During this unit, I learned writers often use techniques of repetition, sarcasm, and satire to create a humorous effect. In the play “A Talk in the Park,” one of the characters, Ernest is trying to say the whole paragraph of complaint about marriage: “Take my tip, don’t get married. Looks all right, but believe me – nothing’s your own. You’ve paid for it all but nothing’s your own. Yap, yap, yap. Want, want, want. Never satisfied” (Ayckbourn 68). The repeated use of the same word such as “Yap, yap, yap” (Ayckbourn 68) seems to sarcastically complain about marriage and almost gave up or deeply annoyed by the marriage. Besides, “Want, want, want. Never satisfied.” indicates the repetition is used to underline the sarcastic tone from the play, showing Ernest’s character of being skeptical and grumbling. The quote “Take my tip, don’t get married” (Ayckbourn 68) might show he is demanding or a rather bossy person that he knows everything because he already underwent the marriage. But the story from Ernest may empathize with others and add a humorous effect. Moreover, in the poem “Why We Oppose Pockets for Women” by Alice Duer Miller, she uses allegory to satirize the people oppose the women’s rights, and repetition to underline the theme and intended audience. Miller is trying to directly satirize people, especially men against the women calling for rights and their supporters. In the poem, the word “men” is repeated to show the intended audience is men. A majority of men even in the 1800s to 1900s felt they are superior to women. Using that idea, Alice Duer Miller criticizes them making men an essential role in the poem; however, the main speaker of this poem is women. In her allegorical poem, pockets are repeatedly used as a symbol of women’s rights. WIthout noticing the poem has two layers, the poem is about women having pockets. After perceiving its real meaning, the satirical tone of the poem adds a humorous effect.
Not only things I have already learned about this topic, but I would also like to learn poetry more deeply. While analyzing poetry, I thought I could understand the poem better by learning the type of poem, structures of the poem, and the theme or message of the poem. At first, it was confusing because I am not familiar with the poem. To analyze the poem, I needed to understand the real meaning of the poem, noticing the point where humor is added. Moreover, I am not familiar with humor itself, never analyzed before. It was also interesting to point out what element makes us laugh while I usually just laugh without analyzing, and since I only know a few techniques or reasons that are humorous, I would like to learn more deeply and clearly and practice applying to my future writings.
Something that was particularly challenging about this unit is the genres of writing chosen for this unit were unfamiliar. I was not sure if I understood and analyzed correctly because this is the first time analyzing a humorous effect on poetry or play. Sometimes, there were only a few points that were funny to me so I needed to consider what points can make others laugh not only for myself. There are various literary devices used in the texts, so I tried my best to find them. It was challenging to be sure that this is the correct technique. However, for me, to recognize literary devices were more successful than I thought because although I was not sure the device and the flow of the story were linked to each other and it made me think I tried my best to recognize techniques and analyze in detail supporting the claim with quotes.
I met the Student as a Learner (SAL) criteria of “Responsibility” to satisfactory. Although I accepted and look for feedback and try to apply actively and I was sometimes confused about citing sources but generally prepared to learn, I mostly meet deadlines but sometimes not. I need to set up a more detailed plan to always submit in time, or even earlier. Also, I need to make sure whether I used sources and cited with accurate form, and try to get more feedbacks and applying to my work earlier so that I can perform better. I met the SAL criteria of “Attitude” to exemplary but close to satisfactory because I set goals that are feasible, and sometimes asked a question if I was confused, accepted challenges and set up strategies though I have to take risks. It would be better if I asked more questions when I was not so certain, and take more risks to advance my learning.
My SMART goal for this unit was to be able to know how to create a humorous effect and analyze it using the glossary of terms effectively during this unit. I would say I almost achieved my SMART goal because I worked hard on perceiving correct literary techniques during this unit. Yet, in my opinion, I thought I could have worked better if I knew more literary devices or knew how to use literary devices with certainty. The certainty would come from practices, so if more practicing would be one method to achieve the SMART goal. Furthermore, the part “being able to know how to create a humorous effect” was not fully achieved because I thought I should know that section more deeply and accurately.
In English 10, I have three goals, one goal for each writing, speaking, reading area. I need to reduce grammatical mistakes in writing and check and edit more carefully. Also, I will practice speaking louder and have more confidence. To understand and analyze more carefully, I will finish one book at least per two months with annotation. Starting from this summer vacation, I will consistently read, which is one of the most significant but hard to achieve goals.