The Conclusion

              

            Within a year of ups and downs, stress and triumph I've come to grow as both a person and a student. Looking back, this evolution has been reflected in my writing. I can’t say objectively that my development has been positive or negative, but I can conclude with some sense of finality that my change of academic identity has been permanent. Through the course of assignments and the gauntlet of blogs, I’ve found an identity as a writer and as a student. Such is the power of not only reading, but truly understanding great authors and the stories that they brought to the public. These works continue to influence the way we see the world, and the way we see some of the most important components that identify us as human. Romeo and Juliet changed the definition of what it means to love as did Of Mice and Men, Animal Farm changed politics, and To Kill a Mockingbird changed friendship and the way we recognized those around us as people with emotions. The world could not be the same without these fictions to guide us, and neither, I suppose, could I.

By far my favorite post that I have presented was my blog on “Lobsters”. While insignificant, it was the only blog where I was able to successfully show some sense of humor and not the cloudy mist of words that I’m so accustomed to confusing my audience with. This delivers me to my next epiphany: the moment in which I realized I could make a far greater impression as a writer if I used recognizable diction. I believe I identified myself with this plethora of words, but words are only letters and shapes until people put them together in a way that makes sense. Just like a lump of clay is shapeless and unidentifiable, so too are words until they are shaped from the inside to form into something that readers can relate to. In fact, I have often likened my writing style to a cardboard cake. What is on the paper is pretty and appears intelligent, but cut into it, and it becomes apparent that it is cardboard and hollow. In order to master a language that I find so important and so expressive, I had to diminish my use of words and re-identify myself as a writer.

It’s difficult to say what my blog was all about. The easy answer would be to say that it was all about the assignments and books I was reading at the time. To do so would be to take the easy way out, for as always, my writing was greatly influenced by my life at the time. Writing is an excessively subjective activity, as is reading and dissecting the works of great authors. In retrospect, I believe the reason I enjoyed and resented reading some of our assigned works was probably do to the fundamental cycle of exhaustion and “bucking up” for the “final haul”.

In the end writing was always the element in which I felt most at home. Upon this “roller coaster” adults call life and students call an education; my keyboard slash pencil was always steady to record my emotions through the works of the literary greats. Whatever changes in my life, the stories I know and love will always be present to guide me through the transitions I face. In the words of Nadine Gordimer: “Writing is making sense of life. You work your whole life and perhaps you’ve made sense of one small area.” While I still haven’t made sense of life, I believe I finally understand who I am as a person as an extension of who I am as a writer.

Reflection

Strangely enough, throughout this first year of school, some of my favorite assignments have been the ones where I am either working off the record for extra credit, or when I am working with a group. One of the things I am most proud of is my video for extra credit in our Great Expectations unit. I really enjoyed finding those clips and editing them until I reached a final product that I believe exemplified some of the pivotal components in the novel. Admittedly, the book itself was not my peak within this year of English, but I find that I was able to capture what caught the audience within the novel in my trailer.

Furthermore, I think it was quite fun to make a video for an English class. Increasingly within our culture, technology is becoming more and more imperative to achieve a high position job in any field. As literacy within film rhetoric evolves into the key method of reaching vast groups of people, the definition of what English is being redefined as well. I think the ample opportunities for technological integration within this class was a great chance for students to improve on these skills.

Poetry= good times

                 I have been fortunate enough to have some extremely positive experiences with poetry, leaving a lasting impression that I still carry with me today. Now whenever I think of this important extension of creative writing, I undergo the echoes of those childhood memories, transporting me to a period of Earl Grey tea and toast with butter and jam. Gathered like a flock of partridge, jammed like a pack of sardines, my siblings and I would nestle peacefully around our mother as she read from our poetry compilations at breakfast.

                During those moments, wrapped in that nascent cocoon of familiarity and essential warmth, I felt my own individual sun brighten. For the first time the sky came closer, but didn’t fall. I was equipped with the inspiration to write my own rambling limericks, haikus and more. Like a bear in winter, I dreamed my way through the writing of great figures of literature like Shakespeare, Blake and Dr. Seuss. Floating up within my thoughts, I found a solace within the power of words, a place and identity that I could truly call my own.

                Like most kids, I nagged a lot. “The Tiger” drove me and my brother and sister into fits. We hated that poem so much; I suppose its old timey language alienated us. And yet, perhaps through some outside intervention, this exposure to poetry yielded a positive change within us. We had a vast range of diction for kids our age, an equally vast imagination and endless literary aspirations. My sister finished her first hundred page book when she was ten. My brother and I also attempted (and failed) to complete such an accomplished saga.

                However, while I might not be able to write a full novel, because of this poetic exposure I now have a passion for poetry as not only a form of writing but as a part of human expression. I have won online poetry competitions for my work, and I know I have my old poet friends to thank for that.

Diddy/Opening Song

Commercial Revised

Conflict

 

I believe one of the most prevalent conflicts within Romeo and Juliet is based around the conundrum of individuality. Within the play, the characters are specifically attempting to define themselves from their families, fighting against extreme conformity, manipulation and influence to establish themselves as unique adults. Juliet in particular struggles with this conflict, manifesting within both her actions and the subtle nuances of her behavior. For instance, in the balcony scene, between professing her love for Romeo she frequently indulges impulses to go inside of her house. This quiet detail shows her as an immature individual, too naive and innocent to be faced with the difficult and mature decisions she will soon be presented with. However, as the passion between her and her bold counterpart intensifies, deepening their connection through a cycle of dependence as an extension of social desperation, she slowly liberates herself from this urge, breaking through this proverbial wall and allowing herself to embrace womanhood. 

Obviously, I have never experienced anything quite so indicative of my emotional evolution as Juliet in the play. However, I believe that there is always evidence of a psychologically viable maturing and defining within all teenagers. Faced with a transitional period within our lives, we embark on a process of establishing ourselves as individuals beyond our families. We embrace new social groups, habits and more that aid or degrade this process, evolving into a pattern of mistake and triumph. This developmental period has been scientifically proven to be imperative for the social and emotional growth of the individual, allowing us to develop our maturity and nurture our wisdom through an arduous pattern of learning from repetitive mistakes. I think this conflict, essentially a tangible moment where one realizes that childhood has culminating into adulthood, and that furthering one's development involves separating oneself from one's family, is always an integral part of the human development, and as an extension, our continuing connection with this Shakespearean story of growing up.

Everywhere!

Shakespeare's work as a whole has been a substantial authority over all facets of the media, theatre and more. Romeo and Juliet in particular conveys the structural mastery and ingenuity of content to extend itself to all reaches of culture, silently influencing the way we percieve and express love. I grew up on Shakespeare comic strips, condensed, abbreviated replicas of these literary giants. Because of this, I was uniquely posed to find their interpretations within the world around me. Of course, what I found was largely affected by what I was exposed to, reducing my observations to a plethora of classics and Pixar films, dominated (of course) by the ultimate big "D". Its true, the way I saw the world was through the eyes of the Disney cartoonists, nurturing a comprehensive imagination and a rich love for all things fiction. Disney also hosts a unique reputation for borrowing from Shakespeare, perhaps most extensively so within the Lion King movies. While the first is a clear paralell of Macbeth, the second reflects Romeo and Juliet. Here's the link, I apologize in advance for the music:

http://www.youtube.com/watch?v=CEiE7GDDEB0

There are also Romeo and Juliet "esque" themes in Pocahontas, the Little Mermaid and Beauty and the Beast. Ooh, Walle too. The whole "forbidden love" thing is ripe with use.

Connecting With Romeo and Juliet

While it has clearly cultivated a mass following amongst the teenage youth of the world, I feel absolutely no connection with Romeo or Juliet. Knowing the story and just a little about cerebral development, it is difficult to perceive their actions and emotions as anything less than hormonal. While the writing of the story is undeniably beautiful, with lilting and captivating prose, I find the protagonists unconvincing, little more than silly caricatures of people with equally shallow perspectives. As dignified by Romeo's hopeless love for Rosaline, their drastic and melodramatic feelings make me more irritated than anything else, abandoning the plot as a horrible teenage cliche rather than an epic Shakespearean tragedy. Give me Macbeth or Twelfth Night any day. Those stories we can at least appreciate beyond their contemporary remakes and interpretations.

As for the reading, I think its definitely easier than I expected. It helps to be taking foreign language, because those skills can really be applied here. The more I read, the more I am able to appreciate the intent and nuance of Shakespeare's technique. I am unable to define whether the in class reading is redundant or not. There hasn't been a day yet where we haven't read in class. However, I believe our time might be more efficiently directed towards comprehension activities, where we would be able to exercise our provided roles that have seemed a little underused thus far. Because students are so confident about being able to read in class, some might not even be reading on their own, which could be seriously detrimental later in high school where AP English classes assume their students know how to interpret difficult language without classroom review.

Wrapping Up Great Expectations

Like so much literature, Great Expectations is undeniably complex. So, as an extension, it also harbors equally complex themes. Perhaps even fitted with multiple greater messages, these perspectives are largely based upon personal opinion and experiences. One student, equipped with an entirely individual childhood and upbringing, could take something away upon the novel's conclusion that entirely contradicts the greater message that another peer settles upon. So, without labeling my interpretation as the "correct" one, I will extend my perspective with full knowledge that it is absolutely and completely subjective.
Throughout the novel, Dickens makes his study of people quite clear. They are a diverse bunch of miscreants that defy conventionality and evade prediction. And yet, we come to love and appreciate each of them. Like the foundation of a building they provide texture and complexity to the story, in turn making it both fascinating and multidimensional. It is for this that I believe Dickens was trying to portray the social aspect of happiness. True happiness lies within one's acceptance of his equality to those around him. Once we see everyone in this light, we are able to appreciate their individualism and their potential. If you think about it, every single one of us is extremely special. We have each been snagged from millions of other hypothetical existences, and so (in extension), harnessed and overcome the most daunting odds of them all. Thinking about the bleak future of those nonexistent people makes you appreciate being alive a little more, huh? No matter our personal differences: intelligence, melanin content, humor etc, we are all composed of the same matter and of the same potential energy. When we deny our similarities with those around us; fail to appreciate the global power of human possibility, we become isolated and unhappy. When we learn to see ourselves within others, and their traits within us, we can see that the Earth is made of an extended family, and we can truly achieve happiness.

A Melodramatic Reflection

Putting my pride aside, Great Expectations was more difficult than I had anticipated. What I had taken for granted as just another Charles Dickens "soot covered boy" plot, swiftly evolved into something extremely complex. Whether it was the characters, or the narration itself, at times I had to read pages several times to understand and fully analyze them. For someone to whom English usually comes easily, this was pretty frustrating.

Perhaps my preconceptions were what truly misled me. Pip was definitely not the soot covered tyke that I had assumed him to be (although he did frequently ask for more), and this caught me off guard. Characters I thought to be one dimensional were suddenly more real than most people I know. This, at first, really irked me. If only I was able to predict their behaviors and project their futures, I would have had more control! Then, just when it all seemed pretty bleak, I realized that is what is incredible about this novel and Dickens' writing style. True to form, his characters at first seem to be just that. Their behaviors can be summarized and predicted with stifling ease. Then pow! Just when you least expect it they have acquired more depth than you have. As readers it is our duty to roll with the literary punches, but this one really caught me off guard.

As for the abundant mysteries of the novel, I was able to solve them on my own pretty quickly. The two convicts I quickly assumed to be somehow connected with Mrs. Havisham. While Sparknotes was helpful, it really only confirmed my suspicions. As for loose lipped sophmores, they're far overrated. My reading habits definitely aided me in this novel. I missed one night of reading. I tried to make it a practice to glance over Sparknotes after each night, if not to assure myself, to laugh at how many mistakes they made. By far my favorite experience was making my Extra Credit video. The hours hopefully paid off in full.

Overall, I am extremely grateful for the experience of reading Great Expectations. Otherwise, I might never have gotten around to it. By the end, I was completely and totally engulfed in the book. I believe its profundity has the power of lasting for as long as there are Honors English Classes to study it.

Extra Credit

ENJOY!

Photo Post

I chose the following photo because of the strong elements of darkness and light that prevail throughout Great Expectations. Charles Dicken's use of polarized color, from a dark London to the warm and light workshop of Joe, are highly effective at influencing the reader's perception of the events of the book. Because the novel is so predominantly black, whenever there is any light at all it completely catches the reader's attention. Similarly, Mrs. Havisham's house is completely dark inside, and Pip is only able to find his way when guided by Estella's candle. When Magwitch comes to reveal himself as Pip's benefactor, Pip only sees the twinkling lights of the street lamps being shaken by the violent storm. This seems to foreshadow the coming realization that will crush Pip's view of the upper class. Oddly enough, Estella too is described as being a radiant light. This seems contradictory to the consistent abuse that she seems unable to withhold. Her name, meaning star, guides Pip to make some of his worst decisions, and so indicates an ironic twist to the plot, as light is often viewed as something hopeful.

Connections

The Shakespearean masterpiece Macbeth holds some strong similarities to Great Expectations. From a chilling exposition within two veritable graveyards, one being a body strewn battleground and the other a foggy graveyard, these classics hold both the same lessons and the same themes.

Both characters, Pip and Macbeth, have a insatiable desire for social dominance. While their schemes may take different forms, both routes are nonetheless damaging to those around them. Macbeth's becomes a murderous tirade, while Pip distances himself from those who love him and, in essence, destroys those relationships. However, one distinguishing feature is their morality. While Macbeth only questions his actions once or twice, both times being eventually egged on by his ambitious wife, Pip falls into a constant spiral of self blame and guilt. While Shakespeare and Dickens successfully tackle the same morals of human error and mistake, they utilize different methods.

This idea holds true within the characters and plots as well. As said before, both characters are deeply ambitious. However, this also goes for those around them. Both Macbeth and Pip have acquaintances that are desperate and eager to reap the rewards of their social status. Whether its a pushy wife, or a desperate Mr. Pumblechook and Mrs. Joe, both characters bear not only the expectations of themselves, but those around them. Similarly, both characters were fed their ambition. Macbeth spoke with three devious witches, and Pip played with an equally devious Mrs. Havisham and Estella.

While these paragraphs only show a couple of the similarities between these two literary masterpieces, it cannot be denied that their plots reflect each other. It can be said that, whatever the reason, these two great authors took advantage of the same angles to show their stories' common purpose.

Second Stage

When Mr. and Mrs. Pocket are introduced, it might seem as if they have little to do with the themes and motifs of Great Expectations. However, upon closer examination, we find that many of their actions and characteristics have a strong correlation with the purpose of the novel thus far. For instance, Mrs. Pocket longs for social status and position, a power that she feels she has been robbed of. Mr. Pocket, on the other hand, is content to remain as he is and maintain a realistic and sensible approach to their lives. While their personalities seem to clash several times during Pip's visit, it is important to see their relationship to another two characters in the book (in correspondence to the Doubles motif).

Pip and Joe have a similar relationship. Pip longs for status as well, while Joe would be happy to remain a blacksmith for the rest of his life. While he would not begrudge Pip his great expectations, he is more apt to maintain an unromantic view of the world. When Pip observes the chaotic atmosphere of the Pocket's household, he seems unable to reflect upon their relationship as a contrast to his own. In fact, Mrs. Pocket's struggle with the life she has and the life she feels she deserves makes him uncomfortable. This shows how removed Pip is from his childhood. He views the world only in relation with his own desires and thoughts, and so fails to experience objectivity. His obsession with social growth leaves him cold and subjective, and his inflated ego leaves him unable to see the similarities between himself and those around him.

Pip's Quote

This quote is Pip's reaction towards his disturbing and uncomfortable introduction into the world of high society. What I find interesting is how he appears to be inspired by Mrs. Havisham, rather than experiencing the great aversion most of us might feel. As a testament to his naivety and ignorance regarding the consequences of affluence and class, he is only fixated upon the aspects of her life that he finds most appealing (those being her possessions and authority). Within these chapters Pip begins to evolve into an ambitious and resentful teenager who is greatly embarrassed of his roots and aspires to be "uncommon". In many ways, he is experiencing a natural growing pain that accompanies the emotional, and hormonally motivated, distancing from his home life. Like a pip, he is burgeoning into something entirely different (and let it be noted, not necessarily positive) than what he was upon conception. His sudden aversion to his hands, a stain of his impoverished childhood, signifies this change within himself. Throughout the novel, he uses inanimate objects to coldly and objectively describe those around him. Through the evolution of the chapters, he slips into the same habit with his beloved uncle Joe. These changes, among others, show his growing desire for all that he was denied as a child. As his thirst and obsession with social hierarchy mounts, the substance of his character diminishes into the dust from whence he came.
I don't believe I ever had a moment of epiphany in which I was compelled to lay out the rest of my life before me in a chain. Life does not work like string of dominoes reacting in a rational, cause and effect manner. Rather (and as I think it may be with most people), it is more likely that our futures and desires change from day to day with our mood and character. Every we day we are christened with a different name, and another clean canvas upon which we are compelled to scribble as we choose. That is the beauty of not just being human, but being raised in a privileged environment with a multitude of opportunities. Pip might not necessarily be referring to a future that he is bound to, but rather the general direction in which he aspires to grow. After all, plants are not apt to grow straight up, but towards the strongest light in the room.

TIOBE

    Just as the characters manipulate the themes of Aestheticism to justify their social decisions, their skewed morality is also evident in their tendency to extrapolate or even make up an opposing truth. No longer is it necessary to judge them upon their earnestness, but rather to the degree in which they thrive upon deception. In every case of private, or even public deception, it seems that they are always able to connect their lie to a standard of artistic principle. For instance, when Jack and Algeron are revealed to be only negligent dandies, and not to encompass the earnestness that Cecily and Gwendolyn so desire in a prospective mate, Gwendolyn guides Jack to the excuse that their dishonesty was only, “…in order that you might have the opportunity if coming up to town to see me as often as possible…”(74). Although she knows this is not the truth, Gwendolyn is more willing to accept a poorly concealed pretense than a reality that would challenge her aesthetic scruples. She uses these guidelines to justify the lies of her counterpart, as well as solidify the imaginary and far more desirable world where appearance is everything, and men are handsome objects that are not prone to moral indiscretion. Similarly, and in correspondence with the idea of aesthetic appearance, Lady Bracknell presents a strange perspective when she says that, "Thirty-five is a very attractive age. London society is full of women who have, of their own free choice, remained thirty-five for years." (82) It is illuminated through this quote the intense power that appearance holds over the characters of the play. The aristocratic women are so involved with their youth as an extension of their fashionable selves that when their bodies begin to turn upon them, they are more likely to live a charade than forfeit the unrealistic work of art that is their life. This same distortion of truth can not only be seen within the relationships of the characters, but within their treatment of themselves and society in general. For example, towards the beginning of Act 1, as Lady Bracknell interviews Jack as a suitor for Gwendolyn, she says, "I do not approve of anything that tampers with natural ignorance. Ignorance is like a delicate exotic fruit; touch it and the bloom is gone." This quote exhibits the blindness that accompanied the irrational extremes of aestheticism during the Victorian Era. Once again, the characters are comfortable with distorting the truth to preposterous extremes in order to protect the artistic, and therefore chic, components of their lives.




I didn't change much, although it should be said that my group all needs to avoid redundancy. Our topics (especially Ragan's) are extremely similar and tend to overlap. We need to keep an eye on this!

Dishonesty in The Importance of Being Ernest

             Whether it is a negligent vacationing under the false name of Ernest, escaping the tedious trivialities of domestic life by Bunburying, or simply moments of "mental abstraction" that lead to life altering mistakes, all the characters in The Importance of Being Earnest have potentially devastating secrets of some kind. Coping with the treacherous battlegrounds of the Victorian society has lead each of them to evolve into complex individuals with equally confusing lives, to the point where the lines of reality and unreality blur together into a cacophonous, variegated blur of deceit and absence of truth. No longer is it necessary to judge characters by their earnestness, but rather to the degree in which they thrive upon deception.
              For instance, Algernon and Jack both adapt their lives to the ideology of the Bunburyist. However, Jack uses his imaginary brother as a method of attaining the life of hedonistic asceticism that he feels he has been denied. On the other hand, Algernon only plays into the preconceptions of others in pursuit of a woman he feels an outlying attraction to. This, paired with his charming, "Wilde-esque" wit and dashing good looks, make him a more likely protagonist than Jack. Ironically, the inventor of "Ernest" appears to be the least earnest of the play, not necessarily because of his actions (which are reciprocal of Algernon's), but rather because he has the moral foundation to recognize that the life of his concoction is wrong.            
            In the end, it seems clear that the pressures and stress of moral and societal conventions during the Victorian Era lead the character's to their paths of deceit. In firm recognition that morality does not always lead to happiness, they have brought themselves to paradoxical zeniths of unreality and, when reality returns, cataclysmic lows. Whatever their social standing, occupation, moral foundation or marital status, they all respect and understand the importance of not being earnest.

Animal Farm Project Evaluation

Ragan
Project: Photo
I believe that Ragan successfully portrayed the prominent themes of the novel through her photograph. Besides a pleasing composition, it offers details that effectively communicate her perspective on the book. For instance, the way the pig bows to the photograph parallels their eventual succumbing to the luxuries and corruption of human power. It also shows Napoleon's intimate similarity to the Russian tyrant, Stalin. Furthermore, since the windmill was such a powerful symbol, I appreciated how she managed to artistically include it as well. Encore!


Levi
Project: Movie
Levi's project is (as always) a cerebral achievement that inspires its viewers to sip a spot of tea and discuss the irony of equality, as well as inner relationships in the proverbial "crapper". Besides being well made, it covered practically all the nuances of the novel in one dryly humorous conversation. As a project it demonstrated his understanding of the book itself, as an video it was entertaining and engaging. Bravo!


Leanna
Project: Poster
Leanna's poster was very well done and translated the relationship between Napoleon and Stalin extremely well. I appreciated her use of both photos and art to engage the viewer and draw them in to her project. Clearly she appreciated the parallels between Animal Farm and the Russian Revolution as one of the strong themes of the novel. Bravo!


Connor F.
Project: Comic Strip
By far one of the best projects I have seen thus far, Connor's comic strip showed his understanding of the novel as well as his artistic ability! From a detailed template, to stunning pictures, I really appreciated the obvious time he had invested on his project. Well done Connor, and I look forward to seeing more of your work in the future!


Daniel
Project: Poster
Daniel did a very good job on his poster. The only one I have seen to actually apply cut and paste heads on the animals, I believe he made it easy and accessible for people even if they have not studied the novel. I appreciated his use of dynamic color to intrigue his audience. Well done!

Kelsey
Project: Comic Strip
I think Kelsey did a wonderful job creating a "comic strip" version of the relentless idiocy that is the saga of the windmill. I think she correctly informed her viewer on its monotony and repetition, while maintaining a fun and colorful style that carried her audience from strip to strip. She clearly enjoyed the novel and had fun creating her project. Encore!

Daniel M
Project: Poster
Perhaps one of the most polished projects of our class, Daniel did a wonderful job presenting the general themes of the novel. His cartoon animations were fun and interactively portrayed each element that surfaced throughout the book. I enjoyed his use of template as well, which satisfyingly presented his work. Well done!

Emily
Project: Comic Strip
Emily did a wonderful job on her project! Her drawings were both fun and amusing, while still intelligently presenting the parallels between the Russian Revolution and Animal Farm in a way I have not seen before. I look forward to seeing more of her work, which shows understanding of the concepts of the novel as well as her enjoyment of producing a creative interpretation of its themes. Bravo!

Sidney
Project: Poem
Sidney's poem did a fine job of both presenting the themes of the novel and its plot. I appreciated that she chose to create a poem, as that seemed to be a minority in our class. Her writing shows both conceptual understanding as well as comprehension of the provided assignment! Well done!

Emma
Project: Movie
Emma's movie was fun and engaging. She wisely chose to make a trailer, which was a more direct way of attacking all the individual themes of the story. I appreciated her dynamic and artistic use of medium to more professionally show her comprehension. Bravo!




Andrea
Project: Strip/Movie
I don't want to compare myself to other students in my class. I believe English is not only about mastering and harnessing linguistic skills and capability, but also about presenting a unique and individual perspective. We all have different ways of doing this, some of which are more widely appreciated than others. I believe my project was not my best work, and not my worst either. While it might not have had the visual charm of some of my peer's work, it wasn't an eyesore either. I strongly believe individual improvement begins with looking objectively at oneself, not critically at others.

Animal Farm Project

This is only a part of my project, over the next day I will be uploading two videos.

Video 1

http://www.youtube.com/watch?v=nzBXBzTIXeM

"The life of an animal is misery and slavery, that is the plain truth".