaks of a darker brother and by that he means that he is the brother to the white man but just darker. Hughes states that he eats in the kitchen to display to the reader that the white man feels he was not worthy enough to sit and eat at the dining table, so they kept the black man in the kitchen. He also states that he will eat in the kitchen tomorrow showing optimism and having hope for the future. He believes that his day for eating at the table is bound to come. The significance of the title “I, Too,” is to show that Langston Hughes is also an American citizen. He, too, should be able to eat at the white man’s dining table.
Context: The Harlem Renaissance goals were contradicted when Hughes wrote the poem “Mulatto” because the Harlem Renaissance was all about creative expression of the world around you. Not the bad experiences of the past.
Context: In “Note on Commercial Theatre” Hughes is talking about the white race stealing the musical styles and talents of the black race and not giving them credit for it. These same issues aren’t really relevant today because the U.S. developed stricter patent laws and someone could file a civil suit for their rightful property.
Exploration: I think Hughes writes so often about America rather than Africa because Hughes was the kind of poet to write about what he knows and what issues he can identify with while also making it known to the public.
Wednesday, April 1, 2009
Monday, February 23, 2009
Meaning
1. Koch’s thesis is the only way to protect human life from murder is to not let it happen and to do this, the guaranteed way is the death penalty. The main idea that he wants readers to agree with is that human life and their rights need to be protected.
2. The argument that deals with the death penalty as a deterrent to murder is that the death penalty will scare murderers that they wouldn’t murder. Koch brings up a situation that happened with murderer that was sentenced to life in prison, but they still were able to commit murder. The argument that deals with the death penalty being a form of justice for the murder done is that it gave the murderer exactly what they deserved. Since they gave up someone else’s life, then they should give up their life as well. Both arguments relate to his thesis because they both protect the human life.
Purpose and Audience
1. In this particular essay Koch does not seem to convey a sense of political gain. He just seems to want to get his point across. Koch just wants his audience to how serious this issue is and that it should be stopped with the death penalty. He does not seem to be aiming for votes or political superiority. He wants to make his audience aware that the highest form of capital punishment is the most guaranteed way that murder will not happen.
2. Koch does seem to expect is audience to agree with because he gives reasons on why those who do not agree with him say that the death penalty is not the right way to handle murder situations. Koch set an emotional appeal in his essay. By doing this, he tends to seek a sad and sorrowful reaction from his audience. Giving the readers various examples, showed them that the death penalty was the best option for capital punishment.
3. He places the readers with a responsibility of knowing the difference of state rights and individual rights. They just have to know that that the government can do certain things that citizens and individuals themselves are just not allowed to do. He explains how everyone wants their rights, but they do not want the responsibility that comes along with it. He is just saying you have to do your part in society.
Method and Structure
1. An example of emotional appeal is when Koch talks about the twenty-one year old woman that was assaulted and murdered. Lots of people heard her shouting for help, but they didn’t do anything about it. An example of an ethical appeal is when Koch states his twenty-two years of experience of capital punishment. Lastly, an example of a rational appeal is when Koch explains how though the death penalty is a harsh way to capital punishment, doing absolutely nothing about the situation if far more barbaric and terrible. I think that the emotional appeal is most effective because it goes straight to the heart of the audience. No matter how much someone thinks about a subject, they tend to listen to their hearts. The least effective appeal is the ethical appeal because even though you might be a credible source, you still could have an opinion about a subject that makes no sense at all and agreeing with you just because your credible would be a foolish mistake on the reader.
2. The major premise is that before death, murderers admit they were wrong. The minor premise is murderers realize that they were wrong. The conclusion is that all murderers admit they were wrong and realize what they did was wrong before they die. Koch denies the validity of this because this is not necessarily true for all murderers. Some murders might know that what they did was wrong, but they might not all admit to it.
3. Koch’s strategy in countering the argument is that it’s not the method of the death penalty it’s the death of another human being that one thinks is barbaric. I believe that this method was effective because compares finding a cure to diseases to finding a cure to the death penalty.
4. Koch uses the examples of murders and what they have done to innocent victims to display all his points. For instance, the example he gives of the prison victim who was sentenced to life but still had the chance to kill proved that life sentences is not enough to stop murders from murdering. Another example is of the twenty-one year old woman who was assaulted and murdered. This example proved that if the death penalty isn’t pit into place the criminal will become bolder and more confident in his crimes. The only way to destroy this boost of confidence is to show them the same thing can happen to them.
Language
1. Koch portrays a tone of determination. This determination to convince his audience the death penalty is the one and only way to bring murder to an end is the highest level of capital punishment. By giving a lot of emotional appeal, Koch really draws my attention to his argument especially when the corrections officer was murdered by a convict who was already sentenced to life.
2. Koch’s words indicate that he understands what his opponents are saying, but he feels they are just outright wrong. He feels that some of his opponents just were not thinking sensibly.
Writing Topics
1. I use to think that the death penalty was not the way to go when it came to capital punishment, but after reading this essay by Koch, I realized that it really is the only way to deal with the problem up front and personal. Being a Christian, my religion would say that this form of punishment is cruel and that it is not the right way to solve this problem. Though my religion is to not kill anyone at all, I feel that those who deserve the death penalty should get the death penalty. I use to think that life sentences were enough because murders were not out in the open murdering people. After reading the essay and reading his example of what happened in the prison, that one incident changed my view completely. Though I am still contemplating on whether or not to agree with the death penalty or not.
I think now that I have read the essay and thought about all the possibilities, the only reasonable solution is that one should be put to death only if it is for a reason. If the crime was because of self defense and it could be proven as self defense, then one should not be put to death. Why should someone die for defending their own life? If one thinks they can take someone else’s life, why shouldn’t the government take your own life? Yes, the death penalty is a harsh punishment for anyone, but it is the right one if one chooses to take someone’s life in their own hands.
1. Koch’s thesis is the only way to protect human life from murder is to not let it happen and to do this, the guaranteed way is the death penalty. The main idea that he wants readers to agree with is that human life and their rights need to be protected.
2. The argument that deals with the death penalty as a deterrent to murder is that the death penalty will scare murderers that they wouldn’t murder. Koch brings up a situation that happened with murderer that was sentenced to life in prison, but they still were able to commit murder. The argument that deals with the death penalty being a form of justice for the murder done is that it gave the murderer exactly what they deserved. Since they gave up someone else’s life, then they should give up their life as well. Both arguments relate to his thesis because they both protect the human life.
Purpose and Audience
1. In this particular essay Koch does not seem to convey a sense of political gain. He just seems to want to get his point across. Koch just wants his audience to how serious this issue is and that it should be stopped with the death penalty. He does not seem to be aiming for votes or political superiority. He wants to make his audience aware that the highest form of capital punishment is the most guaranteed way that murder will not happen.
2. Koch does seem to expect is audience to agree with because he gives reasons on why those who do not agree with him say that the death penalty is not the right way to handle murder situations. Koch set an emotional appeal in his essay. By doing this, he tends to seek a sad and sorrowful reaction from his audience. Giving the readers various examples, showed them that the death penalty was the best option for capital punishment.
3. He places the readers with a responsibility of knowing the difference of state rights and individual rights. They just have to know that that the government can do certain things that citizens and individuals themselves are just not allowed to do. He explains how everyone wants their rights, but they do not want the responsibility that comes along with it. He is just saying you have to do your part in society.
Method and Structure
1. An example of emotional appeal is when Koch talks about the twenty-one year old woman that was assaulted and murdered. Lots of people heard her shouting for help, but they didn’t do anything about it. An example of an ethical appeal is when Koch states his twenty-two years of experience of capital punishment. Lastly, an example of a rational appeal is when Koch explains how though the death penalty is a harsh way to capital punishment, doing absolutely nothing about the situation if far more barbaric and terrible. I think that the emotional appeal is most effective because it goes straight to the heart of the audience. No matter how much someone thinks about a subject, they tend to listen to their hearts. The least effective appeal is the ethical appeal because even though you might be a credible source, you still could have an opinion about a subject that makes no sense at all and agreeing with you just because your credible would be a foolish mistake on the reader.
2. The major premise is that before death, murderers admit they were wrong. The minor premise is murderers realize that they were wrong. The conclusion is that all murderers admit they were wrong and realize what they did was wrong before they die. Koch denies the validity of this because this is not necessarily true for all murderers. Some murders might know that what they did was wrong, but they might not all admit to it.
3. Koch’s strategy in countering the argument is that it’s not the method of the death penalty it’s the death of another human being that one thinks is barbaric. I believe that this method was effective because compares finding a cure to diseases to finding a cure to the death penalty.
4. Koch uses the examples of murders and what they have done to innocent victims to display all his points. For instance, the example he gives of the prison victim who was sentenced to life but still had the chance to kill proved that life sentences is not enough to stop murders from murdering. Another example is of the twenty-one year old woman who was assaulted and murdered. This example proved that if the death penalty isn’t pit into place the criminal will become bolder and more confident in his crimes. The only way to destroy this boost of confidence is to show them the same thing can happen to them.
Language
1. Koch portrays a tone of determination. This determination to convince his audience the death penalty is the one and only way to bring murder to an end is the highest level of capital punishment. By giving a lot of emotional appeal, Koch really draws my attention to his argument especially when the corrections officer was murdered by a convict who was already sentenced to life.
2. Koch’s words indicate that he understands what his opponents are saying, but he feels they are just outright wrong. He feels that some of his opponents just were not thinking sensibly.
Writing Topics
1. I use to think that the death penalty was not the way to go when it came to capital punishment, but after reading this essay by Koch, I realized that it really is the only way to deal with the problem up front and personal. Being a Christian, my religion would say that this form of punishment is cruel and that it is not the right way to solve this problem. Though my religion is to not kill anyone at all, I feel that those who deserve the death penalty should get the death penalty. I use to think that life sentences were enough because murders were not out in the open murdering people. After reading the essay and reading his example of what happened in the prison, that one incident changed my view completely. Though I am still contemplating on whether or not to agree with the death penalty or not.
I think now that I have read the essay and thought about all the possibilities, the only reasonable solution is that one should be put to death only if it is for a reason. If the crime was because of self defense and it could be proven as self defense, then one should not be put to death. Why should someone die for defending their own life? If one thinks they can take someone else’s life, why shouldn’t the government take your own life? Yes, the death penalty is a harsh punishment for anyone, but it is the right one if one chooses to take someone’s life in their own hands.
Tuesday, January 20, 2009
MLK Questions
Faith McCullough
January 20, 2009
Period 11
AP English III- Brown
Rhetorical Structure: Figures of Speech
1.Alliteration- the repetition of initial sounds in adjacent words or syllables
Allusion- a passing or casual reference; an incidental mention of something, either directly or by implication: an allusion to Shakespeare.
Metaphor- a figure of speech in which a word for one idea or thing is used in place of another to suggest a likeness between them
Simile- a figure of speech in which two dissimilar things are compared by the use of like or as
2. The opening phrase of King’s speech is an allusion to Lincoln’s Gettysburg Address. This was an appropriate and strong way to begin his speech because both speeches were strongly significant in history.
3. Declaration of Independence- “Life, Liberty, and the pursuit of Happiness”
Bible- “and the glory of the Lord shall be revealed and all flesh shall see it together”
4. “Let freedom ring form the mighty mountains of New York.”
5. “…from the quicksands of racial injustice to the solid rock of brotherhood.”
6. “I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.”
7. This figure of speech was a metaphor comparing segregation to slavery. Those words gave his audience some vivid imagery to picture. It also makes his audience feel as though they were one of the people in slavery. King was saying that slavery has ended, however the segregation and discrimination against African Americans has still exist among them even now.
8. “One hundred years” and “With this faith”
9. One effect of his repetition of “I have a dream” was the fact that not only did King have a dream and he believed in his dream, other African Americans even some whites believed that this dream would become a reality. Another effect of his repetition it would have a tendency to activate a person’s goals and ambitions. Someone might have thought that this goal or dream would never come to pass, but by repeating it gave them the drive to have faith in all their dreams.
10. The most powerful and moving part of King’s speech to me is the part where is talks about how “sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.” This section of his speech appealed to me the most because it gives me a visual image on how men and women of all color would one day sit together. It’s hard to even imagine that there was so much segregation those years ago and to see the progression that our nation has gone through is amazing. Now blacks, whites, Hispanics, and all other nationalities and ethnicities can go to school together, eat together, and befriend one another. It would be amazing to see how young people would be able to discuss the wrongs of our forefathers and have the heart to make them right. The young and the old would be able to unite as one people and join hands to share their nation.
Understanding the Dream
1. King’s dream is to bring all races together and become equal, just as it says in the Declaration of Independence. He didn’t want one race to be greater than the other. He also wanted the country to unite to make United States a nation where all nationalities could come together and be one. Dr. King believed in equal opportunity for all. He wanted to see true justice, educational opportunity, and fair employment for men and women. Dr. King’s vision of equality was magnified in his I Have a Dream speech.
2. Some of the injustice acts against African Americans that was cited in his speech was when King states how “America has given the Negro people a bad check, a check which has come back marked insufficient funds.”
3. American Dream- freedom and equal opportunity for all, a stable income for a happy family with a beautiful house
January 20, 2009
Period 11
AP English III- Brown
Rhetorical Structure: Figures of Speech
1.Alliteration- the repetition of initial sounds in adjacent words or syllables
Allusion- a passing or casual reference; an incidental mention of something, either directly or by implication: an allusion to Shakespeare.
Metaphor- a figure of speech in which a word for one idea or thing is used in place of another to suggest a likeness between them
Simile- a figure of speech in which two dissimilar things are compared by the use of like or as
2. The opening phrase of King’s speech is an allusion to Lincoln’s Gettysburg Address. This was an appropriate and strong way to begin his speech because both speeches were strongly significant in history.
3. Declaration of Independence- “Life, Liberty, and the pursuit of Happiness”
Bible- “and the glory of the Lord shall be revealed and all flesh shall see it together”
4. “Let freedom ring form the mighty mountains of New York.”
5. “…from the quicksands of racial injustice to the solid rock of brotherhood.”
6. “I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.”
7. This figure of speech was a metaphor comparing segregation to slavery. Those words gave his audience some vivid imagery to picture. It also makes his audience feel as though they were one of the people in slavery. King was saying that slavery has ended, however the segregation and discrimination against African Americans has still exist among them even now.
8. “One hundred years” and “With this faith”
9. One effect of his repetition of “I have a dream” was the fact that not only did King have a dream and he believed in his dream, other African Americans even some whites believed that this dream would become a reality. Another effect of his repetition it would have a tendency to activate a person’s goals and ambitions. Someone might have thought that this goal or dream would never come to pass, but by repeating it gave them the drive to have faith in all their dreams.
10. The most powerful and moving part of King’s speech to me is the part where is talks about how “sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.” This section of his speech appealed to me the most because it gives me a visual image on how men and women of all color would one day sit together. It’s hard to even imagine that there was so much segregation those years ago and to see the progression that our nation has gone through is amazing. Now blacks, whites, Hispanics, and all other nationalities and ethnicities can go to school together, eat together, and befriend one another. It would be amazing to see how young people would be able to discuss the wrongs of our forefathers and have the heart to make them right. The young and the old would be able to unite as one people and join hands to share their nation.
Understanding the Dream
1. King’s dream is to bring all races together and become equal, just as it says in the Declaration of Independence. He didn’t want one race to be greater than the other. He also wanted the country to unite to make United States a nation where all nationalities could come together and be one. Dr. King believed in equal opportunity for all. He wanted to see true justice, educational opportunity, and fair employment for men and women. Dr. King’s vision of equality was magnified in his I Have a Dream speech.
2. Some of the injustice acts against African Americans that was cited in his speech was when King states how “America has given the Negro people a bad check, a check which has come back marked insufficient funds.”
3. American Dream- freedom and equal opportunity for all, a stable income for a happy family with a beautiful house
Wednesday, December 17, 2008
Short Answer Questions
Sinners in the Hands of an Angry God
1. Edwards gives the effect of ventriloquism on a person so he can emphasize how easily and quickly death can come. One can be witty, smart, and or an all around good person, but one can never out wit or defeat death. He also wants to stress not only will death come, but destruction will come as well. He means destruction in a way of going to hell. One shouldn’t take death and destruction for granted or as a joke. One needs to be careful not to be so foolish. By giving the monologue of wickedness a human face, Edwards means to relate better to his audience and show them how realistic death and destruction is and it was easier for his audience to understand.
2. Taking in effect of the poetic devices of sound and rhetorical devices of direct address and repetition, the passage should be moving and effective because the words themselves are powerful. Edwards’s use of diction is so compelling and distinct it draws his audience into what he was saying. Also, Edwards tone of anger and disappointment in the sinners makes the audience want to learn more of what they were doing wrong and what they could do to improve that. Such words like fiery, fierceness, wrath, and fury also made the passage so effective. These words showed how firm God would be on the sinners.
3. This particular phrase signifies that sinners tend to depend on God for “peace and safety” when they need it. Sinners take God as a joke, but they soon feel his wrath when they find out that they “were nothing but thin air and empty shadows” (431[full ed.] 200 [shorter ed.]). Sinners are only dependent and reliant on God that they ask for what they want and expect to get it, but they do not want to completely accept Christ in their life. It’s kind of like sinners use God for what they want and then they are threw with him until they next time they need him, like a one night stand. It can mask a “natural man” because the man can display himself to be “holier than thou”, but he could actually be a hypocrite. He could try to be holy and live a true Christian life, but he can do what he wants to do behind closed doors.
4. The Great Awakening was a time of a spiritual wave through the whole United States. The “haste” and “little time” gives rise to the tone of the sermon because it stresses how little time sinners have to get themselves together until the end time. The sermon also informs sinners how quickly they need to give their life over to Christ. That is also why Edwards displays a tone of anger because he doesn’t want to feel responsible if those sinners go to hell. He supposes that the ends of times are near because God is gathering more and more of his elect. During the Great Awakening, a lot of men started to become priest and felt that they had a conversion experience with God.
The Souls of Black Folk
1. Dubois “fine contempt” proved to be insufficient when he was a young boy in New England. When a young girl came to his schoolhouse she refused to take his card. This experience made him realize that he was different. His “fine contempt” proved to be insufficient because he was an African-American. Dubois’s ethnicity put him in a category of ignorance and unintelligence. Even though he has accomplished so much, none of that mattered because he was black. Dubois gets on a very personal level with his audience by giving them examples of his personal experiences. The audience can then realize that no African-American is better than the other, even if you knew the encyclopedia from front to back, you still would be labeled as a Negro that doesn’t know anything. Dubois’s personal experiences add to the argument by that black and white relations still have not changed. This argument proves persuasion to the black community.
2. The dramatic numbered list by assessing Washington’s ideas. Dubois establishes why Washington brought up these ideas and all the repercussions that came along with them. He realizes that Washington makes his decisions in a hasty manner and does not think about them. Dubois makes it very clear that Washington wants change to happen overnight. He also realizes that he isn’t willing to do the work required to follow through. Like stated before, Washington does not think about his decisions and he doesn’t consider the consequences if everyone does not agree with his plans and does not follow through with them.
3. Dubois intercuts “The Souls of Black Folk” with “Sorrow Songs” because he wants to create an illusion of a flashback. “Sorrow Songs” were songs that slaves would sing when they were working in the cotton fields. They were a way the slaves could relieve themselves without getting caught from their master. These songs were also a way to look forward to the things that could come in the future, like freedom. Dubois wanted to demonstrate the difference in time then and when he wrote the book. Again, he wanted to show how relations between races haven’t changed. Some things might have might have been much worse then, but they still have not changed.
1. Edwards gives the effect of ventriloquism on a person so he can emphasize how easily and quickly death can come. One can be witty, smart, and or an all around good person, but one can never out wit or defeat death. He also wants to stress not only will death come, but destruction will come as well. He means destruction in a way of going to hell. One shouldn’t take death and destruction for granted or as a joke. One needs to be careful not to be so foolish. By giving the monologue of wickedness a human face, Edwards means to relate better to his audience and show them how realistic death and destruction is and it was easier for his audience to understand.
2. Taking in effect of the poetic devices of sound and rhetorical devices of direct address and repetition, the passage should be moving and effective because the words themselves are powerful. Edwards’s use of diction is so compelling and distinct it draws his audience into what he was saying. Also, Edwards tone of anger and disappointment in the sinners makes the audience want to learn more of what they were doing wrong and what they could do to improve that. Such words like fiery, fierceness, wrath, and fury also made the passage so effective. These words showed how firm God would be on the sinners.
3. This particular phrase signifies that sinners tend to depend on God for “peace and safety” when they need it. Sinners take God as a joke, but they soon feel his wrath when they find out that they “were nothing but thin air and empty shadows” (431[full ed.] 200 [shorter ed.]). Sinners are only dependent and reliant on God that they ask for what they want and expect to get it, but they do not want to completely accept Christ in their life. It’s kind of like sinners use God for what they want and then they are threw with him until they next time they need him, like a one night stand. It can mask a “natural man” because the man can display himself to be “holier than thou”, but he could actually be a hypocrite. He could try to be holy and live a true Christian life, but he can do what he wants to do behind closed doors.
4. The Great Awakening was a time of a spiritual wave through the whole United States. The “haste” and “little time” gives rise to the tone of the sermon because it stresses how little time sinners have to get themselves together until the end time. The sermon also informs sinners how quickly they need to give their life over to Christ. That is also why Edwards displays a tone of anger because he doesn’t want to feel responsible if those sinners go to hell. He supposes that the ends of times are near because God is gathering more and more of his elect. During the Great Awakening, a lot of men started to become priest and felt that they had a conversion experience with God.
The Souls of Black Folk
1. Dubois “fine contempt” proved to be insufficient when he was a young boy in New England. When a young girl came to his schoolhouse she refused to take his card. This experience made him realize that he was different. His “fine contempt” proved to be insufficient because he was an African-American. Dubois’s ethnicity put him in a category of ignorance and unintelligence. Even though he has accomplished so much, none of that mattered because he was black. Dubois gets on a very personal level with his audience by giving them examples of his personal experiences. The audience can then realize that no African-American is better than the other, even if you knew the encyclopedia from front to back, you still would be labeled as a Negro that doesn’t know anything. Dubois’s personal experiences add to the argument by that black and white relations still have not changed. This argument proves persuasion to the black community.
2. The dramatic numbered list by assessing Washington’s ideas. Dubois establishes why Washington brought up these ideas and all the repercussions that came along with them. He realizes that Washington makes his decisions in a hasty manner and does not think about them. Dubois makes it very clear that Washington wants change to happen overnight. He also realizes that he isn’t willing to do the work required to follow through. Like stated before, Washington does not think about his decisions and he doesn’t consider the consequences if everyone does not agree with his plans and does not follow through with them.
3. Dubois intercuts “The Souls of Black Folk” with “Sorrow Songs” because he wants to create an illusion of a flashback. “Sorrow Songs” were songs that slaves would sing when they were working in the cotton fields. They were a way the slaves could relieve themselves without getting caught from their master. These songs were also a way to look forward to the things that could come in the future, like freedom. Dubois wanted to demonstrate the difference in time then and when he wrote the book. Again, he wanted to show how relations between races haven’t changed. Some things might have might have been much worse then, but they still have not changed.
Wednesday, December 3, 2008
Comparison Analysis
http://www.nytimes.com/2008/12/04/fashion/04SHOPPING.html?_r=1&hp
Lit. Response/ NY Times Article
1. 508 words/1,103 words
2. 24 sentences/43 sentences
3. 38 words/77 words
4. 10 words/3 words
5. 21 words/34 words
6. 10 sentences/8 sentences
7. 41.7%/18.6%
8. 8 sentences/13 sentences
9. 33.3%/30.2%
10. 9 sentences/5 sentences
2 sentences/1 sentence
6 sentences/2.5 sentences
Lit. Response/ NY Times Article
1. 508 words/1,103 words
2. 24 sentences/43 sentences
3. 38 words/77 words
4. 10 words/3 words
5. 21 words/34 words
6. 10 sentences/8 sentences
7. 41.7%/18.6%
8. 8 sentences/13 sentences
9. 33.3%/30.2%
10. 9 sentences/5 sentences
2 sentences/1 sentence
6 sentences/2.5 sentences
Sunday, November 23, 2008
The Atlanta Exposition Address
Faith McCullough
November 23, 2008
Period 11
AP English III
The Atlanta Exposition Address
Booker T. Washington was a well respected man during his time, and the respect for him continues today. Many people, black and white, looked up to Washington because of the truthfulness in words, intelligence, and respect for all races. In The Atlanta Exposition Address, Booker T. Washington explains how the Negroes and the whites had to come together and unite to have any progress with the nation. He also explains how that this progression of change would not come about by forcing it; Negroes would have to endure some struggles and trials to get to the point of social equality. “I think that the according of the full exercise of political rights is…not an over-night, gourd-vine affair” (Page 7). Change would not come over night and Washington knew this. When doing anything, everyone has to wait for the right time to come.
Like stated before, Washington was well respected for the truthfulness in his words. Washington spoke his mind and that is what a lot of people liked about him. Though many people liked him for his truthfulness, a number of people didn’t. For example, when Washington was asked to give his “opinion of the exact condition, mental and moral, of the coloured ministers in the South…” (Page 5) Negroes began to get mad and stop sending their children to Tuskegee. Although this probably hindered Washington in some ways, it didn’t stop him from doing what he knew what he was supposed to do and that was to “speak in the interests of the Tuskegee school and my race…” (Page 4).
“In all things that are purely social we can be as separate as the fingers, yet one as the hand in all things essential to mutual progress” (Page 2). Washington respected all races because he knew that they would all have to come together for the nation to progress into a greater nation. Once this happens, Negroes would be given political rights just like whites and would now have a chance to be apart of society. Washington started this trend of becoming part of a white society when he became one of the jurors of the Atlanta Exposition. Just speaking at the exposition was a great privilege, but being able to judge others was an even greater privilege. This event proved that Negroes had to work their way up to the top. They more than an education now; they needed confidence to know that one day there would be equal opportunity for blacks.
November 23, 2008
Period 11
AP English III
The Atlanta Exposition Address
Booker T. Washington was a well respected man during his time, and the respect for him continues today. Many people, black and white, looked up to Washington because of the truthfulness in words, intelligence, and respect for all races. In The Atlanta Exposition Address, Booker T. Washington explains how the Negroes and the whites had to come together and unite to have any progress with the nation. He also explains how that this progression of change would not come about by forcing it; Negroes would have to endure some struggles and trials to get to the point of social equality. “I think that the according of the full exercise of political rights is…not an over-night, gourd-vine affair” (Page 7). Change would not come over night and Washington knew this. When doing anything, everyone has to wait for the right time to come.
Like stated before, Washington was well respected for the truthfulness in his words. Washington spoke his mind and that is what a lot of people liked about him. Though many people liked him for his truthfulness, a number of people didn’t. For example, when Washington was asked to give his “opinion of the exact condition, mental and moral, of the coloured ministers in the South…” (Page 5) Negroes began to get mad and stop sending their children to Tuskegee. Although this probably hindered Washington in some ways, it didn’t stop him from doing what he knew what he was supposed to do and that was to “speak in the interests of the Tuskegee school and my race…” (Page 4).
“In all things that are purely social we can be as separate as the fingers, yet one as the hand in all things essential to mutual progress” (Page 2). Washington respected all races because he knew that they would all have to come together for the nation to progress into a greater nation. Once this happens, Negroes would be given political rights just like whites and would now have a chance to be apart of society. Washington started this trend of becoming part of a white society when he became one of the jurors of the Atlanta Exposition. Just speaking at the exposition was a great privilege, but being able to judge others was an even greater privilege. This event proved that Negroes had to work their way up to the top. They more than an education now; they needed confidence to know that one day there would be equal opportunity for blacks.
Tuesday, November 18, 2008
The Yellow Wallpaper
Faith McCullough
November 18, 2008
Period 11
AP English III
The Yellow Wallpaper
In the story The Yellow Wallpaper by Charlotte Perkins, the main character portrays a “true woman” who submissive, loyal, and faithful. She would be considered part of the cult of true womanhood. Though did all these things for her husband, John, he treated her as if she did not have any say or opinion at all, not even on her own health. John was certainly convinced that she was sick and had a nervous condition. It can be inferred that John made her obtain this nervous condition because being part of the cult of true womanhood could take a strain on one. She probably was just tired and exhausted from the work. Since he was a physician, everyone including their friends and family believed him. His wife did not even believe she was ill but he was the man of the household and the highest of authority, so she had no other choice but to go along with what he believed to true. Perkins reveals the woman’s separation but not entire divorce from the cult through the character’s diction and disobedience.
Throughout the story there were various moments, closer to the end, where the woman deliberately disobeys her husband because she is trying to find out different things about the nursery wallpaper. “He thought I was asleep first, but I wasn't…” (Page 9). When the woman was told to go to sleep she did not do as she was instructed. She was trying to expand her knowledge on what was on or in that wallpaper, and by making her go to sleep John was preventing this from happening. Another example of the woman defying her husband’s authority was when she creeps during the daylight just like the women in the wallpaper, knowing that she should not. “I always lock the door when I creep by daylight. I can't do it at night, for I know John would suspect something at once” (Page 13). Though she knows that her husband would be suspicious of her if he saw her creeping at night, she was willing to take that chance so she might find out more about the yellow wallpaper.
In addition to diction, Perkins’s main character conveys a tone of disobedience to disclose the woman’s separation with the cult of true womanhood. The main character’s tone suggest that she was ready find out things on her own and not have to rely on her husband. She was amenable to chance her relationship with her husband. He could have sent her to Weir Mitchell, a man that was just like her husband and her brother, but worse. Although she had to gamble her “freedom”, her disobedient behavior led her to a fascinating discovery that indeed shocked her husband.
In conclusion, Perkins uses the main character’s diction and tone to express her separation from the cult of true womanhood. She illustrates how being involved in the cult of true womanhood takes a toll on a woman and causes them to want to separate from the cult and become their own woman.
November 18, 2008
Period 11
AP English III
The Yellow Wallpaper
In the story The Yellow Wallpaper by Charlotte Perkins, the main character portrays a “true woman” who submissive, loyal, and faithful. She would be considered part of the cult of true womanhood. Though did all these things for her husband, John, he treated her as if she did not have any say or opinion at all, not even on her own health. John was certainly convinced that she was sick and had a nervous condition. It can be inferred that John made her obtain this nervous condition because being part of the cult of true womanhood could take a strain on one. She probably was just tired and exhausted from the work. Since he was a physician, everyone including their friends and family believed him. His wife did not even believe she was ill but he was the man of the household and the highest of authority, so she had no other choice but to go along with what he believed to true. Perkins reveals the woman’s separation but not entire divorce from the cult through the character’s diction and disobedience.
Throughout the story there were various moments, closer to the end, where the woman deliberately disobeys her husband because she is trying to find out different things about the nursery wallpaper. “He thought I was asleep first, but I wasn't…” (Page 9). When the woman was told to go to sleep she did not do as she was instructed. She was trying to expand her knowledge on what was on or in that wallpaper, and by making her go to sleep John was preventing this from happening. Another example of the woman defying her husband’s authority was when she creeps during the daylight just like the women in the wallpaper, knowing that she should not. “I always lock the door when I creep by daylight. I can't do it at night, for I know John would suspect something at once” (Page 13). Though she knows that her husband would be suspicious of her if he saw her creeping at night, she was willing to take that chance so she might find out more about the yellow wallpaper.
In addition to diction, Perkins’s main character conveys a tone of disobedience to disclose the woman’s separation with the cult of true womanhood. The main character’s tone suggest that she was ready find out things on her own and not have to rely on her husband. She was amenable to chance her relationship with her husband. He could have sent her to Weir Mitchell, a man that was just like her husband and her brother, but worse. Although she had to gamble her “freedom”, her disobedient behavior led her to a fascinating discovery that indeed shocked her husband.
In conclusion, Perkins uses the main character’s diction and tone to express her separation from the cult of true womanhood. She illustrates how being involved in the cult of true womanhood takes a toll on a woman and causes them to want to separate from the cult and become their own woman.
Monday, November 17, 2008
Annotated Bibliographies
Anonymous. (1975). Career Advice. Nursing, 5(12). Retrieved November 14, 2008,
from http://web.ebscohost.com.ezproxy1.lib.depaul.edu/ehost/pdf?vid=2&hid=103&sid=331f910f-0312-4b94-9f4f-12f1f93b1160%40sessionmgr104
This article “provides professional advises on problems connected with the nursing practice in the United States, particularly on career matters. The article explains the inquiry on work-study programs for pediatric nurse specialists; inquiry regarding nursery service offered by hospitals; educational requirements to advance from a graduate nurse into Public Health nurse.” These were the main points of the article. I really enjoyed this article because it gives real life examples with real people. It was something the author’s audience could relate to. Since the audience would be able to relate to the people in the article, it presents a pathos appeal. Rather than give fact after fact, the author decided to appeal to the emotion of his audience. One flaw that was identified was that there were no facts or statistics that may establish ethos. The authors credibility has been lost because his audience would not know if the information he was giving were true or not. This article helped me in determining my profession by showing me the downs of becoming a pediatric nurse. This article did not just tell about the good things about this career, it told about the bad as well. The argument could be made stronger by adding a little more statistics and facts.
Classick, S. (1999). News From the Society. Journal of the Society of Pediatric Nurses,
4(1). Retrieved November 14, 2008, from
http://web.ebscohost.com.ezproxy1.lib.depaul.edu/ehost/pdf?vid=2&hid=14&sid=f76a8b0b-b9ea-4285-9d9b-b6ffd4f117fa%40sessionmgr9
This article is about “the activities to standards for pediatric advanced practice nursing education (preparation), the scope and standards for pediatric advanced practice nursing (clinical), and certification needs of pediatric advanced practice nurses (competencies).” I chose this article because it gave a variety amount of information that I know will be useful to me choosing the career the suits me best. These are the three main points in the article. The article presented to me rhetorically by establishing ethos. It gives percentages on a survey concerning Pediatric Advancing Practice Nursing (PAPN) certification. The article also establishes the author’s credibility. The information becomes convincing and reliable to the audience. Though this was a good article, it had some flaws. One flaw that I recognized was that the author could have elaborated more on the factors regarding advanced certification. She only gave main points on the topic. For example, she gave three points on the internal factors and three points on the external factors. The three internal factors were “certification is a personal challenge, certification will be required in the future, and validity of current exams.” The external factors were “certification will increase salary, certification is required by employer, and cost of certification.” Although this was a flaw, this did not affect or change my decision in wanting to do this profession. Not only could the author have provided more examples, the author could have enlarged more on the preparation on becoming a PAPN rather than giving little detail at all. Not explaining the preparation was one flaw that made me not interested in the article, but it still did not change my mind on the profession that I have chosen.
Fitzpatrick, L. (1977). Nursing. Signs, 2. Retrieved November 14, 2008, from http://www.jstor.org.ezproxy2.lib.depaul.edu/stable/3173212?&Search=yes&term=united&term=pediatric&term=career&term=states&term=nursing&list=hide&searchUri=%2Faction%2FdoAdvancedSearch%3Fq0%3Dpediatric%2Bnursing%26f0%3Dall%26c0%3DAND%26q1%3Dunited%2Bstates%26f1%3Dall%26c1%3DAND%26q2%3Dcareer%26f2%3Dall%26c2%3DAND%26q3%3D%26f3%3Dall%26wc%3Don%26Search%3DSearch%26sd%3D%26ed%3D%26la%3Deng%26jo%3D&item=5&ttl=175&returnArticleService=showArticle
Foster, R. (2008). One Voice on the Scope and Standards for Pediatric Nursing Practice.
Journal for Specialists in Pediatric Nursing, 13(2). Retrieved November 14, 2008, from http://web.ebscohost.com.ezproxy1.lib.depaul.edu/ehost/pdf?vid=2&hid=102&sid=1a631c33-bdf4-45fa-86f8-7e85b5155312%40sessionmgr109
Heikes, J. (1991). When Men Are the Minority: The Case of Men in Nursing. The Sociological Quarterly, 32. Retrieved November 14, 2008, from http://www.jstor.org.ezproxy2.lib.depaul.edu/stable/4120914?&Search=yes&term=united&term=pediatric&term=career&term=states&term=nursing&list=hide&searchUri=%2Faction%2FdoAdvancedSearch%3Fq0%3Dpediatric%2Bnursing%26f0%3Dall%26c0%3DAND%26q1%3Dunited%2Bstates%26f1%3Dall%26c1%3DAND%26q2%3Dcareer%26f2%3Dall%26c2%3DAND%26q3%3D%26f3%3Dall%26wc%3Don%26Search%3DSearch%26sd%3D%26ed%3D%26la%3Deng%26jo%3D&item=11&ttl=175&returnArticleService=showArticle
Hoff, T., Nelson, J., Whitcomb, W. (2002). Thriving and Surviving in a New Medical Career: The Case of Hospitalist Physicians. Journal of Health and Social Behavior, 43. Retrieved Novemmber 14, 2008, from http://www.jstor.org.ezproxy2.lib.depaul.edu/stable/3090246?&Search=yes&term=united&term=pediatric&term=career&term=states&term=nursing&list=hide&searchUri=%2Faction%2FdoAdvancedSearch%3Fq0%3Dpediatric%2Bnursing%26f0%3Dall%26c0%3DAND%26q1%3Dunited%2Bstates%26f1%3Dall%26c1%3DAND%26q2%3Dcareer%26f2%3Dall%26c2%3DAND%26q3%3D%26f3%3Dall%26wc%3Don%26Search%3DSearch%26sd%3D%26ed%3D%26la%3Deng%26jo%3D&item=2&ttl=175&returnArticleService=showArticle&cookieSet=1
Graf, E., Halfer, D., Sullivan, C. (2008). The Organizational Impact of a New Graduate
Pediatric Nursing Mentoring Program. Nursing Economic$, 26(4). Retrieved November 14, 2008, from http://web.ebscohost.com.ezproxy1.lib.depaul.edu/ehost/pdf?vid=2&hid=16&sid=dc4797ca-35b1-4166-9d7f-b4a99ca23349%40sessionmgr2
Stone, E. (1995). Nurse Practitioners and Physician Assistants: Do They Have a Role in
Your Practice? Pediatrics, 96(4). Retrieved November 14, 2008, from
http://web.ebscohost.com.ezproxy1.lib.depaul.edu/ehost/pdf?vid=2&hid=9&sid=d9cd6b43-24dd-498d-9ca9-d99958b594a8%40SRCSM2
from http://web.ebscohost.com.ezproxy1.lib.depaul.edu/ehost/pdf?vid=2&hid=103&sid=331f910f-0312-4b94-9f4f-12f1f93b1160%40sessionmgr104
This article “provides professional advises on problems connected with the nursing practice in the United States, particularly on career matters. The article explains the inquiry on work-study programs for pediatric nurse specialists; inquiry regarding nursery service offered by hospitals; educational requirements to advance from a graduate nurse into Public Health nurse.” These were the main points of the article. I really enjoyed this article because it gives real life examples with real people. It was something the author’s audience could relate to. Since the audience would be able to relate to the people in the article, it presents a pathos appeal. Rather than give fact after fact, the author decided to appeal to the emotion of his audience. One flaw that was identified was that there were no facts or statistics that may establish ethos. The authors credibility has been lost because his audience would not know if the information he was giving were true or not. This article helped me in determining my profession by showing me the downs of becoming a pediatric nurse. This article did not just tell about the good things about this career, it told about the bad as well. The argument could be made stronger by adding a little more statistics and facts.
Classick, S. (1999). News From the Society. Journal of the Society of Pediatric Nurses,
4(1). Retrieved November 14, 2008, from
http://web.ebscohost.com.ezproxy1.lib.depaul.edu/ehost/pdf?vid=2&hid=14&sid=f76a8b0b-b9ea-4285-9d9b-b6ffd4f117fa%40sessionmgr9
This article is about “the activities to standards for pediatric advanced practice nursing education (preparation), the scope and standards for pediatric advanced practice nursing (clinical), and certification needs of pediatric advanced practice nurses (competencies).” I chose this article because it gave a variety amount of information that I know will be useful to me choosing the career the suits me best. These are the three main points in the article. The article presented to me rhetorically by establishing ethos. It gives percentages on a survey concerning Pediatric Advancing Practice Nursing (PAPN) certification. The article also establishes the author’s credibility. The information becomes convincing and reliable to the audience. Though this was a good article, it had some flaws. One flaw that I recognized was that the author could have elaborated more on the factors regarding advanced certification. She only gave main points on the topic. For example, she gave three points on the internal factors and three points on the external factors. The three internal factors were “certification is a personal challenge, certification will be required in the future, and validity of current exams.” The external factors were “certification will increase salary, certification is required by employer, and cost of certification.” Although this was a flaw, this did not affect or change my decision in wanting to do this profession. Not only could the author have provided more examples, the author could have enlarged more on the preparation on becoming a PAPN rather than giving little detail at all. Not explaining the preparation was one flaw that made me not interested in the article, but it still did not change my mind on the profession that I have chosen.
Fitzpatrick, L. (1977). Nursing. Signs, 2. Retrieved November 14, 2008, from http://www.jstor.org.ezproxy2.lib.depaul.edu/stable/3173212?&Search=yes&term=united&term=pediatric&term=career&term=states&term=nursing&list=hide&searchUri=%2Faction%2FdoAdvancedSearch%3Fq0%3Dpediatric%2Bnursing%26f0%3Dall%26c0%3DAND%26q1%3Dunited%2Bstates%26f1%3Dall%26c1%3DAND%26q2%3Dcareer%26f2%3Dall%26c2%3DAND%26q3%3D%26f3%3Dall%26wc%3Don%26Search%3DSearch%26sd%3D%26ed%3D%26la%3Deng%26jo%3D&item=5&ttl=175&returnArticleService=showArticle
Foster, R. (2008). One Voice on the Scope and Standards for Pediatric Nursing Practice.
Journal for Specialists in Pediatric Nursing, 13(2). Retrieved November 14, 2008, from http://web.ebscohost.com.ezproxy1.lib.depaul.edu/ehost/pdf?vid=2&hid=102&sid=1a631c33-bdf4-45fa-86f8-7e85b5155312%40sessionmgr109
Heikes, J. (1991). When Men Are the Minority: The Case of Men in Nursing. The Sociological Quarterly, 32. Retrieved November 14, 2008, from http://www.jstor.org.ezproxy2.lib.depaul.edu/stable/4120914?&Search=yes&term=united&term=pediatric&term=career&term=states&term=nursing&list=hide&searchUri=%2Faction%2FdoAdvancedSearch%3Fq0%3Dpediatric%2Bnursing%26f0%3Dall%26c0%3DAND%26q1%3Dunited%2Bstates%26f1%3Dall%26c1%3DAND%26q2%3Dcareer%26f2%3Dall%26c2%3DAND%26q3%3D%26f3%3Dall%26wc%3Don%26Search%3DSearch%26sd%3D%26ed%3D%26la%3Deng%26jo%3D&item=11&ttl=175&returnArticleService=showArticle
Hoff, T., Nelson, J., Whitcomb, W. (2002). Thriving and Surviving in a New Medical Career: The Case of Hospitalist Physicians. Journal of Health and Social Behavior, 43. Retrieved Novemmber 14, 2008, from http://www.jstor.org.ezproxy2.lib.depaul.edu/stable/3090246?&Search=yes&term=united&term=pediatric&term=career&term=states&term=nursing&list=hide&searchUri=%2Faction%2FdoAdvancedSearch%3Fq0%3Dpediatric%2Bnursing%26f0%3Dall%26c0%3DAND%26q1%3Dunited%2Bstates%26f1%3Dall%26c1%3DAND%26q2%3Dcareer%26f2%3Dall%26c2%3DAND%26q3%3D%26f3%3Dall%26wc%3Don%26Search%3DSearch%26sd%3D%26ed%3D%26la%3Deng%26jo%3D&item=2&ttl=175&returnArticleService=showArticle&cookieSet=1
Graf, E., Halfer, D., Sullivan, C. (2008). The Organizational Impact of a New Graduate
Pediatric Nursing Mentoring Program. Nursing Economic$, 26(4). Retrieved November 14, 2008, from http://web.ebscohost.com.ezproxy1.lib.depaul.edu/ehost/pdf?vid=2&hid=16&sid=dc4797ca-35b1-4166-9d7f-b4a99ca23349%40sessionmgr2
Stone, E. (1995). Nurse Practitioners and Physician Assistants: Do They Have a Role in
Your Practice? Pediatrics, 96(4). Retrieved November 14, 2008, from
http://web.ebscohost.com.ezproxy1.lib.depaul.edu/ehost/pdf?vid=2&hid=9&sid=d9cd6b43-24dd-498d-9ca9-d99958b594a8%40SRCSM2
Wednesday, November 12, 2008
The Pit and The Pendulum- Lit. Response
In Malloy’s analysis on The Pit and the Pendulum, she focuses on three main points on the story. The first main point is that Poe uses apocalyptic imagery to establish his narrative framework. A lot of Poe’s symbolism and allusions comes from biblical events or something pertaining to the bible. For example, by General LaSalle coming to save the narrator, LaSalle represented, somewhat, The Second Coming of Christ. The general was viewed as rescuer or sort of like a savior. The second main point was that “…Poe associates the divine in The Pit and the Pendulum not only with infancy, but also more generally with special states of consciousness” (Pg. 88). By falling in and out of consciousness, the reader interprets the narrator’s state of mind and being. The third main point was “the narrator’s consciousness promotes rather than eases his sense of isolation and terror” (Pg. 90). For instance, in the story the narrator tries to realize his true state, but before he thinks about it, he is afraid that he might be deceased. These three main points are heavily argued in the analysis and help prove Malloy’s argument.
Even though, Malloy proves her point very effectively, her analysis does contain some flaws. She tends to inform the audience of how other author’s do things, instead of focusing on Poe’s artistry. A reader can get easily confused on who or what she is trying to explain. If this happens Malloy will lose her audience’s attention and that is never a good thing to do. Malloy should concentrate more on Poe’s writing than the writing of other authors. Overall, Malloy did an excellent job establishing her purpose and proving it.
Even though, Malloy proves her point very effectively, her analysis does contain some flaws. She tends to inform the audience of how other author’s do things, instead of focusing on Poe’s artistry. A reader can get easily confused on who or what she is trying to explain. If this happens Malloy will lose her audience’s attention and that is never a good thing to do. Malloy should concentrate more on Poe’s writing than the writing of other authors. Overall, Malloy did an excellent job establishing her purpose and proving it.
Thursday, October 30, 2008
Biography of Kate Chopin Literary Response
In Kate Chopin’s biography, it explains the ups and downs this devoted writer had gone through to get where she is now. She had to experience so many deaths and tragedies with her family that she had to learn how to be independent and support herself and her family. Even though this probably was a hard task for Chopin, she could achieve it because she came from a long line of smart, independent, single women. Kate began to write to support her family and became very successful with her writings and sketches. Some of Chopin’s writings were even based on events and people she knew within her lifetime. People stand on what they know and Chopin took that into play when writing her short stories and essays. For example, The Awakening was a novel that was based on “a true story of a New Orleans woman who was infamous in the French Quarter” (Bio. of Kate Chopin, Paragraph 7).
Like stated before, some of Chopin’s writings were based on events and people knew. Therefore the root of her stories was influenced widely from her experiences. Another example of these influences is her novel The Story of An Hour. In this novel, Mrs. Mallard, the main character, was ecstatic when she found out that her husband had pasted away, not because she didn’t love, but because she had no freedom with him. By him dying, Mrs. Mallard was finally taken out of bondage. Many women in that century did not have that advantage. They were ultimately controlled by their husbands and had no say whatsoever in their life. Though this isn’t what Chopin had to go through because her husband allowed her to have some freedom, she believed that is was still necessary to show women how they were being treated by men. Chopin voiced her strong opinions through her books that led to consequences, such as not being admitted to the St. Louis Fine Arts Club.
Kate Chopin had proven herself to be just like all the women in her family. She was intelligent, independent, and single, but was also triumphant in every novel she wrote. Chopin stood on what she knew about life, society, and success; as a result, her life and success shaped her career and her fiction novels.
Like stated before, some of Chopin’s writings were based on events and people knew. Therefore the root of her stories was influenced widely from her experiences. Another example of these influences is her novel The Story of An Hour. In this novel, Mrs. Mallard, the main character, was ecstatic when she found out that her husband had pasted away, not because she didn’t love, but because she had no freedom with him. By him dying, Mrs. Mallard was finally taken out of bondage. Many women in that century did not have that advantage. They were ultimately controlled by their husbands and had no say whatsoever in their life. Though this isn’t what Chopin had to go through because her husband allowed her to have some freedom, she believed that is was still necessary to show women how they were being treated by men. Chopin voiced her strong opinions through her books that led to consequences, such as not being admitted to the St. Louis Fine Arts Club.
Kate Chopin had proven herself to be just like all the women in her family. She was intelligent, independent, and single, but was also triumphant in every novel she wrote. Chopin stood on what she knew about life, society, and success; as a result, her life and success shaped her career and her fiction novels.
Monday, October 27, 2008
Disturbia
I chose the murderer, Mr. Turner because it seemed as if he had something really wrong with him. Turner was really crazy and wasn't in his right mind at all. He had so many sides to him, it was irritating trying to distinguish him from all his personalities. The movie makes this character look like he's insane, which he clearly is sense he is going around the whole state killing people. You can't get anymore crazier than that. In any movie, the music is very important to the suspense of the movie as a whole. It brings thrill and personality to each character in the movie. Mr. Turner played his role so well that everytime I saw him I saw a mass murderer. His character really comes to life as the music builds up tempo and momentum.
Sojourner Truth Comparison
Now that I have read both writings, they are very different from one another. The biggerst difference was Sojourner's speech, as in the way she talked. In the 50 Essays book, her speech was so much better where the reader could clearly understand what she was saying. The derivative version of the speech took away from it's authenticity. I believe the original version loses it's appeal to pathos. A Caucasian audience may have thought Truth was another ignorant black woman who didn't know what she was talking about. Even though one probably didn't understand a word that was written, the speech still conveyed the same message. That is was Truth was trying to do, get her point across.
Tuesday, October 21, 2008
Slavery Essay
In both Incidents in the Life of a Slave Girl by Harriet Jacobs and An American Slave by Fredrick Dougllas, these books appeal to ethos, pathos, and their audience are very similar. Dougllas establishes his credibility when a Caucasian author vouches for him in the preface of the book. “Every one who has heard you speak has felt, and, I am confident, every one who reads your book will feel…the whole truth” (Paragraph 5, Preface by Wendell Phillips). It can be inferred that Wendell Phillips vouches for Dougllas because he has heard one of his speeches and feels that he speaks the truth. Phillips agrees with Dougllas’ ideas and beliefs and supports his book. Jacobs establishes ethos when L. Maria Child, the editor of the book, states that “I willingly take the responsibility of presenting them with the veil withdrawn” (Paragraph 4, Introduction by the Editor). Chile was ready to take responsibility of what was being said because she strongly believed that people needed to hear Jacobs story.
The authors’ appeal to pathos was very strong. They both used vivid imagery and diction to get the audiences emotions tied into the stories. They described whipping and romantic scenes so well that it would touch the hearts of the readers. “He commenced to lay on the heavy cowskin, and soon the warm, red blood (amid heart-rending from her, and horrid oaths from him) came dripping to the floor” (Paragraph 11, An American Slave). In the last quote, Dougllas uses such distinct diction; it makes the audience feel exactly what the slave was going through and made them feel her pain and suffering. “I loved him with all ardor of a young girl’s first love. But when I reflected that I was a slave, and that the laws gave no sanction to the marriage of such, my heart sank within me” (Paragraph 2, Incidents in the Life of a Slave Girl). Jacobs made the audience feel her agony and sorrow towards how she felt. The authors wanted the audience to experience the life of a Negro slave.
Since the authors wanted the audience to have that experience, it can be safely assumed that the audience was steered more to Caucasians rather than African Americans. At the time only whites and probably freed slaves could be accessible to books, so they were the only ones who could read the novels. The authors are most likely writing to this particular audience because like stated before; they wanted to put them through the same experience. They wanted whites to see how much torture, humiliation, and anguish they put African Americans through.
The authors’ appeal to pathos was very strong. They both used vivid imagery and diction to get the audiences emotions tied into the stories. They described whipping and romantic scenes so well that it would touch the hearts of the readers. “He commenced to lay on the heavy cowskin, and soon the warm, red blood (amid heart-rending from her, and horrid oaths from him) came dripping to the floor” (Paragraph 11, An American Slave). In the last quote, Dougllas uses such distinct diction; it makes the audience feel exactly what the slave was going through and made them feel her pain and suffering. “I loved him with all ardor of a young girl’s first love. But when I reflected that I was a slave, and that the laws gave no sanction to the marriage of such, my heart sank within me” (Paragraph 2, Incidents in the Life of a Slave Girl). Jacobs made the audience feel her agony and sorrow towards how she felt. The authors wanted the audience to experience the life of a Negro slave.
Since the authors wanted the audience to have that experience, it can be safely assumed that the audience was steered more to Caucasians rather than African Americans. At the time only whites and probably freed slaves could be accessible to books, so they were the only ones who could read the novels. The authors are most likely writing to this particular audience because like stated before; they wanted to put them through the same experience. They wanted whites to see how much torture, humiliation, and anguish they put African Americans through.
Poets Corner
“Swing Low, Sweet Chariot”
Swing low, sweet chariot,
Coming for to carry me home
Swing low, sweet chariot,
Coming for to carry me home
I looked over Jordan, and I what did I see
Coming for to carry me home?
A band of angels coming after me
Coming for to carry me home
If you get there before I do
Coming for to carry me home
Tell all my friends I coming too
Coming for to carry me home
I’m sometimes up, I’m sometimes down
Coming for to carry me home
But still my soul feels heavenly bound
Coming carry me home
MY VERSE
My God is looking right over me
Coming for to carry me home
I can’t wait to go up for me to see
Coming for to carry me home
Swing low, sweet chariot,
Coming for to carry me home
Swing low, sweet chariot,
Coming for to carry me home
I looked over Jordan, and I what did I see
Coming for to carry me home?
A band of angels coming after me
Coming for to carry me home
If you get there before I do
Coming for to carry me home
Tell all my friends I coming too
Coming for to carry me home
I’m sometimes up, I’m sometimes down
Coming for to carry me home
But still my soul feels heavenly bound
Coming carry me home
MY VERSE
My God is looking right over me
Coming for to carry me home
I can’t wait to go up for me to see
Coming for to carry me home
Thursday, October 16, 2008
Civil Disobedience
Is it better for a government to govern under salutary neglect? Or, should a government watch their country like a hawk stalking its prey? “Carried out, it finally amounts to this, which also I believe, --- That government is best which governs not at all” (Part 1, Paragraph 1). It seems that Thoreau can concur with this statement very closely. Thoreau reveals his tone of anger and disapproval. I personally can’t say that I agree. Yes, our government has problems, needs construction, and is not perfect, but without it our country would be in shambles. People have so many different concepts on how the country should be run that all these ideas would soon clash together. This wouldn’t unite the country. One purpose as a nation is to have unity among all the people you share a country with. Disarray and the disagreements will in turn result in rebellion.
“All men recognize the right of revolution; that is, the right to refuse allegiance to, and to resist, the government, when its tyranny or its inefficiency are great and unendurable” (Part 1, Paragraph 8). Just because Americans are aware of their use to revolutionize and rebel, that doesn’t mean that every time they don’t like something the government does that it is time to revolt. If that were the case there would be a war every day out of the year. I know as an American citizen that wouldn’t be good for our nation and as individuals. The government would probably have to come to the people to get money and pay off national debts. That will cause another reason to rise up and fight against the government creating more confusion within the nation. Sometimes government has good reasons for doing some things that it does.
On the other hand, I am in agreement with Thoreau’s tone of disapproval. “Some years ago, the State met me in behalf of the Church, and commanded me to pay a certain sum toward the support of a clergyman whose preaching my father attended, but never myself…I declined to pay” (Part 2, Paragraph 12). This would be one of those events where one should resist the demands of the government. There was no reason for Thoreau to pay a tax to a church he didn’t attend. One has to know when the right time to voice their opinion. Surely he was not happy with the government’s decision to put this tax on him so he did something about it.
Through the whole passage Thoreau conveys this tone of anger towards the government for the actions that they take. He doesn’t believe that it is needed and it needs to remove itself. “It does not keep the country free. It does not settle the West. It does not educate” (Part 1, Paragraph 2). The government does not do anything that is supposed to do and that frustrates Thoreau. He assumes that the government is just there for the benefit of itself. It wants control and money and that is exactly what it is going to get from the American citizens.
“All men recognize the right of revolution; that is, the right to refuse allegiance to, and to resist, the government, when its tyranny or its inefficiency are great and unendurable” (Part 1, Paragraph 8). Just because Americans are aware of their use to revolutionize and rebel, that doesn’t mean that every time they don’t like something the government does that it is time to revolt. If that were the case there would be a war every day out of the year. I know as an American citizen that wouldn’t be good for our nation and as individuals. The government would probably have to come to the people to get money and pay off national debts. That will cause another reason to rise up and fight against the government creating more confusion within the nation. Sometimes government has good reasons for doing some things that it does.
On the other hand, I am in agreement with Thoreau’s tone of disapproval. “Some years ago, the State met me in behalf of the Church, and commanded me to pay a certain sum toward the support of a clergyman whose preaching my father attended, but never myself…I declined to pay” (Part 2, Paragraph 12). This would be one of those events where one should resist the demands of the government. There was no reason for Thoreau to pay a tax to a church he didn’t attend. One has to know when the right time to voice their opinion. Surely he was not happy with the government’s decision to put this tax on him so he did something about it.
Through the whole passage Thoreau conveys this tone of anger towards the government for the actions that they take. He doesn’t believe that it is needed and it needs to remove itself. “It does not keep the country free. It does not settle the West. It does not educate” (Part 1, Paragraph 2). The government does not do anything that is supposed to do and that frustrates Thoreau. He assumes that the government is just there for the benefit of itself. It wants control and money and that is exactly what it is going to get from the American citizens.
Monday, October 13, 2008
Literary Genres
http://en.wikipedia.org/wiki/Romanticism
http://en.wikipedia.org/wiki/Realism_(dramatic_arts)
http://en.wikipedia.org/wiki/Gothic
http://www.britannica.com/EBchecked/topic/195896/history-of-Europe/58412/Romanticism-and-Realism#tab=active~checked%2Citems~checked&title=history%20of%20Europe%20%3A%3A%20Romanticism%20and%20Realism%20--%20Britannica%20Online%20Encyclopedia
http://en.wikipedia.org/wiki/Realism_(dramatic_arts)
http://en.wikipedia.org/wiki/Gothic
http://www.britannica.com/EBchecked/topic/195896/history-of-Europe/58412/Romanticism-and-Realism#tab=active~checked%2Citems~checked&title=history%20of%20Europe%20%3A%3A%20Romanticism%20and%20Realism%20--%20Britannica%20Online%20Encyclopedia
Gettysburg Address
1) Lincoln should have mentioned some ways of how the people should honor those who fought for everyone's freedom. He did not clearly specify who was fighting who. He did not state where or when these people were fighting.
2) Lincoln states how he believes that being the citizens of the nation, which people fought for, the society should give respect towards the deceased by continuing to fight for colonial freedom as they did. Since Lincoln's main point was to convince his society to continue to fight for freedom for all, this sentence used pathos to grab the audience's hearts and strongly express to them how important it was to not allow the deceased to have died for nothing. This sentence allows Lincoln to try to convince the audience through their emotions. The function that it performs is implementing pathos in his address to the audience. I think it reached the audience's appeal to sorrow for those who died for freedom. My sentence would go like this: Why shall we allow our deceased- those who died for our freedom, justice, and overall equality- to have given up their lives for nothing.
3) Both were written to convince the colonials to fight for freedom, from the British government and both described how their ideas were best for the people. The address was created to describe to the colonials how they should continue fighting for their freedom, so those who died did not for nothing. The Declaration of Independence was made to attack the King's quality of ruling and to list all the injustices the king committed. The Declaration of Independence had a harsher tone which was used to attack the king. The address had a more persuasive tone which was used to try to persuade colonials to continue fighting for freedom.
4) During my speech class, I heard many persuasive speeches and informational speeches. The address, Declaration of Independence, and other speeches I have heard all use techniques of persuasion and facts to support their beliefs and main ideas.
2) Lincoln states how he believes that being the citizens of the nation, which people fought for, the society should give respect towards the deceased by continuing to fight for colonial freedom as they did. Since Lincoln's main point was to convince his society to continue to fight for freedom for all, this sentence used pathos to grab the audience's hearts and strongly express to them how important it was to not allow the deceased to have died for nothing. This sentence allows Lincoln to try to convince the audience through their emotions. The function that it performs is implementing pathos in his address to the audience. I think it reached the audience's appeal to sorrow for those who died for freedom. My sentence would go like this: Why shall we allow our deceased- those who died for our freedom, justice, and overall equality- to have given up their lives for nothing.
3) Both were written to convince the colonials to fight for freedom, from the British government and both described how their ideas were best for the people. The address was created to describe to the colonials how they should continue fighting for their freedom, so those who died did not for nothing. The Declaration of Independence was made to attack the King's quality of ruling and to list all the injustices the king committed. The Declaration of Independence had a harsher tone which was used to attack the king. The address had a more persuasive tone which was used to try to persuade colonials to continue fighting for freedom.
4) During my speech class, I heard many persuasive speeches and informational speeches. The address, Declaration of Independence, and other speeches I have heard all use techniques of persuasion and facts to support their beliefs and main ideas.
Wednesday, September 24, 2008
Wednesday, September 17, 2008
Vocabulary Exercise
The Scarlet Letter Crossword Puzzle
http://puzzlemaker.discoveryeducation.com/code/BuildCrissCross.asp
1. abase- base, Abe
2. abate- ate, bat
3. abstruse- abuse, bust
4. abyss- bass, byass
5. acuity- cut, cat
6. affinity- faint, tin
7. alacrity- trial, trail
8. alchemist- mail, salt
9. alloy- all, lay
10. amenable- amen, able
11. antipathy- paint, path
12. append- nap, den
13. arduous- soar, sour
14. ascend- dance, send
15. ascetic- cite, cast
16. audacity- city, act
17. augury- Ragu, rag
18. auspicious- soap, sip
19. austere- steer, rust
20. balm- bam, lamb
21. benevolence- Ben, Noel
22. benign- nine, bin
23. betoken- ten, token
24. blighted- light, diet
25. buoyant- boy, ant
1. aaesb- abase
2. tabea- abate
3. eutbsrsba- abstruse
4. ysabs- abyss
5. iycuat- acuity
6. nifitafy- affinity
7. ciyrtaal- alacrity
8. ynuboat- buoyant
9. dtglehib- belighted
10. nktbeoe- betoken
11. nbgein- benign
12. ebcenneelvo- benevolence
13. malb- balm
14. earuest- austere
15. taslcimhe- alchemist
16. asuusoipic- auspicious
17. ylalo- alloy
18. yarugu- augury
19. eamlbena- amenable
20. yanhttpip- antipathy
21. caiscte- ascetic
22. danpep- append
23. yatuidca- audacity
24. saurdou- arduous
25. cadsne- ascend
http://puzzlemaker.discoveryeducation.com/code/BuildCrissCross.asp
1. abase- base, Abe
2. abate- ate, bat
3. abstruse- abuse, bust
4. abyss- bass, byass
5. acuity- cut, cat
6. affinity- faint, tin
7. alacrity- trial, trail
8. alchemist- mail, salt
9. alloy- all, lay
10. amenable- amen, able
11. antipathy- paint, path
12. append- nap, den
13. arduous- soar, sour
14. ascend- dance, send
15. ascetic- cite, cast
16. audacity- city, act
17. augury- Ragu, rag
18. auspicious- soap, sip
19. austere- steer, rust
20. balm- bam, lamb
21. benevolence- Ben, Noel
22. benign- nine, bin
23. betoken- ten, token
24. blighted- light, diet
25. buoyant- boy, ant
1. aaesb- abase
2. tabea- abate
3. eutbsrsba- abstruse
4. ysabs- abyss
5. iycuat- acuity
6. nifitafy- affinity
7. ciyrtaal- alacrity
8. ynuboat- buoyant
9. dtglehib- belighted
10. nktbeoe- betoken
11. nbgein- benign
12. ebcenneelvo- benevolence
13. malb- balm
14. earuest- austere
15. taslcimhe- alchemist
16. asuusoipic- auspicious
17. ylalo- alloy
18. yarugu- augury
19. eamlbena- amenable
20. yanhttpip- antipathy
21. caiscte- ascetic
22. danpep- append
23. yatuidca- audacity
24. saurdou- arduous
25. cadsne- ascend
Monday, September 15, 2008
Anne Bradstreet
Anne Bradstreet Analysis
In Anne Bradstreet’s poem “The Author to Her Book”, a young child tells how their parents control their life. They explain how they aren’t the author of their own book and that everything in their life is being controlled. “Till snatched from thence by friends, less wise than true” (Line 3). Even their friends are being controlled. Their friends are being taken away from them because their parents believe that they are foolish and unfaithful. The adults say they are being too “exposed to the public view” (Line 4), meaning they are being showed and introduced to things their parents don’t want their child to experience.
In another part of the poem the author talks about how as much as they try to please others they still see imperfections within themselves. “I washed they face, but more defects I saw, and rubbing off a spot still made a flaw” (Lines 13-14). They made the child feel as though they weren’t good enough. As hard as they washed their face, it still would be a flaw there unable to be washed away. Constantly trying to improve themselves didn’t help them any. The more they tried to perfect themselves they saw more and more faults. One might believe that this would eventually cause their self esteem to drop dramatically, if it wasn’t already low. As they said in the beginning of the poem, “Who after birth didst by my side remain” (Line 2), this was relevant because it shows how the parents started out wanting to have the power in their child’s life without any of the child’s say.
On the other hand, the adults do try to make an effort to let their child walk on their own two feet and be their own person. “I stretched thy joints to make thee even feet, yet still thou run’st more hobbling than is meet; In better dress to trim thee was in my mind, but nought save homespun cloth i’ th’ house I find…In critic’s hands beware thou dost not come, and take thy way where yet thou hadst not known” (Lines 15-21). Though the parents did try to let them be on their own, they saw that the child couldn’t handle it. They still saw flaws they wanted to fix and problems they wanted to saw but, they realized that their child can no longer be sheltered under their parents’ wings. It was time for them to let loose into a world unknown to their child.
The end of the poem was actually the beginning because it was a release for the child to venture off and explore new things. It was also time for them to let go of their parents, but it didn’t seem to be as hard as it was for the parents to let go. “If for thy father asked, say thou hadst none; and for thy mother, she alas is poor, which caused her thus to sent thee out of door” (Lines 22-24). The mother is poor because she does not have her child with her any more, her little bird had to leave the nest. It seemed as though she wanted nothing to do with her father. It was like they didn’t have one or he didn’t exist. Even in the poem they don’t mention the father. The child had disowned their father and left their mother, not out of rebellion, but just because they felt as if it was their time to be by themselves and to experience the abundance of life without the help of their parents.
In Anne Bradstreet’s poem “The Author to Her Book”, a young child tells how their parents control their life. They explain how they aren’t the author of their own book and that everything in their life is being controlled. “Till snatched from thence by friends, less wise than true” (Line 3). Even their friends are being controlled. Their friends are being taken away from them because their parents believe that they are foolish and unfaithful. The adults say they are being too “exposed to the public view” (Line 4), meaning they are being showed and introduced to things their parents don’t want their child to experience.
In another part of the poem the author talks about how as much as they try to please others they still see imperfections within themselves. “I washed they face, but more defects I saw, and rubbing off a spot still made a flaw” (Lines 13-14). They made the child feel as though they weren’t good enough. As hard as they washed their face, it still would be a flaw there unable to be washed away. Constantly trying to improve themselves didn’t help them any. The more they tried to perfect themselves they saw more and more faults. One might believe that this would eventually cause their self esteem to drop dramatically, if it wasn’t already low. As they said in the beginning of the poem, “Who after birth didst by my side remain” (Line 2), this was relevant because it shows how the parents started out wanting to have the power in their child’s life without any of the child’s say.
On the other hand, the adults do try to make an effort to let their child walk on their own two feet and be their own person. “I stretched thy joints to make thee even feet, yet still thou run’st more hobbling than is meet; In better dress to trim thee was in my mind, but nought save homespun cloth i’ th’ house I find…In critic’s hands beware thou dost not come, and take thy way where yet thou hadst not known” (Lines 15-21). Though the parents did try to let them be on their own, they saw that the child couldn’t handle it. They still saw flaws they wanted to fix and problems they wanted to saw but, they realized that their child can no longer be sheltered under their parents’ wings. It was time for them to let loose into a world unknown to their child.
The end of the poem was actually the beginning because it was a release for the child to venture off and explore new things. It was also time for them to let go of their parents, but it didn’t seem to be as hard as it was for the parents to let go. “If for thy father asked, say thou hadst none; and for thy mother, she alas is poor, which caused her thus to sent thee out of door” (Lines 22-24). The mother is poor because she does not have her child with her any more, her little bird had to leave the nest. It seemed as though she wanted nothing to do with her father. It was like they didn’t have one or he didn’t exist. Even in the poem they don’t mention the father. The child had disowned their father and left their mother, not out of rebellion, but just because they felt as if it was their time to be by themselves and to experience the abundance of life without the help of their parents.
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