The three short stories I read outside of class were all extremely different. I read "The Sniper" by Liam O'Flaherty, "Hills Like White Elephants" by Ernest Hemingway, and "The Endless Streetcar Ride into the Night, and the Tinfoil Noose" by Jean Shepherd. All three were interesting in their own way, but Shepherd's story seemed to be the most atypical. Thick amounts of figurative language and an infinitely sarcastic, almost sadistic humor play right into the oddly depressing theme. There is enough humor to make the story slightly less pessimistic but the overall theme is unquestionably negative.
The story begins with a long introduction to the "two streams" of people who both began life as helpless babies. One group goes on becomes the officials, politicians, world leaders, movie stars, hip singers, and "dynamic molders of the Universe." The others are destined to remain ever the spectators to the lives on the screens. Shepherd chalks the difference down to each group's reaction to moments of blinding truth. Can you just roll with the punches, or do you choke on your own tongue? He uses a personal anecdote- his first blinding moment of truth at the age of 14- to illustrate his point.
Two things that grasped my attention quickly were the characterization and figurative language used in this story. For example, when describing the groups of stars, the only name Shepherd mentions is Adolf Hitler. Yet also, when speaking of the onlookers he asks, "When did I make that first misstep that took me forever to the wrong side of the street, to become eternally part of that accursed anonymous Audience?" He also uses an almost absurd amount of metaphors and other imageries to drop you into the scene. Because both of these elements play greatly into the plot and theme of the story, my thesis will probably be based off of one or both.
So to wrap up, here are my reading times:
"Hills Like White Elephants": 10/23- 15min. (3 pages.)
"The Endless Streetcar Ride into the Night, and the Tinfoil Noose": 10/25- 25min. (6 pages.)
Birthmarked by Caragh O'Brien: 10/24- 10min. 10/26- 10min. 10/28- 2hrs. (13%-kindle)
Total: 3hrs. 9 pages, 13%
Sunday, October 28, 2012
Monday, October 22, 2012
Reading Response 10 (just times)
Birthmarked by Caragh O'Brien: 10/17- 15 min. 10/18- 1hr. 30min. 10/19- 2hrs.
Total: 3hrs 45min. 22% (kindle...)
Total: 3hrs 45min. 22% (kindle...)
Sunday, October 14, 2012
Reading Response 9 (short stories)
The literary element that stood out the most to me in our short stories was the theme of "Harrison Bergeron". Though the idea of the story and the ignorance of its characters just made me angry, I find that if I look past that, I generally agree with the theme the author weaves through this story. Though I know there was some debate about the true theme in class, my impression was that it could be summed up as this: There is no such thing as true equality, and we would lose so much if there were.
I guess this spoke to me because it rang true in my mind. Particularly in the United States, inequalities make our society great. Perhaps that sounds bad or evil or wrong, but before you jump to some conclusion or discount what I have to say, listen. If it weren't for inequalities, not legal ones or religious ones, but societal ones, the people who work extremely hard to climb higher up the totem pole through theirs lives, after being born or thrown into a lower class, would never be rewarded. The person who is born rich but lacks the work ethic and the gray matter to maintain his position would never fall below those hard workers. Especially if attempts at equality are made by enforcing government control, equality would never be reached. Those with power would maintain it high above everyone else, and as the "average intelligence" of the people became lower and lower the reign of those officials would grow more and more dictatorial. The idea of everybody having the same amount of everything completely defuncts the values of social mobility. Thus my American heart was troubled by the idea of "total equality."
Reading Log:
"Harrison Bergeron" by Kurt Vonnegut, Jr.: 10/11- 30min. pgs. 209-215
Revelation by Katie Klein: 10/10- 10min., 10/12- 10min., 10/14- 2hrs. 66%-100% (kindle...)
Total: 6 pgs and 44%, 2 hours 50min. (170min.)
I guess this spoke to me because it rang true in my mind. Particularly in the United States, inequalities make our society great. Perhaps that sounds bad or evil or wrong, but before you jump to some conclusion or discount what I have to say, listen. If it weren't for inequalities, not legal ones or religious ones, but societal ones, the people who work extremely hard to climb higher up the totem pole through theirs lives, after being born or thrown into a lower class, would never be rewarded. The person who is born rich but lacks the work ethic and the gray matter to maintain his position would never fall below those hard workers. Especially if attempts at equality are made by enforcing government control, equality would never be reached. Those with power would maintain it high above everyone else, and as the "average intelligence" of the people became lower and lower the reign of those officials would grow more and more dictatorial. The idea of everybody having the same amount of everything completely defuncts the values of social mobility. Thus my American heart was troubled by the idea of "total equality."
Reading Log:
"Harrison Bergeron" by Kurt Vonnegut, Jr.: 10/11- 30min. pgs. 209-215
Revelation by Katie Klein: 10/10- 10min., 10/12- 10min., 10/14- 2hrs. 66%-100% (kindle...)
Total: 6 pgs and 44%, 2 hours 50min. (170min.)
First Quarter Reflection
All in all, the first quarter of my freshman year has gone exceptionally well. I've kept on top of assignments, made the grades I strive for, and managed my time between school and volleyball.
Participation wise, I think I have done my part in English for the first quarter. I haven't left materials in my locker, forgotten things at home, or left my homework undone. My email has been a fabulous resource. Any pressing questions or concerns that have come up have been addressed through emails. I have found that this year more than any other, it has been imperative for me to check it every day. In middle school, it wasn't unusual to receive no emails for a day or two. Now, as a freshman, I hardly go two hours without a new message.
From getting straight to work on the bell-work assignment to voicing my opinion in class discussion, participation in activities has made my Period 3 class go by much faster. I honestly enjoy the discussions and debates that the class gets into over the short stories and other topics. We, as a class, seem to have a few differences of opinion, but it makes for an interesting hour.
When we did the group work for the literacy narrative, my group stayed focused and on task. We got our work done efficiently and constructively. I hope that my suggestions and ideas were helpful to my group members. I know I found their feedback useful.
In the second quarter I intend to continue my participation in class discussion, remain on top of my work, and keep my grades high. If I keep up the work ethic I have maintained thus far, I don't think I will have any problems with school. Remaining interested and engaged in my classes is vital to success, because the tendency to tune out boring subjects can prove fatal. I know several of last years seniors (this year's college freshmen) and when asked, "If you could tell me one thing, one piece of advice, about high-school, what would it be?" every one replied, "Don't slack off freshman year." I intend to follow that advice.
Participation wise, I think I have done my part in English for the first quarter. I haven't left materials in my locker, forgotten things at home, or left my homework undone. My email has been a fabulous resource. Any pressing questions or concerns that have come up have been addressed through emails. I have found that this year more than any other, it has been imperative for me to check it every day. In middle school, it wasn't unusual to receive no emails for a day or two. Now, as a freshman, I hardly go two hours without a new message.
From getting straight to work on the bell-work assignment to voicing my opinion in class discussion, participation in activities has made my Period 3 class go by much faster. I honestly enjoy the discussions and debates that the class gets into over the short stories and other topics. We, as a class, seem to have a few differences of opinion, but it makes for an interesting hour.
When we did the group work for the literacy narrative, my group stayed focused and on task. We got our work done efficiently and constructively. I hope that my suggestions and ideas were helpful to my group members. I know I found their feedback useful.
In the second quarter I intend to continue my participation in class discussion, remain on top of my work, and keep my grades high. If I keep up the work ethic I have maintained thus far, I don't think I will have any problems with school. Remaining interested and engaged in my classes is vital to success, because the tendency to tune out boring subjects can prove fatal. I know several of last years seniors (this year's college freshmen) and when asked, "If you could tell me one thing, one piece of advice, about high-school, what would it be?" every one replied, "Don't slack off freshman year." I intend to follow that advice.
Sunday, October 7, 2012
Reading Response 8 (just times)
My reading for this week mostly includes the short stories from class.
To Da-Duh, in Memoriam- 10/2- 40min. pgs. 121-130
A&P- 10/3- 30min. pgs. 203-208
A Very Old Man with Enormous Wings- 10/4- 15min. pgs. 117-120
Dry September- 10/6- 40min. pgs. 51-61
And of Clay We are Created- 10/6- 45min. pgs. 9-20
Total: 170min. 38 pgs.
To Da-Duh, in Memoriam- 10/2- 40min. pgs. 121-130
A&P- 10/3- 30min. pgs. 203-208
A Very Old Man with Enormous Wings- 10/4- 15min. pgs. 117-120
Dry September- 10/6- 40min. pgs. 51-61
And of Clay We are Created- 10/6- 45min. pgs. 9-20
Total: 170min. 38 pgs.
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