Editorial Cartoon Presentation Reflection

The aim of the last month or so was to produce three editorial cartoon/ad analyses. We had to create a presentation out of it and deliver a pitch. Two of them were formative, where my peers and Ms. Wong gave me constructive feedback, and the most recent one was summative. To be honest, the concepts were not that hard to understand. But, the challenging part of these assignments were looking at the visualizations’ bigger picture and analyzing the intended usage of certain techniques by the author. I have learnt how to deliver speeches by effectively appealing to pathos, ethos, and logos. Also, it was interesting to know about the different logical fallacies and how vulnerable we were to the them. Most importantly, the process of recording my presentation taught me a life-long technique: how to record both your face, screen, and audio using QuickTime Player.

It was a stretch to hook the viewer, provide context, look over the visuals, analyze the techniques used, and offer my opinion in a limited time. I was recording my face, so it was awkward to see my face while speaking. The most common techniques that I have seen throughout this unit were the utilizations of humor, satire, symbolism, and appeals to pathos and ethos. It was fun to realize how the real intention of the cartoons, with what it was subjecting and why. Moreover, trying to sound natural, instead of following a solid structure like a robot, was difficult because a checklist was provided and it seemed very appealing to follow.

After completing three analyses, it was very surprising to see how I could point out the purpose, techniques, and the six dimensions of rhetoric from an ad out of the YouTube video that I was watching!

Ad: “Have you ever wanted your own website? With wix.com…” Me: “Ok, the ad is firstly establishing a connection with the viewers to provoke a sense of familiarity, thus…”

IDU Collaboration Reflection

Over the past few weeks, the whole Grade 9 has been working on the IDU Project. This year’s focus was on inclusion in ISB. Our group decided to focus on body image as an issue and we managed to come up with a high quality solution, which was a website. Although I finished this project without trouble, one of this project’s constraints included group members that I was not familiar of. This was because in this unit, each individual was assigned a random group. So, collaboration was a key to success in this unit, or else the group would fall apart.

I think that my strength as a team member would be responsibility and work quality. For example, I managed to create the home page of our website within three days and I took the lead to create a WeChat group for communication. Responsibility and the ability to produce good work is important in group projects because they increase the efficiency of the whole group: every team member is ready for the next step. Also, throughout this project, I contributed regularly in group discussions, and came to each meeting prepared to share my idea. Therefore, I would give myself a meeting for the collaboration assessment if I were to grade myself. To be honest, I could still improve on agreeing upon other’s ideas. Some of the times I monopolized group conversations, not allowing room for my teammates to contribute.

Out of the norms of collaboration, paraphrasing is the most important one. This is because paraphrasing allows information to be concisely communicated, thus saving time throughout the project. This was particularly useful in the planning stage, as detailed research and prototyping required a lot of time, and paraphrasing ideas helped with the time. However, we realized that this was not a great idea because later on in the sharing part of the project, we had gaps in our presentation, mainly due to the summarized informations from the planning stage. So when we actually needed more words, we did not have them. Our group learnt that paraphrasing is not always helpful when the information needs to be referenced further on.

The only problem our group encountered was when we had to choose our target population and inclusion focus. We originally planned of developing a solution relating to mental health issues, but one of our group members thought that mental health was a topic that was common among groups. Therefore, we voted on another issue that was not so prevalent: body size. We managed that situation well with a peaceful method, where a dispute might have happened.

To conclude, the IDU Project required a lot of collaboration. I learnt many new collaboration skills throughout this unit. For example, I figured out instead of voting, doing Rock Paper Scissors was a better method to decide on an idea as it was fast and easy. And yes, this would be a lifelong skill to have.

The Absolutely True Reflection of the Part-Time Socratic Seminar

One of the area that I have improved on from the last formative socratic seminar is that I was able to effectively build on others’ ideas to construct my claim. Throughout the seminar, I politely disagreed to some people’s arguments while connecting that to build my claim to further develop the conversation. Also, I have improved in participating in the seminar. For example, I asked questions in relation to the theme of the book, which lead an interesting discussion topic. Finally, I have improved on utilizing my Cornell notes. I built my claims upon the notes as evidence, which strongly supported my claim.

However I think I could improve on the analysis part of the seminar. Next time, I would discuss about the literary elements of the book to bring the seminar into a deeper level. The analysis  would be important in order to understand specific parts of the book.


Part-Time Indian Practice Socratic Seminar Reflection

On this socratic seminar, I think I have done well in preparing for the discussion. For example, I extended myself to go deeper into my annotations by using the Cornell note format to claim, analyze and summarize specific portions of the book.  Next time, I could focus on making quality contribution by speaking slower and referencing direct quotes from the book. This could be achieved by basing my ideas on my detailed notes, and further sharing my thoughts by give specific page reference for evidence.

TEDtalk: Absolutely True Diary of a Part-Time Indian

Q: What did you learn from viewing this TEDtalk? What further questions do you have??

A: From viewing this TEDtalk, I learned that there was the truth that history veiled, and we needed more awareness of it. Once again, I felt that I needed to be more thankful for the level of education and living quality that I am experiencing right now. I want to know why people suppressed the indigenous people to the point where they were forced to surrender or die, knowing that it was their land at the first place.

Q: What realizations do you have about the novel’s characters, plot, themes, and symbols now?

A: I realized that the novel’s plot and setting at the reservation overlapped with the reality of indigenous people that were not able to stand up against oppression. There were repeated the cycle of poverty and lack of education, which connected well with the story.

Q: How does this TEDtalk help you better understand some of the context for Alexie’s portrayal of the fictional Wellpinit Reservation and Junior’s life?

A: The context for Alexie’s portrayal of the fictional Wellpinit helps me understand the daily life and the situation that Junior was in because the TEDtalk talked about the deeper meanings toward the setting. This allowed me to really re-think about the whole story and know how Junior felt.

Q: Why do you think Alexie chose to write a young adult novel instead of something aimed at an adult audience?

A: I think the author aimed young adults instead of adult audiences because he intentionally wanted the readers to sympathize and feel the same emotions that Junior had felt, which allows a better understanding of the plot of the story. There are certain feelings that adults cannot relate, while young adults can, and I personally think that that was what Alexie was anticipating.