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Baby IO Reflection

I focused on the global issue of the impact internalized racism has on desire.  This fits under Culture, Identity, and Community. For this global issue, I chose an extract from pages 187 to 188 of American Born Chinese. Some authorial choices I looked at in the extract were the lack of dialogue and the expressionless face of Jin,  the lightning motif, and the comedic portrayal of Suzy’s reaction to jin’s actions. For the work as a whole, I talked about the repeated lightning motif, the imagery of Jin drooling over Amelia, and the characterization of Jin and Danny as the book progressed.

I think the organization and balance of both the extract and the work as a whole along with time management went quite well in this oral. I was also focused on the global issue for most of the oral and gave textual evidence to support my claims.

I still need to get a better understanding of the global issue and the work as a whole. Using more varied language to keep the listener engaged is also something I would like to work on.

For my next oral, I will try to use more interesting language and learn more about the whole work and how the extract fits into it.

“Hero” Scene Analysis

The 2004 movie “Hero,” directed by Zhang Yimou, tells the tale of an unnamed hero’s journey using four widely different perspectives. The audience is led through the repeated retelling of the story of the hero who defeats three assassins in order to get into the king’s palace. In a scene from 1:35:35 to 1:37:39,  Falling Snow, one of the assassins, stabs a fellow assassin and her lover, Broken Sword, through the chest. In this brief scene, the film utilizes various types of diegetic sound, along with an appeal to pathos through close-up camera shots and repeated phrases of dialogue to provide a final conclusion to the theme throughout the film: actions taken because of one’s selfishness can never be justified.

Firstly, the film uses diegetic sound from both objects and characters in the scene to emphasize an important moment in the scene and to convey the emotions of the character. This still portrays the knife Broken Sword threw down when Falling Snow stabbed him during their fight. In the scene, the knife can be heard landing in the sand for a brief moment before falling onto its side. Falling Snow’s sword going into Broken Sword can also be faintly heard as this happens. The sound of the knife falling signifies the end of the two assassins’ fight in which Falling Snow wins by killing Broken Sword. This is the instant when Falling Snow abruptly realizes her mistake and begins to regret her selfish actions. Moreover, Falling Snow screams loudly at the end of this scene shortly after Broken Sword takes his last breath. This example of diegetic sound acts as a universally understood portrayal of pain and sorrow. It is an overt display of Falling Snow’s inability to come to terms with killing Broken Sword.

Furthermore, the movie evokes feelings of sorrow through the use of close-up camera shots on Falling Snow’s face. Falling Snow is the only character present in this shot, which emphasizes her somber and heartbroken state after killing Broken Sword. Her single falling tear framed in the shot further reinforces Falling Snow’s negative emotional state to the audience and brings them to feel the same way. Dialogue also plays a role in creating the sad atmosphere of this shot. Falling Snow begins to cry as Broken Sword tells her his real thoughts about meeting her family and expresses his regret for not doing so sooner. This further appeals to the audience’s emotions since they are made to acknowledge Broken Sword’s true love for Falling Snow, even as he dies by his lover’s sword. The lack of non-diegetic sound, such as music, as he speaks impacts the audience because they become engrossed in what he is saying instead of other noises that could act as a distraction in an important scene such as this.

Lastly, repeated phrases of dialogue spoken by Falling Snow give insight into her true thoughts and feelings as she is coming to terms with her actions. In this still, Falling Snow is seen caressing Broken Sword’s face after he collapses onto the ground. Falling Snow asks him, “Why didn’t you defend yourself? Why didn’t you?” These phrases show her regret and inability to reconcile for stabbing Broken Sword. She fought with him due to the short-lived anger she had at the moment, but after seeing the real effects of her actions, she cannot justify her wrongdoing to herself. In addition, her questions are ironic in a way because she was the one who decided to stab her lover in the first place, yet she is also questioning why he did not adequately defend himself against her sword. It seems as though she does not want to accept her own involvement in Broken Sword’s death in order to rationalize her actions in any way she can.

Through the use of diegetic sound, an appeal to pathos, as well as close-up camera shots and repeated dialogue, the scene where Falling Snow stabs Broken Sword and immediately regrets her actions demonstrates the irreversible and unjustifiable consequences of one’s actions when acting out of selfish motivation. The film accurately shows the negative effects of those actions and offers another course of action to take instead: self-sacrifice for the greater good.

Practice Paper 1 Reflection

Things I did well:

  • Word choice (There were some mistakes in specifying when writing, but I improved from the last analysis.
  • Organization/structure

Things to work on:

  • Thinking about bias (I didn’t comment on it in this paper) – I will consider how it fits into my outline/paragraphs so I can include it somewhere within what I will write the future.
  • Deeper interpretation  – I will think deeper into concepts and comment more on the evidence I present.
  • Time management (I ran out of time near the end, so my last body paragraph and conclusion was too short and didn’t have my thoughts properly written) – I will try to keep track of time and keep my outline short and somewhat flexible so I can make sure to write enough.

My Propaganda Poster Rationale

Our English class is working on a unit around Propoganda Posters created during the Chinese Cultural Revolution. After analyzing some posters made by other people, we were tasked with creating our very own posters, starring ourselves. My poster is about the protection of the elderly through getting the COVID vaccine.  It is shown below:

Protect your Grandparents (1)


This is a self-made propaganda poster about COVID vaccines which seeks to persuade the public to get vaccinated. There has been a rise in anti-vaccine sentiments around the world during the COVID-19 pandemic due to amplified distrust in the government. This has led to groups of people who refuse to get the vaccine, even with the risk of spreading the virus to the elderly. Through the use of diction, color, facial expressions, and body language, this poster pushes the audience to get vaccinated for the sake of the people around them.  The word “your” in the phrase, “Protect your grandparents,” makes the poster personal to the audience. Without the reference to the audience’s own grandparents, the poster would be less relatable, which would then make less of an impact on people. In addition to the specific choice of words, various colors are utilized in order to emphasize the most important aspect of the slogan. In this case, the phrase, “Get the vaccine,” is written in red instead of grey like the rest of the writing on the poster.  The color red is eye-catching and shows the significance of the command. Lastly, positive facial expressions and body language is displayed by both the grandparent and the grandchild. The two are seen smiling, holding one another, and facing toward each other with open body language, which indicates a good relationship between them, insinuating that happiness and a strong bond between grandparents and their grandchildren can only be sustained if the audience gets the vaccine. The application of many different techniques in this poster effectively urges the audience to get vaccinated if they wish to keep their relationship with their grandparents.

Goal for Paper 1

For the Paper 1, I would like to improve on understanding and describing the context and analyzing the techniques and appeals used in the text.

Chinese Propaganda Posters Reflection

When listening to and watching others present their propaganda posters, I could see a pattern emerge in the way each work was designed. Those who were commissioned and supported by the government during the Chinese Cultural Revolution used various different techniques in order to express their message effectively. Some of the key elements of propaganda that the posters had in common are color, background and foreground, symbolism, font, and facial expressions and body language. The use of certain colors was a major tactic I noticed in each poster. Specifically, the color red was common because it represents the Party and the power of Mao, but other colors, such as yellow, which represent peace and tranquility, often complimented the overwhelming amount of red. There was also an array of symbolism relating to the military and positive facial expressions and body language to be seen throughout the background or foreground of each poster. One poster in particular had another propaganda poster in the background, which provided further context to the foreground.


Another interesting aspect of the propaganda posters was the representation of different people. The Chinese people are almost always represented as faithful and loyal supporters of Mao and the revolution. In almost every poster, they can be seen with smiles on their faces and welcoming or open body language. In addition, their actions can be interpreted as noble and “heroic” in a way because they are shown serving their country and leader with joy. I think Chinese people are portrayed as almost an idealized version of themselves. In contrast to how Chinese people are represented in the posters, some other groups are represented as the polar opposite. Americans are shown as monster-like creatures who are sickly and frail. In one instance, they can be seen kneeling in defeat under Chinese and Korean troops. This shows the view the Chinese people who created these posters have toward different nations. They present their allies and nations they choose to help as powerful, just like China, but present their enemies as weak and powerless under the might of China.

Propaganda Poster Presentation

Goal Setting – English


Strengths: organization, structure

Weaknesses: formal writing, remembering vocabulary, presenting

Opportunity: older students, peer helper

Threat: time management – I can limit my time on electronics and spend more time reading on my own, non-literary works – I will pay attention in class and review non-literary work more

2-3 Goals:

  • Become more confident when presenting and learn how to present better
  • Learn how to analyze non-literary works and be able to express the intended meaning when writing.

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