Response to Course Material 11/20-12/11

Over Thanksgiving Break we completed a first read of Ceremony. To be honest, it was a big of a struggle. The ideas at first seemed jumbled, and I had trouble following the story in the format it was presented in. However, as we've begun to dissect the book, I feel that Ceremony is starting to make more sense.While the style is by no means traditional of American writing and provides a huge challenge, the supplementary articles as well as the information Ms. Holmes has provided has allowed me to gain a clearer image of Tayo's story. 

I'm glad that we're really taking our time with analyzing this novel. Although I can't say anything for Pride and Prejudice or Fifth Business, thus far Ceremony has been the hardest to understand. With more time dedicated to Ceremony I believe we'll not only gain a more complete understanding of the novel, but also valuable skills as literature analyzers. 

Closed Reading #5 "Letting Go"

http://www.newyorker.com/reporting/2008/05/05/080505fa_fact_sedaris

In the article "Letting Go by David Sedaris, Sedaris employs the use of language, details, and diction in order to convince readers of the persona accompanied by smoking.

Sedaris uses vivid language to illustrate the power cigarettes. Upon destroying a few of his mother's prized cigarettes, Sedaris writes that his mom beat him and then, "panting" stated "“That’s . . . not . . . funny.” The word panting as well as the double set of ellipses are especially critical here as they provide a double meaning to Sedaris' piece. On one hand, Sedaris' mothers' out-of-breath state could be accounted for by the exercise of beating her son for "twenty seconds" but it can be justly assumed that as this article focuses on smoking, her inability to breathe is due to her smoking habit. Although this line adds humor to the piece, it also reminds readers of smoking's adverse health effects and addictive qualities.


Sedaris also employs magery to demonstrate the nature of smoking. Sedaris writes that he found the smell  of smoke "depressing", as he describes, it was "the scent of neglect". He then goes on to recount that almost every room in  his house carried that scent with the sole exception of his bedroom. The scent of his bedroom, he writes, "smelled like an album jacket the moment you remove the plastic" or "the smell of anticipation". 

Open Post #6

1976. The conflict created when the will of an individual opposes the will of the majority is the recurring theme of many novels, plays, and essays. Select the work of an essayist who is in opposition to his or her society; or from a work of recognized literary merit, select a fictional character who is in opposition to his or her society. In a critical essay, analyze the conflict and discuss the moral and ethical implications for both the individual and the society. Do not summarize the plot or action of the work you choose.

It’s never easy to stand up to the crowd, but it can be even more difficult when the crowd consists of neighbors, friends and families. In Ceremony, by Leslie Marmon Silko, this is the struggle of the protagonist Tayo as he is forced to reconcile with his dark past. Unable to find peace with himself using traditional Laguna methods or American ones, he consults a revolutionary medicine man who illustrates to him the fallacies in the old ways as they do not take into account changes in the new world. Ceremony illustrates the strength and power of rituals derives from their ability to adapt in an ever-changing world,which stands in direct contrast to Tayo’s society’s views.

Due to his mixed ancestry and his characteristic “hazel eyes”, Tayo serves as a continuous reminder of the white influence.  To the Laguna Pueblos, two sentiments dominate regarding the white-American culture: a desire to join the American culture, yet also to scorn it as the Lagunas know that the society does not truly accept them. Through his army stories,  Emo reveals this ambivalence. He speaks highly of the days when white women swarmed around him, indicating his desire to be embraced by the white American society. However, Emo is also the first to bring up Tayo’s mixed ancestry and to attack Tayo for his genetic fallacy. He cries out “There he is. He thinks he’s something all right. Because he’s part white. Don’t you, half-breed?” This illustrates Emo’s feeling of belittlement caused by the white culture that directly contrasts with his longing to be immersed in it.

Although Tayo notices the ambivalence in the Pueblos’ view of the white culture early on, he is unable to find a solution. While Tayo’s army buddies turn to liquor, “the medicine for the anger that made them hurt” Tayo cannot suppress his own. When Tayo visits  Betonie however, Betonie reveals that the Pueblo customs of old have become obsolete because they fail to take into account the presence of whites. By manipulating the old rituals, Betonie actually fortifies the Pueblo traditions as they become applicable to the present and he manages to bring Tayo peace. Along his healing process, Tayo is able to break free from the anger and ambivalence and renew a sense of pride in his culture that had been largely lost by his people.

In conclusion, Ceremony suggests that traditions and rituals rest at the crux of cultures. When the traditions become obsolete, society loses a sense of pride and unity. By tweaking rituals to suit the modern world however, a culture’s strength can be restored. Although Tayo is the only one to realize this key detail, his transformation implies the potential for the entire Pueblo community to be revitalized.

Closed Reading #4- "The Ultimate Hunger Games"

http://www.mcsweeneys.net/articles/the-ultimate-hunger-games


Syntax- From start to finish, the piece relies on short, choppy sentences to convey the absurd seriousness of the author's Thanksgiving-survival plan. For example, the first sentence of the piece "I wake up in a cold sweat" as well the final "VICTOR" show readers that the author means business. Even longer sentences are broken down into easily digestible pieces which forces readers to understand the severity of the author's message . The sentence of "when, by the end, I'll be yelling out in horror...." as well as "that's why it only happens once a year: Thanksgiving..." use two different punctuation marks, comas and colons, although both are for the purpose of breaking the sentences down. Therefore, the choppy syntax functions in a way that allows readers to understand the seriousness of the author's battle to survive Thanksgiving dinner. 


Language- The language of the piece follows an organized, anecdotal pattern providing  a humorously serious atmosphere. Almost every paragraph begins with the word "I" indicating a first person narrator. These topic sentences which include "I sprint to the kitchen" and "I enter the dining room" suggest that the body of the paragraphs will detail the narrator's subsequent actions, similar to an anecdote. Additionally, the fact that the action of the piece occurs in present tense indicates the seriousness of the action. For example, the line "she leaves in a rush, the smell of loss, burning flesh and meat juice trailing behind her" demonstrates the profound seriousness of the matter that is enhanced through use of the present tense. Through this, the author allows readers themselves to feel a part of the author's Thanksgiving Dinner.


Diction- The diction of the work also demonstrate just how seriously the author takes Thanksgiving. The diction, reminiscent of that of a sports announcer, reveals the narrator's competitive drive. Throughout the piece the author repeats "NOOOOOO" as a new disaster arrives at the Thanksgiving dinner. Reaping the benefits of her family members' failures, the following line always contains the words "down" and the number of family members left "to go". In addition, the last line of "VICTOR" illustrates the author's aggressive attitude towards surviving Thanksgiving. 

Response to Course Material 10/23-11/20

It seems strange that already a quarter of the year has flown by. Already, we’ve tackled another book, Death of a Salesman, as well as explored more ways to approach the closed prompt.

While I loved The American Dream,  I have found Death of a Salesman to be even more powerful. Maybe its because the characters are founded more in reality. Or maybe it’s the fact that their struggles are more relatable than those of the detestable Mommy and Daddy. Either way, Arthur Miller’s work is brilliant and provides a heartbreaking representation of the American Dream.

Our revisit of the closed prompt has also proved useful. The first time we did the closed prompt, I was a little lost. Even after the second time we re-wrote our Eros essays, I felt like I was making no improvements. It was only after we did the closed essay the third time did I begin to understand what a good closed prompt should look like. Through our careful analysis of the prompt and then our examination of the two poems, I started to understand what I had been missing. Thanks to my previous classes, I had gotten into the habit of rushing through the prompt and getting to writing as fast as possible. However, I’ve since learned that I need to spend more time with the prompt in order to see the subtle nuances of the piece and to use them in my work.

The last few weeks seem to have gone by in such a blur- it’s strange to think that it’s almost December. Nonetheless, I feel like I’ve leaned a lot and that I’m starting to see improvements in my skills.

Open Prompt #5

1975. Although literary critics have tended to praise the unique in literary characterizations, many authors have employed the stereotyped character successfully. Select one work of acknowledged literary merit and in a well-written essay, show how the conventional or stereotyped character or characters function to achieve the author's purpose.

Ironically, one-dimensional characters sometimes allow readers to glimpse multiple dimensions of an author’s meaning. Due to this, plays like Edward Albee’s The American Dream, rely on stock characters in order to better illustrate the playwright’s meaning. In The American Dream, Albee crafts the stock character of Mommy in order to amuse audiences while simultaneously demonstrating the fallacies in the American society.

One of the most humorous yet horrifying characters, Mommy best exemplifies a typical stock character. Her childish and controlling personality remains immutable throughout the play. In the opening scene, Mommy forcefully directs Daddy to listen to a story of dissatisfaction. She continuously repeats phrases like “What did I just say?” to keep Daddy’s focus directed on her and giggles when Daddy responds saying that he’s “all ears”. While Mommy’s phrase repetition itself might serve to characterize her as child-like, her inability to comprehend Daddy’s idiom further emphasizes her immaturity. Her name itself even exaggerates her child-like qualities as her personality stands in sharp contrast with her ironic name, Mommy. In a darker segment of the play, Mommy’s literal interpretations have disastrous effects. When Mommy brings home her adopted son, her discontent with him “having eyes only for his Daddy” and other subsequent complaints compel her to slowly disfigure her own son. This mutilation can be attributed to the the fact that Mommy cannot stand Daddy having more power than her in any sphere of influence- including their child. She therefore sees it fit to mutilate the child in order to bring the power back to her.

On the surface, Mommy’s actions might lead to comedic effects, however as the play unfolds and the major themes start to emerge, it’s clear that Mommy’s character provides other uses as well. Mommy’s characterization allows the audience to both laugh and shudder at her, yet it becomes apparent that Mommy represents something much deeper than a character in a play. Mommy signifies the American people who Albee believes have since become simultaneous childish and power-hungry. Never satisfied, they mutilate things before they even have a chance to grow. The stock character of Mommy allows audiences to shift from being entertained to enlightened about Albee’s thought on the weaknesses of the American society.

Therefore, Mommy serves as a stock character in order for Albee to draw out the flaws within the American society. As a stock character Mommy is amusing and unassuming. However, only as the rest of the play unfolds does the audience begin to understand that Mommy resembles the antithesis of what America should be.

Open Prompt #4

1972. In retrospect, the reader often discovers that the first chapter of a novel or the opening scene of a drama introduces some of the major themes of the work. Write an essay about the opening scene of a drama or the first chapter of a novel in which you explain how it functions in this way.



The cliche that hindsight is always twenty twenty is especially applicable in the world of literature. Often, the opening scene allows readers to glimpse at the author's major themes as well as over-arching meaning although these glimpses only become apparent in hindsight.This holds true for Edward Albee’s The American Dream. In this play, Albee conveys in his stage directions, in the play’s opening line, and in Mommy’s hat anecdote The American Dream’s major themes as well as his meaning that consumerism and a focus on outward appearances without regard to substance can only bring dissatisfaction to the American people.

Although Albee includes few stage directions, they nonetheless convey pieces of both The American Dream’s theme and its meaning. Albee describes a layout of a simple living room consisting of two chairs and sofa. These directions, purposefully vague, create an atmosphere that is cold and generic. Furthermore, the spartan living conditions suggest the family inhabiting the room comes from a lower social class. However, the fact that there are more furniture than people hint at excess characteristic of the upper-middle class. Therefore, the opening scene leaves the family shadowed in ambiguity allowing them to fall anywhere on the social-ladder and to represent anyone, anywhere. Therefore, Albee’s stage directions help the audiences to understand that the family and their greivances as depicted in the American Dream, reflect that of America at large.

The opening line of the play also helps to illustrate Albee’s themes. After the curtain rises, mommy announces “I don’t know what can be keeping them”. Ordinarily, this would not seem like a strange line, or at least one that would carry on thematic significance. However, the “they” mommy is referring to is actually one entity, the character Mrs. Barker. Mrs. Barker is unique in that while she is the only named character, her character is actually the most vague. Throughout the piece, Albee suggests that Mrs. Barker represents a faceless, shifting authority that grants either disapproval or approval. Throughout the play, Mrs. Barker takes on various titles such as “the chairman of the woman’s club” and the “lady who does Good Works” and abides strictly by conventions, always replying “I don’t mind if I do” in the face of a question. Clearly, both Mommy and Daddy crave the attention of this nameless authority, evidenced by the fact that the two are waiting for her arrival with only complaints of her tardiness to entertain them. Therefore, the opening line helps to introduce the concept of an ambiguous “they” that serves as the sole-authority for the American people.

Mommy’s reflection on her incident at the store also illuminates many of Albee’s key themes. In response to Daddy’s complaints about dissatisfaction, Mommy begins a story about her purchase of a hat. The juxtaposition of these two ideas allows readers to see that Mommy also dissatisfied, sublimates her satisfaction through consumerism. Without leaving out a single detail, Mommy reveals how she was talked into buying a “beige” hat only to become embarrassed as the chairman of her woman’s club, (or the faceless authority) decrees that Mommy’s hat is “wheat”. This introduces the theme that the rural, and the traditional of America are undesirable. Furthermore, as her anecdote progresses, it becomes clear that the sub-sequent fit Mommy throws and her demand for satisfaction at the hat-shop foreshadows the mutilation of Mommy’s adopted son, said to resemble the American Dream. Therefore, Albee seems to suggest that the American focus on shiny exteriors and consumer goods will only leave people dissatisfied in the end.

In conclusion, the opening section of The American Dream brings to light several of Albee’s key themes as well as his over-arching meaning. Through his stage directions, opening line, and Mommy’s hat anecdote, Albee allows readers to preview the key components of his play before delving into them in earnest.

Closed Reading #3, "I'm Sorry I Bit You During My Job Interview"

http://www.mcsweeneys.net/articles/im-sorry-i-bit-you-during-my-job-interview

“I’m Sorry I Bit You During My Job Interview”

Diction: The strictly professional-type word choice in juxtaposition with casual, loose diction creates a highly comedic effect throughout the piece. Words such as “mitigate” and “disclosure” are words which convey that the narrator is comfortable using words popular in an office setting. However, when the narrator begins to use revert to colloquial words such as “curveball” the narrator’s professional facade slips and his true colors begin to reveal themselves. Furthermore, when the narrator begins to use diction such as “tender” in a description of the interviewer’s flesh, and “snarling” when describing himself, the reader can clearly the ridiculousness of the narrator.

Language: The narrator attempts to conceal his lunacy with elegant, professional language. He uses polite phrases such as “please don’t hesitate to call or email” and “thank you for taking your time”  in order to feign that the interview was perfectly typical. In mentioning his digression from professional conduct, the narrator politely compliments his interviewer with the phrase “a testament to your professionalism” further indicating his sense of rigid politeness despite the circumstances.



Syntax: The syntax of the piece effectively convey allows the reader to be caught off guard by its sudden shifts. The long, flowing sentences such as “Thank you.... ...Rawles and Hilt” and “I hope you can look past this... ….final decision” are typical of professional-type papers. However, these in juxtaposition with the short choppy sentences such as “I panicked.” and “The third time I bit you it was supposed to be a joke.”  creates a highly comedic effect. Furthermore, the choppy sentences are a departure from the professionalism the narrator attempts to cloak his lunacy in illustrating the craze of the narrator.

Response to Course Material 10/09-10/23

In these past two weeks we’ve stayed pretty focused on the American Dream. As this was our first experiment in closed reading, we had a slow progression towards independently analyzing. At first Mrs. Holmes guided us through the section and pointed out key details which she found significant and that added to Albie’s message. Then we made a baby step towards independence by dividing the next section into group work. We each analyzed our sections and then the class discussed while Ms. Holmes added tidbits here and there. The next day, Ms. Holmes wasn’t even in the classroom. Yet still, we organized ourselves and managed an effective discussion. I think the progression worked out quite nicely.

However, I am slightly concerned that our independence will hinder us from understanding Albie's message effectively. While everyone can interpret text differently, and I’m well aware that in literature there are no “correct” answers, I am concerned that through our amateur attempt at interpretation we will miss key points that a more well-versed mind would have caught. For example, if we had not read the packet which presented the idea that Grandma resembled an older version of the American Dream, I would have never recognized that and would have missed a major chunk of the play’s meaning. Furthermore, most of us are only at the level of literary interpretation which allows us to feel a vague sense of significance when we encounter a certain passage although we cannot explain why. Although sometimes through our discussion we can flesh out the answer to the “why” question, often we are left with more questions than answers.

Hopefully, our guided discussion on Thursday will help us to aliviate some of these concerns.

Open Prompt #3

Many plays and novels use contrasting places (for example, two countries, two cities or towns, two houses, or the land and the sea) to represent opposed forces or ideas that are central to the meaning of the work. Choose a novel or play that contrasts two such places. Write an essay explaining how the places differ, what each place represents, and how their contrast contributes to the meaning of the work.


Authors constantly rely on an dark counterpart to beloved place in order to add depth and create meaning for their work. For example, JRR Tolkien employs this tactic in his masterpiece The Lord of the Rings. In this work, Tolkien uses details and imagery to create a world divided by starkly different cities to ultimately illustrate that good has the power to conquer evil by resisting temptations and maintaining a pure heart even through dark times.

Tolkien uses  the cities of Minas Tirith and Mordor as foils to one another which resemble the forces of good and evil. Tolkein is quick to point out that the two cities were once identical as they were founded together as twin cities. Mordor however is plagued with evil on account of its leader, Soron, marking the only contrast between the two. This detail allows readers to understand that the two cities are meant to be considered foils to one another. Minas Tirith, known by the epithet the “City of Kings”, is distinguished with honor and bravery. Mordor on the other hand is considered to possess “[an] evil that does not sleep”. This imagery allows readers to envision the dark city’s baneful atmosphere and foreboding qualities.

Although the tale weaves its way through all of the corners of Middle Earth, in its final section, the main characters, Frodo and Sam, find themselves departing from Minas Tirith for the land of Mordor. Throughout their journey, Mordor has been an unobtainable goal; it is always just in sight, but never close enough. As they approach the city however, more trials, both spiritual and physical, hinder the travelers on their quest to destroy the ring, the epitome of evil. However, to destroy this evil, the travelers must bear through the most of evil of places and survive the temptations and hardships it presents. In the end, the ring is destroyed illustrating that evil, as well, can be conquered with a pure heart and the ability to undergo trials and tribulations. Therefore, Tolkien uses the journey from Minas Tirith to Mordor to show that sometimes people must depart from what is good and comfortable and advance into the heart of darkness to do what is right.

Therefore, the Lord of the Rings is a tale which explores the powers of good and evil. Good, represented by the mythical city Minas Tirith proves to eventually conquer evil, symbolized by the dark city Mordor. However, it is only by facing the evil itself and resisting  its dark tantalization that the forces of good are able to do so.

Closed Response #2, "You Look at Me Like You've Never Seen a Neo-Hipster Before"

**Hey peer reviewers! My note on the course overview applies here as well.**

“You Look at Me Like You’ve Never Seen a Neo-Hipster Before”
http://www.mcsweeneys.net/articles/you-look-at-me-like-youve-never-seen-a-neo-hipster-before

Each generation brings with it a new group of trend-setters. The twenties had flappers, the sixties, hippies and our own generation? Hipsters. The word seems to be on the tip of everyone’s tongue, yet, what, is a hipster exactly? A good general definition seems to be that a hipster is someone who prides him or herself on individualism which is often reflected in a unique personal style. Of course, this definition, coupled with the fact that hipsters are the trend setters that they are, presents a series of problems. What happens when what’s mainstream become, well, hipster? In this article, Pacey confronts this contradictory nature of “hipsters” by using diction, language and details to suggest that hipsters in all their self-righteous dignity are really just another trend.

Pacey carefully chooses his words in order to demonstrate the paradox of hipster-ism. The word “ironically” is used ten times in the piece in order to emphasize that the speaker’s sarcastic, hipster perspective never changes. The word has a huge effect upon readers because not only is irony a pillar of what being a hipster is all about but the repetition allows readers to see that Pacey, himself is employing sarcasm and irony to describe hipsters. Furthermore, Pacey uses words such as “pleb” and “popular” and “mainstream” in order to demonstrate hipsters’ constant obsession with being completely distinct from common people. This allows the irony of the speaker’s attempt to follow hipster traditions by in fact, becoming normal to ring loud and clear.

Language also allows Pacey to create a psuedo-hipster voice.  Through it, Pacey captures hipsters in their entirety: their desires to be completely unique, somehow better than those around them, and to constantly be able to say something through their style. Pacey weaves in phrases like “ so mainstream” and “they totally didn’t get it” to capitalize on the hipster obsession of being different. Furthermore, phrases like “it will take you awhile to understand, that’s all” illustrates the supposed-belief that hipsters are more advanced than others around them, because they have gained a higher understanding of the world.

Pacey marvelously uses details in order to support his work. He describes the “typical” wardrobe of hipsters as “skinny jeans and a sonic tee-shirt”. Amusing, since following the definition, a true hipster would have no “typical” wardrobe. Furthermore, Pacey describes his classic, hipster playlist of “The Decemberists, Dirty Projectors, Nouvelle Vague, Beirut, Belle and Sebastian, Tears for Fears” in order to again illustrate the hipster-ism’s twisted of irony as an original hipster would have a completely unique pool of music.

Clearly, the speaker senses the contradiction of being a hipster. However, Pacey’s solution to become a “neo-hipster” (i.e. normal) only exaggerates the problem. Therefore, through use of details, language, and diction, Pacey effectively challenges the hipster trend.



Kudos to Matthew for getting me interested in this site from his last closed reading response!

Response to Course 9/26 - 10/08

**Hey guys, I’m sure you are about to notice that some of my sentences are a bit disconnected and that my thoughts don’t really flow well to create a unified response. Please understand that I just got my wisdom teeth removed yesterday, and I’m having a lot of trouble writing well. Holmes knows this, but if you could just cut me a break on my actual style and just look at my ideas I would really appreciate it. Thank you!**



In this section of the course, we finally got a chance to look at syntax! Despite all of the negative hype, I don’t feel like the concept is too difficult to understand. What is difficult for me though, is discovering how it applies in all forms of literature. The carefully-chosen examples of syntax in our syntax packets made a lot of sense to me, but I think it will be much harder to find examples of syntax in other, perhaps not so obvious, pieces. Nonetheless, I’m glad that we finally tackled the last element of DIDL’s.

In our pursuit to further understand how to best analyze fiction and drama, we read chapter three of our textbooks. The section dedicated to fiction wasn’t so helpful; we had already learned about DIDL’s in class and reviewed the techniques using supplementary packets. However, I thought the drama section proved useful. I really liked how the textbook titled the section: “Special Considerations for Analyzing Drama”. Instead of making drama seem like a completely different sect of literature, instead the words “special consideration” bridged fiction and drama and allowed readers to understand that the same techniques in fiction are apparent in drama although drama uses different tools to achieve these techniques. For example, in plays, symbols are often more clear as they often take the shape of commonly used props. This point about drama also proved useful in our first read of the American Dream.

We relied on other tools as well in order to prepare for our first read of the American Dream, such as comedy packets. It was interesting to me how straight-forward the packets made comedy seem. I never considered there to be any logical aspects to what makes us laugh. The packets were interesting, but only through our reading of the American Dream was I able to see how applicable they were. As strange and twisted as the play is, I really enjoyed the American Dream. Although often, I find the theatre of the absurd to be annoying or flat out dumb (think: any Will Ferrell movie), I found the American Dream to be a worthwhile piece. I think perhaps it was because the play had such a rich sub-text that it wasn’t hard to see that Edward Albie wanted to create a work that did more than just make people laugh. Although right now it’s a little bit hard to see exactly what Albie was attempting to convey, I hope that the meaning of the American Dream becomes more clear later.

Open Prompt #2

1983. From a novel or play of literary merit, select an important character who is a villain. Then, in a well-organized essay, analyze the nature of the character's villainy and show how it enhances meaning in the work. Do not merely summarize the plot.

When a criminal is charged with a punishment, it is under the belief that society has the responsibility to provide a just punishment for the perpetrator’s crimes. However, if the responsibility to create such a punishment fell instead to the criminal, would the offense all but be forgotten? Shakespeare explores this topic in his play Macbeth through the use of the villain, Lady Macbeth. In the play, Shakespeare uses details and language to illustrate that evil deeds must always be atoned for.

At the play’s opening, three witches predict that Macbeth will one day become King of Scotland. Skeptical, Macbeth returns home to his wife who understands that the prophesy can be realized through the murder of King Duncan. Standing as a foil to Macbeth, Lady Macbeth is ambitious and strong. The moment she learns of the prophesy, ambition sets ablaze in her heart and she schemes a way to become Queen. She attempts to dash away her womanly inhibitions and to become a person capable of murder. Macbeth on the other hand, is wary, and does not want to kill the king despite the temptation of becoming king himself. Despite this, Lady Macbeth easily manipulates her husband by challenging his manhood  when he doubts her plot. Even after seeing his bloodstained hands, Lady Macbeth tries to sooth her husband by stating “a little water clears us of this deed”. Throughout the work, the detail of bloodstains become synonymous for the guilt of murder. This line therefore, illustrates that Lady Macbeth initially believes that the murder can easily be forgotten. Her only focus remains on the prize of becoming Queen of Scotland and she is determined not to let her mind wander to the weight of her actions.

However,  as Lady Macbeth and Macbeth’s evil deeds start to mount, Lady Macbeth can no longer use “a little water” to clear her mind of the Duncan’s murder. Soon afterwards, the murder of Duncan drives Lady Macbeth drives into a state of sleepless rage. Shakespeare provides of the imagery of a tortured woman walking endlessly in the night attempting to find rest by continuously washing her hands of  imaginary stains that will not leave. “ Out, damned spot; out, I say”! she cries as she attempts to wash away the guilt. The stains will not subside however, and she is forced to commit suicide by the torture and madness driven by her guilt.
Soon afterwards, she is forced to commit suicide driven by the torture and madness of her guilt-ridden conscience .

Lady Macbeth’s demise is clearly the result of her original crimes. Therefore, Macbeth reminds readers that wrongdoings cannot always be forgotten. Instead, guilt stains the conscience permanently becoming the ultimate way all crimes are expiated.

Response to Course 9/6-9/25

Thus far, AP Literature has covered two main topics- the underpinnings of a good essay and the meaning behind standard literary techniques. The class also dabbled in a bit of closed reading although the purpose was more to understand technique than to devise strategies to tackle the closed reading segment of the AP exam. 


Of these two broad topics, writing essays, has interested me more. As an inexperienced writer, I used to wonder what defined an essay as "good" by some standards and "poor" by others.To be honest, throughout my entire high school career I believe I've only had a vague sense of what comprises a good essay. Only through this course have I been able to define these underlying traits and introduce them into my own work. An introduction that is succinct yet intriguing, a thesis statement that guides the structure of body paragraphs and fully answers the prompt, and a conclusion that caps off the main points and leaves the reader satisfied have all proven to be traits which are vital to a "9" essay. I also enjoyed our analysis of prompts and how we were able to break up a complex prompt into specific goals; setting forth the main purpose of an essay. Furthermore, I found it interesting to note that addressing the ambiguity and subtle nuances of a work suggests to AP readers that the writer understands a work of literature on many different levels. In previous classes, I might have shied away from addressing such ambiguities making this point especially important for me. 


Delving into the techniques of literature has proved useful for me as well. The helpful acronym, "DIDLS" is a convient mnemoic device to remember the techniques diction, imagery, details, language and syntax. I appreciated our further exploration of these techniques and the in-depth explanations for each, although we have avoided syntax as of yet. I was intrigued by the fact that technique creates effect and effect creates meaning to the work. This simple thought re-defined the way I think about literature. By breaking a work down in an analytic fashion into component parts, literature can be considered on many different levels; shaping the author's meaning with each level.


Through these two major points, AP Literature has proved to be a mentally-stimulating yet challenging course. I hope that the rest of the year proves to be just as useful and that with each day, I deepen my understanding of literature as a whole.

Open Prompt Response #1

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

While Peter Pan might be accredited with the familiar phrase “I don’t want to grow up”, many other works of literature carry the same message. In The Catcher in the Rye, adolescence is depicted as a time of uncertainty and change. In The Catcher in the Rye, JD Salinger uses diction, imagery and details to represent adolescence as a time for losing of innocence, although once lost, can never again be obtained. This brings about uncertainty for the narrator, Holden, as he struggles to walk the line between youth and maturity.

Holden ambivalence to maturation is best illustrated through his focus on sex.   Throughout the novel, he expresses many adult desires although is afraid to fulfil them. At the novel’s advent, Holden states that he is a virgin although he does not intend to remain one for very long. However, even when he buys a hooker, he cannot bring himself to carry out his plans as it makes him feel sick to engage in a sexual experience with someone he does not know. Throughout the novel, Holden reflects on a girl named Jane. Holden and Jane were once childhood friends, and when Jane accepts a date with Holden’s roommate Stradlater Holden is tortured by the thought that Stradlater will make sexual overtures to her. Holden struggles with this idea primarily because the two do not know each other much and the overtures exist simply on the premise of physical attraction. These thoughts illustrate that Holden has an understanding that sex occur between people who respect and care about each other, although he feels peer pressure at the thought of his friends and roommates engaging in sex earlier than he. These tumultuous thoughts confuse Holden and suggest to the reader that Salinger feels growing up should not be done hastily or as a way to impress peers.

Holden also expresses his uncertainty about the adult world through his usage of the word “phony”. To Holden, the adult world is full of hypocrisy and lies. He despises his teachers who speak in one way in a classroom but another outside of its walls. He cannot stand the gilded movies of Hollywood and feels that they resemble an unobtainable world. He has no desire to become a part of the phony adult world, but when asked by his sister what he wants to be when he grows up, Holden responds that his job in life should be to “be the catcher in the rye and all.” In other words, Holden wants to stop children from falling down the cliff that leads to adulthood. However, his kid sister Phoebe, intelligently points out that his idea simply isn’t realistic illustrating her own complex thoughts and lack of innocence to the ways of the adult world. Therefore, Holden desperately clings to his idea of childhood, that as Phoebe points out, is not as romantic as he’d like to think.

However, as the novel unfolds, it also becomes clear that it is not the adult world that is phony, but Holden’s perceptions. His judgements are quick, and they possess a child-like simplicity. Even his beloved teacher, Mr. Antolini, who defies convention and is therefore not “phony” is subject to Holden’s quick judgements. In one scene, Holden arrives at his teacher’s apartment in order to find company and guidance. Although at first he seems to have found what he was looking for, this changes when he thinks his teacher is making a sexual advance by offering a paternal pat on the check. Quickly, Holden judges his teacher to be a homosexual, despite Mr. Antolini’s apparent wife, and Holden flees the house the second he can. Only on later reflection does Holden begin to dwell his own child-like judgements and to see the world as more complex then he had first envisioned.

Therefore, The Cather in the Rye represents a complex novel about the struggles of growing up. Holden scrambles between the phony adult world which press upon him from his friends and peers and the idealistic image he has of the innocence of childhood. However, both perceptions are proven to be false, from his kid-sister Phoebe who is neither innocent nor simple, to the quick-childlike judgements Holden makes for the adult world. Therefore, the Catcher in the Rye’s portrayal of childhood reminds readers not to grow up too fast and to accept adulthood when one is ready.

Close Reading #1- "Why Adoption Isn't Always Easy"

This editorial outlines the hardships and consequences of foreign adoption based on personal experience. 


Diction: The author's choice of words adds much to her piece. From the get-go, she describes her decision to adopt three Russian children as "quick" and "based on little information". This sets the tone for the editorial as she later goes on to explain how her experience with foreign adoption would have been better served if she knew more about the children she was bringing into her home. She outlines the unexpected "challenges" she and her husband were forced to face such as the "serious" medical and psychiatric problems of the children. As her children grow older, the problems only augment, yet the author uses words such as "admittedly" in order to grant her children the benefit of the doubt in situations and repeatedly expresses her "love" for them. This illustrates the good intentions the author had in raising her children despite the trials she was forced to undergo. The diction forces readers to feel a strong sense of empathy for the author as well as to understand the different emotions foreign adoption must bring. 


Imagery: The author's uses imagery to convey the flaws within the foreign adoption system. In response to the author and her husband's pleas to the adoption agency for help in taking care of their new children, the service personnel merely replied "were sorry to hear that". This illustrates the apathy of the foreign adoption service to the problems of families once they have adopted the children. Also, it shows how the author and her husband were forced to handle the three children and their issues alone, without the aid or an organization or support group. 
Furthermore, the author uses imagery to illustrate her children's destructive behavior. She explains how "she and her husband had to put locks on the doors" in order to keep the kids from stealing. Simple reprimands proved useless as the author details how she and her husband continuously tried to tell the children that "we don't do this in our family" but to no avail. The authors use of dialogue and her description of the lengths she and her husband were forced to go illustrates the trials the author's family underwent as well as their lack of support from outside agencies.


Details: The author's choice of details is important to the work.  She explains the children's tendency to steal, their aggressive personalities, and their numerous health problems, such as "fetal alcohol syndrome" and a "traumatic brain injury",  in order to contrast between what the author and her husband expected their newly-adopted children to be like, and what the children were in reality. Furthermore, the author chooses other details to illustrate how she and her husband put a great deal of time and effort in order to raise the children. She details that the she and her husband continuously showered the children with attention, by "playing with them" as well as "finding Russian speakers to talk to them and read stories in Russian", and taking "months" off of work. However, she illustrates that her efforts were not well rewarded as she addresses how her and her husband were "charged with neglect", unjustifiably, when one child "decided not to live at home". She also outlines her children as she knows them today as apathetic to her and her husband's affection demonstrating a lack of relationship between the two parents and their children despite time and effort spent in order to foster one.




http://www.thedailybeast.com/newsweek/2010/04/14/when-adoption-isn-t-easy.html