I will admit, the first time that I read through "Three Girls" by Joyce Carol Oates, I failed to find a meaning in this seemingly random discovery of the quasi-feminine Marilyn Monroe is a musty New York City book store. However, reexamining the story in class with a partner for word choice acted as a catalyst for understanding it, as I began to pick up on Oates' use of mythical diction to portray a scene of fantasy. Learning a bit about the author herself also helped put the story into perspective, as knowledge that Oates was a lesbian put a finger on the emotional tension that protruded throughout the entire work.
From my perspective, Oates wrote "Three Girls" in a attempt to justify her life choice and prove to the reader that a homosexual relationship can attain the same level of majesty and excitement as a heterosexual one. While this may not seem like such a revelation given the state of modern America (and California specifically), the 1950's were not nearly as inviting to those with different sexual orientation. Painting the scene as "two NYU girl poets drifting through the warehouse of treasures as through an enchanted forest" Oates toils away at chiseling a moment of mystique during a dreary winter in New York, a large feat in itself.
Sunday, August 29, 2010
The Balance of Power: Mixing Work and Play As a High School Senior
Although my existence as a Senior at Burlingame High has been a short one, I feel that I have begun to gain a primitive understanding of the challenges faced by students in this pivotal year, in and out of the classroom.
Through two weeks, I have noticed that there is a sense of pride in being in your final year of High School. My peers carry themselves with a greater sense of dignity, and even the quiet kids are beginning to express their opinions more frequently. It's like I'm the witness and subject of a massive experiment.
For me, moving to the top of the proverbial "Food Chain" is a gift and a curse. While being looked up to the rest of the school is seen as a blessing, it also comes with being given the highest expectations to meet. Already, the prospects of maintaining solid grades in my heavy course load, along with pursuing my extracurricular and social interests, look bleak. However, if there is any appropriate time for me to learn how to accomplish this feat, there's no better time than now.
Through two weeks, I have noticed that there is a sense of pride in being in your final year of High School. My peers carry themselves with a greater sense of dignity, and even the quiet kids are beginning to express their opinions more frequently. It's like I'm the witness and subject of a massive experiment.
For me, moving to the top of the proverbial "Food Chain" is a gift and a curse. While being looked up to the rest of the school is seen as a blessing, it also comes with being given the highest expectations to meet. Already, the prospects of maintaining solid grades in my heavy course load, along with pursuing my extracurricular and social interests, look bleak. However, if there is any appropriate time for me to learn how to accomplish this feat, there's no better time than now.
Sunday, August 22, 2010
The Second Coming? More Like The First Meeting
When Mr. Burke handed out "The Second Coming" by W.B. Yeats on the first day of school, I was at first completely overwhelmed by the magnitude of the poem. Beginning with the first line, I was bombarded with strange words and references (How I made it to my senior year without hearing the word "gyre" befuddles me). Although I had some idea that the poem had to do with the resurrection of Jesus Christ, in what capacity His return had been painted confused me. However, after a couple days in class deciphering the riddle I have attained a much stronger grasp on Yeats' composition. The key to understanding what he was saying was learning a bit about the time period Yeats wrote The Second Coming. Writing in the middle of World War I and a devastating Civil War in Ireland, Yeats saw violence surrounding him and wondered if God had decided to spite the world for its deeds against humanity at the time. Hopefully I can use this similar approach throughout the rest of the school year, as I predict that this is not the last I will see of challenging poetry in AP Literature.
Tuesday, August 17, 2010
Academic Literacy:
1. Modern students have become more diligent with their studies at the expense of their critical thinking skills
2. The UC/CSU system shows a great concern about this lack of critical thinking desire, and hopes to see a new generation of students willing to dig deeper for an answer.
3. The first step towards improving critical thinking skills is to teach students how to analyze text to a higher degree.
After reading these two statements by the UC/CSU system, I come to agree that the major focus of the modern student is achieving the highest grades to ensure a spot at a premier college, instead of spending time to truly understand the material. To counter this shift from analytical learning to purely grade-focused education, teachers must allow students the chance to debate their position on pieces of literature to gain a better understanding of the message the author is trying to send to the reader. By doing this, students will begin to experiment with their own analytical strategies, which will carry over into their writing.
2. The UC/CSU system shows a great concern about this lack of critical thinking desire, and hopes to see a new generation of students willing to dig deeper for an answer.
3. The first step towards improving critical thinking skills is to teach students how to analyze text to a higher degree.
After reading these two statements by the UC/CSU system, I come to agree that the major focus of the modern student is achieving the highest grades to ensure a spot at a premier college, instead of spending time to truly understand the material. To counter this shift from analytical learning to purely grade-focused education, teachers must allow students the chance to debate their position on pieces of literature to gain a better understanding of the message the author is trying to send to the reader. By doing this, students will begin to experiment with their own analytical strategies, which will carry over into their writing.
Academic and Intellectual Profile:
Books I Read This Summer
How to Read Literature Like a Professor by Thomas C. Foster
The Handmaid’s Tale by Margaret Atwood
1984 by George Orwell
Real Sex by Lauren F. Winner
Other Reading Material:
The San Mateo Times
The Wall Street Journal
Sports Illustrated
Before I Read:
I usually settle in a comfortable place, whether it is my couch or my bed. My preparation ends there.
While Reading:
I read at a slow pace, sometimes rereading passages that I find challenging.
After I Read:
I have no ritual for after reading.
Myself As a Writer:
As a writer, I take pride in my ability to paint a scene using vivid imagery while also assuring that the plot moves at a steady pace. One of my major weaknesses as a writer is inability to produce interesting dialogue between my characters, which I think detracts from the quality of my stories, even thought it doesn't interfere with other forms of writing such as research or persuasive essays.
Habits of Mind:
Broad Intellectual Practices
Exhibit curiosity- 8
Experiment with new ideas-5
See other points of view- 7
Challenge one's own beliefs- 7
Engage in intellectual discussions- 9
Ask provocative questions-9
Generate hypotheses- 6
Exhibit respect for other viewpoints- 8
Read with awareness of self and others- 7
Classroom Behaviors
Ask questions-7
Be attentive in class-7
Come to class prepared- 8
Complete assignments on time- 9
Contribute to class discussions- 9
Attend class regularly and on time- 7
Additional College Expectations
Respect facts and information in situations where feelings and intuitions often prevail- 9
Be aware that the rhetoric of argumentation and interrogation relate to varied academic disciplines, purposes, and audiences- 7
Embrace the value of research to explore new ideas through reading and writing- 8
Develop a capacity to work hard and to expect high standards- 7
Show initiative and develop ownership of one's education- 8
Reflection:
From this list, I see my ability to engage in intellectual discussions as a major strength because it allows me to indoctrinate the person I'm talking to with knowledge, while also allowing me to see the other side of argument. However, one of my major weaknesses is experimenting with new ideas. At times, it seems like I become too dependent on one way of solving a problem or answering a question, which hinders my ability to learn.
How to Read Literature Like a Professor by Thomas C. Foster
The Handmaid’s Tale by Margaret Atwood
1984 by George Orwell
Real Sex by Lauren F. Winner
Other Reading Material:
The San Mateo Times
The Wall Street Journal
Sports Illustrated
Before I Read:
I usually settle in a comfortable place, whether it is my couch or my bed. My preparation ends there.
While Reading:
I read at a slow pace, sometimes rereading passages that I find challenging.
After I Read:
I have no ritual for after reading.
Myself As a Writer:
As a writer, I take pride in my ability to paint a scene using vivid imagery while also assuring that the plot moves at a steady pace. One of my major weaknesses as a writer is inability to produce interesting dialogue between my characters, which I think detracts from the quality of my stories, even thought it doesn't interfere with other forms of writing such as research or persuasive essays.
Habits of Mind:
Broad Intellectual Practices
Exhibit curiosity- 8
Experiment with new ideas-5
See other points of view- 7
Challenge one's own beliefs- 7
Engage in intellectual discussions- 9
Ask provocative questions-9
Generate hypotheses- 6
Exhibit respect for other viewpoints- 8
Read with awareness of self and others- 7
Classroom Behaviors
Ask questions-7
Be attentive in class-7
Come to class prepared- 8
Complete assignments on time- 9
Contribute to class discussions- 9
Attend class regularly and on time- 7
Additional College Expectations
Respect facts and information in situations where feelings and intuitions often prevail- 9
Be aware that the rhetoric of argumentation and interrogation relate to varied academic disciplines, purposes, and audiences- 7
Embrace the value of research to explore new ideas through reading and writing- 8
Develop a capacity to work hard and to expect high standards- 7
Show initiative and develop ownership of one's education- 8
Reflection:
From this list, I see my ability to engage in intellectual discussions as a major strength because it allows me to indoctrinate the person I'm talking to with knowledge, while also allowing me to see the other side of argument. However, one of my major weaknesses is experimenting with new ideas. At times, it seems like I become too dependent on one way of solving a problem or answering a question, which hinders my ability to learn.
Sunday, August 15, 2010
Summer Reading 2010: A Subtle Look at Totalitarianism
As I longingly look back at this summer, I remember to recollect on the three books that I read to prepare myself for the upcoming year of Literature study. For my assignment, I chose to read the pairing of The Handmaid's Tale by Margaret Atwood and 1984 by George Orwell, along with studying the analytical techniques described by Thomas C. Foster in How to Read Literature Like a Professor.
Although the two novels attempt to highlight different aspects of an oppressive government (Orwell focusing on the mental will of a nation and Atwood delving deep into an environment based on the dystopia of feminism), both authors clearly convey the pitfalls and dangers of allowing a single entity to run a country. Both stories stories revolve around two commoners, disillusioned by the outcome of their lives and haunted by their more cheerful and optimistic pasts. For Winston Smith, the protagonist of 1984, his memories of his loving mother drive him to show spite and hatred for Big Brother, the invisible overruling force that controls his life in Oceania. Offred, in similar fashion to Winston, clings to her thoughts of her time with her former husband Luke (albeit a tarnished marriage due to her affair with Luke previously), and pines for the days before the change in power. However, both parties also learn to accept their situations despite hating them.
For me, watching Winston alter his view of The Party after being subjected to a cruel torture regime was quite irking, since it showed me that no matter the cause or desire, physical and mental pain can manipulate the thoughts of anyone. I think that the main point that both authors were trying to communicate to their audience was that by entrusting a single group with unquestionable power, society as a whole will suffer under the burden of lack of freedom of choice and thought.
Between these two books I would have to prefer 1984, as Orwell's imagery drips with eloquence as he describes the skeleton of a city London has warped into.
Although the two novels attempt to highlight different aspects of an oppressive government (Orwell focusing on the mental will of a nation and Atwood delving deep into an environment based on the dystopia of feminism), both authors clearly convey the pitfalls and dangers of allowing a single entity to run a country. Both stories stories revolve around two commoners, disillusioned by the outcome of their lives and haunted by their more cheerful and optimistic pasts. For Winston Smith, the protagonist of 1984, his memories of his loving mother drive him to show spite and hatred for Big Brother, the invisible overruling force that controls his life in Oceania. Offred, in similar fashion to Winston, clings to her thoughts of her time with her former husband Luke (albeit a tarnished marriage due to her affair with Luke previously), and pines for the days before the change in power. However, both parties also learn to accept their situations despite hating them.
For me, watching Winston alter his view of The Party after being subjected to a cruel torture regime was quite irking, since it showed me that no matter the cause or desire, physical and mental pain can manipulate the thoughts of anyone. I think that the main point that both authors were trying to communicate to their audience was that by entrusting a single group with unquestionable power, society as a whole will suffer under the burden of lack of freedom of choice and thought.
Between these two books I would have to prefer 1984, as Orwell's imagery drips with eloquence as he describes the skeleton of a city London has warped into.
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