Who was more generous, you or me?
I was, but only by literally 1 point.
Why might any differences between grades have occurred?
I initially thought that my quotes were very good, but I failed to realize that some of my quotes were a little too long.
What surprised you about your grade?
At first, I didn’t understand why my “Focus and Organization” criteria wasn’t higher. But after reading through the bullet points that I had made and listening to the recording, I noticed at some parts of my analysis, the level of depth that I went into could be deeper.
What change do you think will have the biggest impact on your grade?
I feel that one huge aspect that could improve my grade is if I slowed down. I noticed that I was speaking extremely quickly especially nearing the end. If I just corrected this one aspect, my language grade would be able to be higher.
How will you ensure this change is actioned?
The first thing that I would need to work on is how long my actual presentation is. I felt that as I had a lot of information, I was struggling to complete everything at the end. Furthermore, a huge contributing factor was how nervous I was. I remember stressing about it for two days, and on the day of the IO I couldn’t even focus on the other tests that I had on that day.
Criterion A: (8)
Throughout my IO I made sure that every point that I made had a direct correlation with the global issue. I also explained in detail how certain points and development led to the overarching meaning of the global issues and the implications that came with it.
For my evidence choices, I focused more on the characteristics of the character and the setting as these were the pieces of evidence that directly supported the conclusions that I was able to draw.
Criterion B: (7)
Through the notes that I took in class and a multiple practice annotation that I did in and outside of the classroom, I felt that my analysis of the text went much further than just the surface of the analysis. I not only represented what the “literary devices” meant, but at multiple occasions I explained what effect the specific implications and literary devices had on the reader.
Criterion C: (10)
I felt that without doubt this was my strongest aspect of the IO. It was perfectly paced at just exactly the 10-minute marker. Furthermore, I made sure that during the practice and the actual IO that the analysis and interpretations of both works were clearly and evenly split. Lastly, I spent an extended amount of time working on my introduction and conclusion to make sure that I summarized my points thoroughly and had a clear transition.
Criterion D: (5)
I felt that the language that I used throughout my IO was formal and proper. The dictions that I chose to incorporate adequately represented the information that I was trying to convey to the listener. However, it was evident at times that certain word choices that I was using was repetitive and not as complex as they could have been. Overall, the language I used was very clear, but I do feel that it could be more complex.
Overall Score: (6) 30/40
The parts that I thought went really well for me was the structure and how my IO progressed. Because of this, I was able to have a good analysis of both texts and have time to make a solid conclusion.
The one aspect that I feel that I need to put more work on is the vocabulary choices that I made throughout the analysis part of my IO. Although the words that I chose were able to accurately convey the meaning that I was trying to pass on
How Does the Article Relates to Themes and Issues in Norwegian Wood?
Time: Throughout Norwegian Wood, John Lennon writes about his affair in the word choice of songs and lyrics. Through the lyrics it can be identified how the mood and attitude of the Lennon changes and progressively becomes darker. In the article by Murakami, he writes about his past experiences, starting from the time he was born to where he had gotten now.
What Global Issues the Article May Present, and How These Are Present in Norwegian Wood?
The global issue of “the value of the many, overrule the value of the one”. In the article, Marukami was always committing actions that were against societies belief of what was right. His family wanted him to become an esteemed office worker, yet he opened a jazz club. Furthermore, during the period of post-war Japan, the nation was focusing primarily on rebuilding its economy, thus aspects of Marukami’s writings appealed to the readers. These are present in Norwegian Wood through the idea that many of the actions that the persona committed are strictly against the rules in our society, yet seemingly lenient at the time the song was written.
Title: Success is Counted Sweetest
Poet: Emily Dickinson
The graphic novel “Persepolis” written by Marjane Satrapi depicts the life journey and thoughts of a young girl called Marjane growing up in the years political and religious turmoil in Iran. She battles through the loss of her beloved uncle while also living in poverty. The protagonist Marjane is a headstrong independent character who from young age wanted to solve all of the social inequality issues. Satrapi portrays the development of Marjane and her family’s struggle with identity and power through the usage of language and characterization.
Marjane has the characteristics of a very headstrong individual; however, her identity is held back due to her status and her young age. Her first interaction is with her grandma where she asked her if: “Grandpa had been in prison”. Based on the question itself it could be portrayed that due to her naïve identity and her child like ignorance she is unable to see that the question that she asks causes the grandmother great pain and remorse as shown from her expression. This contrasts the following question that Marjane asks her grandmother, which was, “Can I help you?” when the grandmother showed discomfort in her back. This portrays the identity of the protagonist as a selfless individual who was willing to help those in need. This helps justify her identity as a young ignorant girl. Satrapi further develops this idea of her ignorance through the following panel depicting the mother boiling water. Her family was so poor that her “mother had to pretend to cook so that the neighbor wouldn’t know anything”. When Marjane was walking and noticed this, she exclaimed hopefully that “mom is cooking something good”. Her naivety helps her imagine and stay hopeful, further depicting her identity of a poor ignorant child.
Throughout the novel and through the two selected pages of panels, the theme of power consistently shows up in many forms. The first form of power shows in the form that Marjane’s family is poor thus they don’t have a lot of social power. The mother has to “boil water” to pretend that the family is economically stable when the neighbors are watching. This initially signifies the idea of power even on the scale of the local neighborhood. The liquid “water” represents bland emptiness with no taste or flavor, thus showing that the family has nothing and is struggling. Furthermore, the water’s transparency symbolizes the idea that all the neighbors and family members can see through the façade that the mother is attempting to put on. The second form of power presents itself in the form of political power. The majority of the panels on the second page depicts the political issues and struggles. At the time Iran was going through a period of turmoil, this is greatly caused by the leader who “kept none of his promises”. The form of power that Marjane had to struggle was through the loss of her family members due to the reigning family at the time. Furthermore, the contrast in language between Marjane’s family and The Shah extends the idea of power differences. The Shah utilizes vivid diction such as: “splendor” or phrases such as “light of the aryans” to symbolize his education and thus suggesting his power in social status.
The struggle of Marjane and her family regarding identity and social and political power are represented through the characteristics of the mother creating the façade that the family isn’t poor, the grandmother’s sadness when answering Marjane’s question of the grandfather, and lastly Marjane’s childlike ignorance when it comes to acknowledging certain aspects of her family. The turmoil that took place is Iran segregated the poor from the affluent and family like Marjane’s suffered the consequences of such unfaithful leaders.
What went well? What were you most happy with?
Based on the feedback that I received from the IO, I am most happy with the fact that I was able to successfully interpret the meaning and the idea behind both poems from both works. I liked that I tried to apply the structure as much as I could to help maintain the order throughout the IO.
What was your biggest surprise?
I was surprised that it seems as if “Queen Herod” was my weaker analysis in comparison the “Custard Apple Tree”. While presenting my IO, I was almost certain that “Custard Apple Tree” was lacking. However, after reading my feedback I was able to tell that my “Queen Herod” analysis was not indepth enough and did not tie the poetic devices back to the main idea.
What one thing can you identify that will make the biggest improvement to your grade?
It would DEFINETLY be creating a stronger analysis that links to the global issue consistently. Although I was able to make a slight improvement in that area in comparison to the last IO, it is still something that I need to put in a large amount of work into.
BLOG POST FOR ORANGES GENESIS:
Throughout the first Chapter of “Oranges Are Not the Only Fruit”, Jeanette Winterson utilizes unique characterization, flashback of memory of the plot, and inspiration from the Old Testament to help develop the story of “Genesis”.
Starting from the first paragraph Winterson begins to depict the individual characteristics of each character. The quote, “My father liked to watch the wrestling, my mother likes to wrestle” (Winterson 15), depicts the aggressive nature of both the parents. Jeanette on the other hand appears to be a confused child with various “mixed feelings” (15). Winterson creates the contrast between the characteristics of the parents and the protagonist to paint a picture for the reader on the harshness and difficulties that the child had to face when growing up. Furthermore, Winterson names the protagonist with her own first name, Jeanette. She does this to directly correlate the story to her personal life and her upbringing. The quote, “I cannot recall a time when I did not know I was special”.
Jeanette Winterson develops her plot using specific flashbacks of memory. One example is when she stated, “Once, when I was collecting black peas, about to go home, the old woman got hold of my hand. I thought she was going to bite me” (17). This shows not only that it was a specific time that she remembered in her memory, but this structure allowed Winterson to incorporate almost what the protagonist had learnt due to that specific memory, and how that information then effected the development of the character.
The final aspect that Jeanette Winterson utilizes is the common reference of the old Testament. In Leviticus, it states that one must be fully pure to be in the presence of god. Jeanette’s mother almost models this through her characteristics and her beliefs. One example is when she climbs up to the memorial and “thanked the lord for the ascent”. This shows the extent of her beliefs and religions.
In conclusion, Jeanette Winterson develops the story line of “Genesis” through the analysis of character, plot and ideas from the Old Testament. This in turn creates a replication of her child hood and the experiences that she endured.
Blog Post Global Issue of “Green Rice”
World War 2 Children Soldiers:
This article depicts the atrocious crimes that were committed by employing child soldiers to fight during the Second World War. This desperate attempt was commanded by Hitler to try to fight off Allied forces for the last stand before losing the war. The article depicts the cruelty and the child like innocence of some of the children as they were walking into the face of war. However, the article differs in the fact that in Queen Herod, the direct slaughtering of young children are ordered, while in the case of the Second World War the children were seemingly sent to their deaths to fight for the cause of the war and the nation.
Racism in The United States:
This article depicts the current situation of racism in the United States. It states that although the nation has come a long way from slavery, the judgements and remarks of racism are still very prevalent through the business place and educational facilities. The article depicts of certain cases that fueled the idea of racism (ie. The attacks of 9/11 that caused national panic towards any Asian region country). This has the relation to Grendel, as both showed cases of severe discrimination. Grendel for his appearance and the cases in the United States for their race (which in turn is still the appearance). This article differs from the actual text in the fact that it is a non-fiction and describes a very real and present scenario that takes place on a daily basis. Furthermore, in the text “Grendel” the author adds various emotions and areas of personal interpretation for the reader, while in the article the writer simply recounts the situation that was taking place while adding little to no personal emotion.
All of the poems in “The World’s Wife” has some significant relationship to the idea of feminism. However, the three poems that were chosen to have a specific theme of wealth and how it affects the lives of the subjected women in the story.
Queen Kong depicts a wealthy affluent family. The dictions and phrases that Carol Anne Duffy use to describe their lifestyle are “skyscraper”, “I’d been in Manhattan for a week”, and “finished his prize-winning films”. All of these terms and phrases show the symbol of aristocracy. Skyscrapers are expensive to build and not to mention live in, Manhattan is one of the most expensive cities to live in. The idea of film producer leads to the idea of fame in society, as global recognition is something that adds on to the main idea of wealth.
Mrs. Faust opens up an alternative perspective to the wealth gained by a family. In this story, the wealth of the family is shown as it grows from a relatively poorer group that saved to become wealthy. The struggles and processes were briefly stated in the first stanza. Phrases such as, “Mortgage on the house” and “We worked, we saved” shows the development of the family fortune.
Mrs. Lazarus is a depiction of struggling women with the loss of her husband. Her financial situation is depicted through the quotes, “slept in a single cott”. This represents her poverty struck situation and the disparities that come along with it. Without the presence of money and her husband her life seems to fall apart and collapse in front of her.
Throughout each poem the levels and conditions set forth by wealth are different. The first poem showed wealth from the very beginning, the second poem reflected an arduous step towards succeeding, and the third poem represents the difficulties and struggles of being without a companion and wealth. Duffy seemingly used to poems to portray each standard and reflect societal judgment and views upon each economic standard. The wealthy being very affluent and powerful when it comes to societal influence, and the poor having little to no significance at all.