Masterpiece Academy Essay

Before this course we had never been given the opportunity to pursue what we wanted nor the liberty to learn as we pleased. This is a lot of trust but I feel that we deserved it. I believe every student, every individual should have the opportunity to follow their passion as they wish to and be able to learn in their own manner, not as dictated by a system. However this does not mean that every student will honor and respect this opportunity. Of course there will be individuals or simply situations in which they will confuse this opportunity as one where they can do nothing and exert no effort. I believe everyone in this course felt like this at least once this school year. For one it was expected, we had never had so much freedom and at first didn’t know how to handle it, but also it was precious time wasted for while the days passed we could have been doing amazing things. In the end however I believe we all in one way or another extracted valuable learning from this refreshing trust that we were given.

Three pieces of literature that have left their mark on me would be Invisible Man, Hamlet, and Brave New World. The one that I enjoyed the most is Brave New Word, for I see John the Savage as a character that describes parts of my own self. He fights against conformity for he knows that this is what strips away humanity and identity. He stands alone against a world devoid of love and individuality, for this I admire him. Although it was a piece of fiction it spoke volumes of truth and was immensely powerful.

I went through a phase in which I felt that the flame smoldering within me, my passion, had sputtered out. I was disconcerted with this. This year however, I was able to reconnect with it. My passion is and always has been our world and its people. My passion is helping those in need and working with every person that I cross paths with. My passion is learning from every situation, every individual, and every experience and taking from it new knowledge but leaving behind a piece of myself. My passion is the art of living and the continuous human learning process (my Masterpiece).

All the Masterpiece presentations were unique however I observed the theme of self-expression in many of them. For example Laike’s presentation involved art which served as a medium to her own self-expression and thoughts which she was able to share with others visually. Jisu was able to utilize music to express her own feelings and specific experiences. Yun Soo was able to express his own culture and heritage throughout his Masterpiece and Terry used his love of nature to express an important facet of his being. Lastly Lupe’s presentation was self-expression among the Senior class which allowed us to learn things from one another on different levels.

I will not complete my hero’s journey until the day that my heart stops beating, sounds a bit dramatic but I firmly believe that my journey is a continuous adventure throughout my life. I will go through many different things along my journey that will each continue to add value and knowledge into my life and I will never stop transforming. Every situation and every person I have the honor of meeting will contribute as mentors along my journey and enlighten me constantly. I will undergo and return from a variety of journeys and this is just the beginning. I will conquer many challenges, have many mentors, and return enlightened many times and with each new experience I will change. My final hero’s journey will be all of them compiled together and the effect I can have on others’ lives, which I believe are all connected.

This mind...

Meet Macbeth

Our first glimpse of Macbeth is provided through direct characterization, painting him as "brave" and "worthy" due to the gruesome battle in which he slaughtered many. Through indirect characterization we can observe that Macbeth is easily swayed by the promise of glory, through the scene with the witches in which he believes their prophecy without reason. These witches play an important role in the play for they provide much foreshadowing and set the plot. For one, they have already established that Macbeth shall be king therefore we can only imagine the murders that will be committed hereafter. Also they allude to the control of Lady Macbeth over Macbeth and we can already foresee that she will be the one influencing him. Lastly another piece of foreshadowing that seemed very interesting was when they informed Banquo that his sons would be kings, which to me says one of them will end up murdering Macbeth. The exposition is provided by dialogue between characters, by specific names that trigger allusions, and by historical background illustrated through the events. A main theme would be the conflict between ambition and morals, the phrase uttered by the witches in the beginning “fair is foul, and foul is fair” which will undoubtedly follow and haunt Macbeth throughout the entire play, until it leads to his inevitable bloody slaughter (it is Shakespeare).

Macbeth Resources

1. Macbeth Study Guide: background info, summaries, analysis, etc
http://www.gradesaver.com/macbeth

2. Another Macbeth Study Guide: analysis, explanatory notes, comparisons, essay topics, etc
http://www.shakespeare-online.com/plays/macbeth/macbethresources.html

3. Historical Background: key historical occurrences before play was written
http://resources.mhs.vic.edu.au/macbeth/historical/backmac.html

4. Macbeth Summary: concise summaries on each scene from the three acts
http://www.studyguide.org/macbeth_summary.htm

5. SparkNotes Video Summary: pretty lengthy video on Macbeth

Poetry Essay- "Those Winter Sundays"

In a brief essay, identify at least two of the implications implicit in the society reflected in the poem. Support your statements by specific references to the poem.

Humans are complex, both innately self-interested and compassionately selfless. At times we act out of duty, out of hatred, out of custom, or out of love yet we never truly reach full understanding of each other’s driving motives until time brings with it an epiphany. In our society individuals mostly focus on themselves and their goals in order to achieve that success or that satisfaction that is so yearned, and this can lead to an ignorance of those around us. Of their silent struggles, unnoticed sacrifices, and meaningfully small acts of love. These sacrifices which pass by without regards are what maintain us forward without our knowledge. Also, in our society it has been observed that one can willingly face hardships, loneliness, and contempt in the name of love. Both of these occurrences are present in Robert Hayden’s poem, “Those Winter Sundays.”

Survival in our society requires sacrifices and the passing of hardships, yet it is common that the ones who carry the burden of sacrifice are the ones that are forgotten. The poem depicts a father, with markings of hard labor imprinted onto him, acting in a manner that is not required of him for the benefit of his family. He beats the cold out of his home with no returned gratitude, his hands are cracked yet he is treated with indifference. This is the common scene in our society, a society in which since we are too focused on our own doings we seem to forget that it is due to others that we are where we are.  Only when the passage of time has worked its doing does it then dawn upon us what we had turned a blind eye to. Remorse then follows for all those times when sacrifices went unnoticed and we seem to blame it on the tenderness of our age, the inability to understand. Yet in all reality, we saw without really caring to see.

We are capable of facing many things in the name of love, sometimes its pain while at others it can be the wrath of outsiders. In this poem love is accompanied with loneliness and desolation. Despite the “chronic angers” that were present in the household, due to reasons we can only imagine, the father worked for his family alone and unappreciated. Not out of duty, his duty would have been accomplished during the weekdays, but out of love on those cold Sunday mornings. The heat of his sacrifices and misunderstood love melted the ice crust over the home. Yet it was not until later that the son reminisced fondly of this fatherly figure that worked “love’s austere and lonely offices.”

Humans are complex, we never truly know what makes them act. And the reality is that we rarely seem to focus much on those around us to truly notice what they do for us. Despite the lack of recognition, the indifference that they are dealt, they continue sacrificing. Sacrifices in many sizes and in different manners, but when they are done in solitude and in the name of love they leave lasting prints on our lives no matter how faint.

Time

Time doesn’t fly, it soars. At times this can be comforting, like when you’re about to give a presentation and despite all your nervousness it greets you and then passes you in an instant. That I am grateful for because I am not a good public speaker. However at other times it is a bit disorienting. For example I clearly remember the moment we dropped my brother off at college, the excited nervousness I could observe in his eyes and the dread I could feel emanating from my mother. And now it’s almost my turn. Where did Senior year go? I mean don’t get me wrong, I don’t necessarily wish to spent more time in high school but if feels like I took a nap and when I woke up I found myself in another decade with my hair rumpled and a developing headache.

Yesterday I went to UCSB, my potential future university. And shit, I find myself closer and closer to becoming a broke, independent college student. Yes, I dread having to worry about tuition and whether or not I’ll be eating on the weekends but at the same time I’m excited. I’m excited to explore the unknown and to experience the power that comes with independence. I’m excited to see my trifling fears lead way to more and more confidence. I’m excited to greet the new phase in my life, which is coming faster than school on Mondays.

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Poem Analysis- TPCASST

"Out, out --" by Robert Frost

Title
The title can refer to the casting away of something, here the boy's life, as a consequence of an event.

Paraphrase
A boy doing a "man's work" is using a buzz saw to cut pieces of wood, when his sister calls supper the saw seems to "leap" from the boy's hands and cuts one off. By the time the doctor arrives it is too late, he dies, and they continue with their lives.

Connotation (of some of the words)
"the meeting"-- the saw cutting off the boy's hand
"life from spilling"-- pouring blood
"the dark of ether"-- absence of feeling, perhaps even of being
"he saw all spoiled"-- the inevitable (death) was approaching
"no more to build on" -- nothing else they can do for him

Attitude
There is a somber tone, yet the attitude is almost apathetic. The tragedy occurs, however due to the lifestyle they lead they are made to treat the death as natural/common and as a seemingly trifling event for they have other things to take care of.

Shift
The shift occurs after the line, "Call it a day, I wish they might have said", this seems like foreshadowing to me and consequently a few lines down the saw has the fateful meeting with the boy's hand. Before the shift, there was a calm atmosphere "Sweet-scented stuff when the breeze blew across it"; "Under the sunset far into Vermont".

Title Revisited
The death of the boy is almost shown as uneventful, and since they had other things to do it must be put aside as fast as possible (out, out).

Theme
The suddenness of death and the callousness that can follow as a consequence.

Masterpiece

After many ideas and failed attempts, I have discovered my Masterpiece. I was sitting in AVID on a seemingly normal Tuesday morning and it hit me in the face like a basketball one was not expecting. Here it goes...


Words of Wisdom

One question, two parts, different faces, numerous stories, and one common theme.

I am approaching both random and familiar individuals requesting if they are willing to answer one question for me, a question that has two parts.
A. Would you be willing to share one important thing you have learned in your life so far
AND/OR
B. What advice would you share with younger generations

This seems like a fairly simple, straightforward question, yet when I deliver it the individual's face changes into one of utter concentration, minutes pass, and the response is given slowly and carefully. The responses have all been different so far (I have already started), yet by the end I will illustrate how all the different experiences these individuals have overcome and all the things they have learned can be tied together. For these responses are not just empty words, the responses are all connected with past personal experiences. Not only will I show how our struggles and learning is more similar than we think, but I will also provide these words of wisdom to others so that we may receive little bits of treasure, ponder deeply about them, and utilize them if desired.
I will be approaching complete strangers and after a few minutes I may leave getting a little glimpse of their own story.

Differences

Differences are what make us beautiful, yet we all share more similarities than we think. It's about time we learned to celebrate the different facets of the human race and find those things that connect us together: love, pain, sacrifice... the human heart.

Brave New World Essay

A chaotic world with unstable foundations is less than ideal, yet a world devoid of sadness and love is inhuman, bleak. A society so “perfect” as to embody only happiness, order, and stability is a dangerous one in which one sole vision presides over the rest. The act of conforming to a society which has eliminated pain, sadness, and truth in exchange for efficiency strips us of everything that makes us human. We cannot have humanity without sharing its pain and truth, its happiness and love, and Bernard from Brave New World understands this concept. He sees past the pretenses and understands that they have been conditioned to be less than human in a world that is less than perfect.

Bernard Marx is forced to conform to the society in Brave New World due to his social standing as an Alpha and the conditioning that has been administered to him as a consequence, however he begins to question and wonder. He observes a world in which soma and hypnopaedia control minds and in which individuality is a thing of the blasphemous past. He is pressured to join the mass, to take part in that which is considered essential, yet everything that makes him different leads him on a distinct path. His physical appearance and his refusal of soma and other practices isolate him from the rest. It is in this isolation that Bernard faces his inner struggle. The struggle to conform and be part of the whole or to feel alive, human, an individual.

Bernard wishes to disengage himself from soma, hypnopaedia, and everything that keeps them from thinking freely and feeling deeply. The contrast depicted between Bernard and Lenina, whom is perfectly content living off of her hypnopaedia, illustrates the deep chasm dividing them and serves to show the tension arising from the struggle. Yet Bernard does not necessarily stand up for his beliefs nor does he embrace his individuality, for he hides behind John and Helmholtz, and rather is simply consumed by the bitterness arising from his isolation and disparities. Nonetheless, he is able to identify the flaws in his society and the sense of nothingness which engulfs them all.

           The conditioning of the human race can lead to a cold, empty existence. Love, truth, and pain are irreplaceable components to the structure of mankind and when they are erased from existence they take with them much more. They take our humanity. Human nature is not perfect and once you try to will it to be so, it loses its essence.

Independent Project

Over the course of about a month I, along with other REACHers, have been working on a project concerning a career of interest. This project consisted of doing research on a certain field, interviewing a professional from that field, and preparing a presentation on our findings. Before this project I had a very broad idea of what I wanted to do with my future. Of three things I was sure: I want to help people, I enjoy working with children, and I want to incorporate language and its importance in whatever field I choose. With the guidance of REACH, the help of my mother, and the interview process which I underwent I was able to achieve a much clearer vision of what I truly want.

I combined my interests together and now know that teaching is something I would like to pursue. Specifically, elementary level teaching under the Dual Immersion/ Bilingual Developmental Program. Teachers greatly influenced me as a child and have contributed immensely to my love of learning. Also I was part of the Bilingual Developmental Program when I was in second grade and benefited greatly from it. This program serves the purpose of helping children, whose native language is Spanish, be able to read and write in both their native language and in their second language which in this case would be English. Thus becoming bilingual and biliterate. This program is different from the Dual Immersion program, in which students of different native languages are placed in the same classes from an early age and by the time they reach high school they will be fluently bilingual.

I interviewed Ms. Camelia Ortiz-Alvarez, a second grade teacher with 18 years of experience under the Bilingual Developmental Program. I learned valuable information and am extremely grateful for the advice I received. Ms. Ortiz shared with me the challenges and rewards of teaching, what it takes to get there, and the great importance of knowing more than one language. After the interview I left with a much clearer vision of what I wanted and with more determination. I want to help people, and what better way to help than by guiding children in their pursuit of learning. I will work to keep the curiosity that characterizes children alive and in full blaze, I will work to help them along their growth, and I will work to serve as motivation and as a support system for them.

Journal Topic- Rain!

"Write a vignette in which rain plays a role."

The child stood outside, arms outstretched and chin lifted towards the sky. The rain began to softly patter on the child’s cheeks, shoulders, and hair with its icy cool fingers. The drops, now trickling down her neck, greeted her like a long lost friend. After years of only dust and sun, the child and the rain were reunited…

Now the rain picked up its tempo and drummed a little faster, a little harder. Everything that it had been holding back all these years came rushing forward: laughter, memories, and joy greeted the child once again. The child’s lips broke into a smile and her eyes regained their sparkle.

The curtain of rain engulfed her in a watery embrace.

A Profound Experiment

Brave New World Notes- Chpt 1

¿Quiénes son los muertos?

No son los muertos los que en dulce calma

la paz disfrutan de la tumba fría,

muertos son los que tienen muerta el alma

y viven todavía.

No son los muertos, no,

los que reciben rayos de luz en sus despojos yertos.

Los que mueren con honra son los vivos,

y los que viven sin honra son los muertos.

Por eso, hay muertos que en el mundo viven

y hombres que viven en el mundo, muertos.

-Ricardo Palma

--There are people whom although live are truly dead, and others who have died but continue to live and survive--

Literary Terms #6

simile - noun a figure of speech that expresses a resemblance between things of different kinds

soliloquy - noun a (usually long) dramatic speech intended to give the illusion of unspoken reflections; speech you make to yourself

spiritual - adj. noun a kind of religious song, folk song

speaker - noun speaker; narrator

stereotype - noun a conventional or formulaic conception or image; cliché

stream of consciousness – attempts to imitate flow of thoughts, feelings, and images as occurring in one’s mind

structure - noun the manner of construction of something and the arrangement of its parts

style - noun a way of expressing something (in language or art or music etc.) that is characteristic of a particular person or group of people or period

subordination - noun the semantic relation of being subordinate or belonging to a lower rank or class

surrealism - noun a 20th century movement of artists and writers (developing out of dadaism) who used fantastic images and incongruous juxtapositions in order to represent unconscious thoughts and dreams

suspension of disbelief – suspend not believing in order to enjoy it

symbol - noun an arbitrary sign that has acquired a conventional significance

synesthesia - noun a sensation that normally occurs in one sense modality occurs when another modality is stimulated

synecdoche - noun substituting a more inclusive term for a less inclusive one or vice versa

syntax - noun the grammatical arrangement of words in sentences

theme - noun a unifying idea that is a recurrent element in a literary or artistic work

thesis - noun an unproved statement put forward as a premise in an argument

tone - noun used to create mood and atmosphere of literary work; author’s perceived point of view

tongue in cheek – humor in which speaker feigns seriousness

tragedy - noun drama in which the protagonist is overcome by some superior force or circumstance; excites terror or pity

understatement - noun a statement that is restrained in ironic contrast to what might have been said

vernacular - adj. being or characteristic of or appropriate to everyday language; noun the everyday speech of the people (as distinguished from literary language)

voice - noun textual features that convey a writer’s or speaker’s persona

zeitgeist - noun the spirit characteristic of an age or generation

More Aldous Huxley

Aldous Huxley

I was searching a few things about Aldous Huxley, and came across this quote.

“The real hopeless victims of mental illness are to be found among those who appear to be most normal. "Many of them are normal because they are so well adjusted to our mode of existence, because their human voice has been silenced so early in their lives, that they do not even struggle or suffer or develop symptoms as the neurotic does." They are normal not in what may be called the absolute sense of the word; they are normal only in relation to a profoundly abnormal society. Their perfect adjustment to that abnormal society is a measure of their mental sickness. These millions of abnormally normal people, living without fuss in a society to which, if they were fully human beings, they ought not to be adjusted.”

Now, I have already read Brave New World and did enjoy it greatly. It's one of those books that you would gladly read again because you know that you can extract something new from it each time you open it. I observed that a main underlying theme in both the book and in the quote above is the conformity of an individual to society and the thereof loss of humanity. We cannot simply adjust to an environment which we disagree with simply because it it expected of us, we must utilize what makes us different in order to obtain what is best for us. We believe we find comfort and stability in fitting in with a specific pattern and merging with the crowd, but in reality we only lose the most important part of ourselves. In Brave New World my favorite character by far was John because he saw a world in which although happiness reigned it was false and where there was no individual but only a mass, and he detested it. He tried to fight against it, stood up to it alone and when he could not defeat it he resorted to suicide. Death was a worthy alternative to losing oneself in such a sick society.

The Love of Learning

Learning has lost its value for some people. It has become that requirement that we must all meet in order to move on to the more interesting parts of our lives. Most no longer go to school excited, wishing to learn more about algebra or history. It has become more of a mechanized routine: sit down, take notes, cram everything into your head, pass the test, and forget it all. I admit that this has also occurred to me, not because I dislike learning, but because I have lived with a false definition of learning for so long. Most of my life I have believed learning consisted of memorizing information that others wanted me to, of researching topics that we need to know in order to survive in our society. That is far from what learning truly is.

Learning should arouse excitement, it should make you wake up every morning eager to start a new day. Learning should be shaped around your interests and should be devoted to that which catches your attention. It should keep you up at night and make you forget about whether or not you have eaten in the past six hours. If learning is pure and consistent it can be innovative. It will bring about changes because it will come from individuals whom experience changes everyday and whom embrace new things with passion. 

There was a specific line in the interview that really struck a chord. "You can't take a human being and put them to work at a job that under uses the brain and keep them working at it for decades and decades and then say 'well that job isn't there, go do something more creative'. You have beaten the creativity out of them." I, for one, am that kind of person that states that they are not creative at all. I cringe when asked to draw a picture and get frustrated when I cannot see shapes in the clouds. I admit that I have not felt excited about learning as I once did. Now I begin to question whether I have been using my brain correctly all this time, whether I have been learning what truly interests me. That then leads to a different question, how do I know what interests me and not the system that has influenced us all in different but inevitable ways? I want to feel excited again. I do get glimpses of it every once and a while, but I want it to accompany me all of my life.

Literary Terms #5

parallelism - noun similarity by virtue of corresponding

parody - noun humorous or satirical mimicry; a composition that imitates somebody's style in a humorous way

pathos - noun a style that has the power to evoke feelings

pedantry - noun a display of learning for its own sake

personification - noun the act of attributing human characteristics to abstract ideas

plot - noun a secret scheme to do something ; the story that is told in a novel or play or movie etc

poignant - adj. keenly distressing to the mind or feelings; arousing sorrow/sentiment

point of view – the physical point from which the observer views what he is describing

postmodernism - noun genre of art and literature and especially architecture in reaction against principles and practices of established modernism

prose - noun ordinary writing as distinguished from verse; matter of fact, commonplace, or dull expression

protagonist - noun the principal character in a work of fiction

pun - noun a humorous play on words

purpose - noun an anticipated outcome that is intended by the author

realism - noun artists and writers strove for detailed realistic and factual description

refrain - noun recurring phrase or verse in song; chorus

requiem – noun a song or hymn of mourning composed or performed as a memorial to a dead person

resolution - noun denouement; problem in a story or literary work is worked out

restatement - noun a revised statement

rhetoric – noun using language effectively to please or persuade

rhetorical question – question that does not require an answer; used in argument or persuasion

rising action – advancement towards climax; plot build-up

romanticism - noun a movement in literature and art during the late 18th and early 19th centuries that celebrated nature rather than civilization; reason over fact

satire - noun witty language used to ridicule weakness and wrongdoings of humanity

scansion - noun analysis of verse into metrical patterns

setting - noun the context and environment in which something is set

Literary Terms #3

exposition - noun an account that sets forth the meaning or intent of a writing or discourse; a systematic interpretation or explanation (usually written) of a specific topic

expressionism - noun an art movement early in the 20th century; the artist's subjective expression of inner experiences was emphasized; an inner feeling was expressed through a distorted rendition of reality

fable - noun a short moral story (often with animal characters); a story about mythical or supernatural beings or events

fallacy - noun a misconception resulting from incorrect reasoning

falling action – part of literary plot after climax and resolution

farce - noun a comedy characterized by broad satire and improbable situations

figurative language – imaginative language characterized by figures of speech like simile and metaphor

flashback - noun a transition (in literary or theatrical works or films) to an earlier event or scene that interrupts the normal chronological development of the story

foil - noun  anything that serves by contrast to call attention to another thing's good qualities; verb cover or back with foil; enhance by contrast

folk tale – tale or legend passed down as part of oral tradition

foreshadowing - noun the act of providing vague advance indications; representing beforehand

free verse – poetry that does not rhyme or have a regular meter

genre - noun a class of art (or artistic endeavor) having a characteristic form or technique; a kind of literary or artistic work;

gothic tale – style of literature characterized by gloomy settings, mood of decay/decadence, violent/grotesque action

hyperbole - noun extravagant exaggeration

imagery - noun the ability to form mental images of things or events; vivid descriptions

implication - noun meaning/understanding derived by readers but not explicitly stated by authors

incongruity - noun the quality of disagreeing; being unsuitable and inappropriate

inference - noun the reasoning involved in drawing a conclusion or making a logical judgment on the basis of circumstantial evidence and prior conclusions rather than on the basis of direct observation

irony - noun incongruity between what might be expected and what actually occurs

Literary Terms #2

Circumlocution - noun an indirect way of expressing something; a style that involves indirect ways of expressing things

Classicism - noun a movement in literature and art during the 17th and 18th centuries in Europe that favored rationality and restraint and strict forms

Cliché- noun a trite, stereotyped expression; a sentence or phrase, usually expressing a popular or common thought or idea, that has lost originality, ingenuity, and impact by long overuse

Climax - noun the decisive moment in a novel or play;arrangement of clauses in ascending order of forcefulness; the highest point of anything conceived of as growing or developing or unfolding

Colloquialism - noun a colloquial expression; characteristic of spoken or written communication that seeks to imitate informal speech

Comedy - noun light and humorous drama with a happy ending; a comic incident or series of incidents

Conflict - noun an open clash between two opposing groups (or individuals)opposition in a work of drama or fiction between characters or forces (especially an opposition that motivates the development of the plot)

Connotation - noun an idea that is implied or suggested; what you must know in order to determine the reference of an expression

Contrast - noun the act of distinguishing by comparing differences;  the opposition or dissimilarity of things that are compared; a conceptual separation or distinction; verb put in opposition to show or emphasize differences;

Denotation - noun the most direct or specific meaning of a word or expression; the act of indicating or pointing out by name

Denouement - noun the final resolution of the main complication of a literary or dramatic work; the outcome of a complex sequence of events

Dialect - noun the usage or vocabulary that is characteristic of a specific group of people

Dialectics - noun a rationale for dialectical materialism based on change through the conflict of opposing forces

Dichotomy - noun being twofold; a classification into two opposed parts or subclasses

Diction - noun the manner in which something is expressed in words; the articulation of speech regarded from the point of view of its intelligibility to the audience

Didactic - adj. instructive (especially excessively)

Dogmatic - adj. characterized by assertion of unproved or unprovable principles; relating to or involving dogma; of or pertaining to or characteristic of a doctrine or code of beliefs accepted as authoritative

Elegy - noun a mournful poem; a lament for the dead

Epic - adj. very imposing or impressive; surpassing the ordinary (especially in size or scale); constituting or having to do with or suggestive of a literary epic; noun a long narrative poem telling of a hero's deeds

Epigram - noun a witty saying

ALL THAT DAVID COPPERFIELD KIND OF CRAP

"If you really want to hear about it, the first thing you'll probably want to know is where I was born, and what my lousy childhood was like, and how my parents were occupied and all before they had me, and all that David Copperfield kind of crap, but I don't feel like going into it, if you want to know the truth."

This line represents Salinger’s attempt at setting the narrative style for Catcher in the Rye and distinguishing itself from Dickens’ work. Salinger states that he will waste no time providing minute to minute details on the life of Holden such as Dickens did in David Copperfield, where he provided the story from his birth to his maturity. Dickens is known for the extensive detail that he administers to plot and the building of his characters, however Salinger wishes to focus mainly on conveying and exposing the character of Holden as it is at the present moment so that readers can easily connect and empathize with him. The details that Salinger perhaps believed to be excessive will not be present in Catcher in the Rye. Dickens shows the journey of a life, Salinger shows a snapshot of a moment that remains present throughout a life. 

Network Conservations

Member 3

Erica-Cultural Enrichment and Diversity through Transmedia

-Collaboration between Erica and Danielle

-Want to show differences and similarities of humans through different forms of media (pictures, video)

-Want to portray the unique qualities in people

-Want to incorporate social media= Twitter  #spreadthelove

-Have classmates create crafts to spread love and show humanity

-Working with Laura (music professor)= students will make a track that will later be added to the video

-Start a type of HONY for the central coast on a different blog

-Want to do a collaboration with Phonar

Network Conversations

Member 2

Lupita- Literature+Communication+Animal Cruelty

-“Explain how reading has affected your life” Built of Books: How Reading Defined the Life of Oscar Wilde

-Start a reading program for children in the community

-Talk with the librarian from the public library to set something up

-Incorporate a video in which teenagers voice their opinion on reading

-Document masterpiece through videos

-Perhaps set up events with authors

Network Conversations

Member 1
 Jayce- Dance, Medicine, Sociology, Time Travel

-Medicine= dream job, dance= main hobby

-Would like to combine dance+medicine+sociology through a video format

-Perhaps analyze effects of dancing through medicine

-Perhaps use video/dance presentations to explain medical terms

-Also wants to study human behavior (how we act, react, and retort)

-Write a report on the theories of time travel

-Gather information on how theories came to be formed (H.G. Wells book, articles, movies, shows)