Final English 11 Essay

FLAWS

- I trust people far too much and hold grudges when I get hurt.
- I can be socially awkward around people I want to impress.
- I care about a lot of people but fail to see when those people don't care back.
- I say often say things I don't mean and end up hurting people because of it.
- I tend to ignore people who I am angry with and avoid confronting them.
- I am submissive and will not hold my own ground when someone does not let me tell them how I feel in a fight. I put others feelings before mine and let people take advantage of me. 
- Self-centered


STRENGTHS

- Ambitious
- Hard-working
- Kind
- Caring
- Loving
- Intelligent
- Humorous
- Positive/ Negative
- Resilient
- Creative
- Proud
- Determined

"There are questions of real power and then there are questions of phony authority. You have to break through the phony authority to begin to fight the real questions of power."  - Karen Nussbaum


I think this if of the most obvious statements about power. There is real power, pure ambition and god-given power. There is also a phony type of authority that is handed over by another human being who believes he holds power when, in reality, his power is none but the same type of phony authority. This reminds me of the type of power policemen and educational officials hold. There is no real power there. There is no influence or genuine practicality with that power. There is only a false sense of  authority over a seemingly inferior group of people and for that to be considered power is ridiculous. 


"The guilty think all talk is of themselves."  - Geoffrey Chaucer

A guilty person feels that everyone must being talking of their actions and what they have done. Cocky if you ask me, to be constantly thinking another person is talking about you. One should never assume another person is speaking of them, thinking of them, or looking at them. It's not classy, not lady-like, not gentlemanly. One must be humble, even when guilty. Guilty people who are suspicious are often caught sooner than those who are not.  

Yes, everyone has the capability to come out of a situation. But opportunity doesn't fall from the sky in to the hands of the needy. They need to be given an opportunity. People who have no where to go, no motivation, no self-respect. These are people who have been told, their whole lives, that they are worthless. They believe it. People who have been given an opportunity, an open door, are able to thrive in their potential. 

The real question is, to what degree of selfish is it considered negative? Are you doing something for another person because you want to help, and the self satisfaction is just a bonus? Or are you doing something because you know it will make you look like a good person. We all just want to be good people. 

Evil: 

Dispositional 
Situational
Systematic

"Confrontation. Depending on your adversary, it's not always a good idea." Standing up for oneself, proving one's capability, being tough. When the instinct of the human mind takes over and our natural defense mechanisms kick in, we become slaves to our insecurities. We put up walls of our own, concrete barriers that hold strong against any nuclear weapon, but can be cracked by the most insignificant comment. Words that hit home, words that weasel in to our deepest subconscious and hurt more than any stick or stone. In an attempt to prove our stability we create conflict. It is easiest to fight back. Although many people feel that confrontation is pointless and that fighting back will get you no where, one's actions do not always reflect one's opinion. Confrontation derives from the inner most need to defend oneself. It latches on to one's weaknesses and as soon as those tiny imperfections are threatened, it attacks. Confrontation comes from needing to be right, needing to be heard and seen. It comes from having to proves oneself, no matter the opponent. 

Learning about Nazi Germany and the Holocaust has made me question the real definition of evil even further, and has made me think about the true origin of evil. Is it nature, nurture, or both?

After studying evil and the Nazis and this book, I have begun to think about the way I was brought up in more detail. I question whether the person I am right now is because of the way my parents raised me, or because of the way I raised myself. There were many instances when my parents would tell me the world is one way and I would disagree and tell them it is another way and that would be it. Rarely would I let my parents ideals influence me because often, to me, they were quite wrong. I think this has kept me in a place I like to be. This independence has made me a person I am proud of. Sure, I embrace the things my parents have tried to teach me, and there are some things that you have to take with opens arms and accept that they are right. I am proud of who I am because I have not followed a lot of what my parents have taught me. I would rather be considered wrong in their eyes than be ashamed of myself because I mimic the way my parents act in public or my mom's idea of what dance competitions are about. Sure, I have arguments with my mom and dad, mostly my mom, because I don't agree with where they are coming from and they don't understand where I am coming from, but these arguments have shaped me in to the kind of strong-willed person I am right now. I don't let other people tell me what is and what isn't if I don't like it. Of course I am open to new ideas and I am aware of what is fact and what is fiction, but I won't let another person's opinion take priority over my own.

Learning about Nazi Germany and the Holocaust has made me question the real definition of evil even further, and has made me think about the true origin of evil. Is it nature, nurture, or both?

After studying evil and the Nazis and this book, I have begun to think about the way I was brought up in more detail. I question whether the person I am right now is because of the way my parents raised me, or because of the way I raised myself. There were many instances when my parents would tell me the world is one way and I would disagree and tell them it is another way and that would be it. Rarely would I let my parents ideals influence me because often, to me, they were quite wrong. I think this has kept me in a place I like to be. This independence has made me a person I am proud of. Sure, I embrace the things my parents have tried to teach me, and there are some things that you have to take with opens arms and accept that they are right. I am proud of who I am because I have not followed a lot of what my parents have taught me. I would rather be considered wrong in their eyes than be ashamed of myself because I mimic the way my parents act in public or my mom's idea of what dance competitions are about. Sure, I have arguments with my mom and dad, mostly my mom, because I don't agree with where they are coming from and they don't understand where I am coming from, but these arguments have shaped me in to the kind of strong-willed person I am right now. I don't let other people tell me what is and what isn't if I don't like it. Of course I am open to new ideas and I am aware of what is fact and what is fiction, but I won't let another person's opinion take priority over my own.

The Book Thief - Compare/Contrast Essay

Liesel:

1. Stubborn

• p28 "The fact was this: Liesel would not get out of the car."
• p47 "On this occasion, they tried to force Liesel out. As you might imagine, she protested, and Rudy agreed."

2. Curious

• p66 "As Papa flicked through it, he could surely feel Liesel's eyes on him.They reached over and gripped him, waiting for something, anything, to slip from his lips."

3. Tempermental

• p79 "Still crowded with adrenaline, Liesel caught sight if him smiling with such absurdity that she dragged him down and started beating him up as well."

4. Determined

• p86 "... she had neither the selflessness to allow him to sleep nor the hide to be offended. She was a girl with a mountain to climb."

5. Forgiving/Modest

• p98 "Liesel didn't mind. She didn't whine or moan or stamp her feet. She simply swallowed the disappointment and decided on one calculated risk - a present from herself."

6. Caring

• p334 "'Look at all this. These gifts.' He held the button in his hand. 'And Rosa said you read to me twice every day, sometimes three times. '"

Rudy:

1. Cocky/Pretentious

• p49 "He's the boy who refuses to fear the opposite sex, purely because everyone else embraces that particular fear, and he's the type who is unafraid to make a decision."
• p53 "'If I beat you, I get to kiss you.'"
• p55 "'One day, Liesel,' he said, 'you'll be dying to kiss me.'"

2. Imaginative

English - In Class Essay

If you had a son or daughter, what are the 2-3 most important values you would want them to learn by the time they graduate from high school?

• People will always let you down. Learn to forgive them.
• Spend your life with those who make you happy, not who you have to impress.
• 
  

White Rose Movement - PowerPoint project

Memorial to the “White Rose” student resistance group, Ludwig-Maximilian-University, Munich. The White Rose group, a small and very unrepresentative group of German students, have assumed enormous symbolic importance in modern Germany, particularly for young people, as examples of “good Germans” who resisted the Nazis at the risk, and the cost, of their lives. Their graves in a Munich cemetery are heaped with flowers. 

http://www.axishistory.com/index.php?id=9572 

Germany's culture of commemoration
by Adam Carr  

Christoph Probst
http://paulonpius.blogspot.com/

Sophie Scholl
http://andreaskluth.org/2009/11/18/the-white-rose-german-heroes/

Johann Gottlieb Fichte:

And thou shalt act as if
On thee and on thy deed
Depended the fate of all Germany,
And thou alone must answer for it.

people's court in Berlin

http://www.holocaustresearchproject.org/revolt/whiterose.html

Students Against Tyranny: The Resistance of the White Rose, Munich, 1942-1943 

White Rose, The (pamphlet) Franz J. Muller,et al., White Rose Foundation, Munich  1991

At the Heart of the White Rose: Letters and Diaries of Hans & Sophie Scholl Inge Jens, ed., Harper & Row, 1987

http://www.holocaustresearchproject.org/revolt/wrleaflets.html

Students Against Tyranny: The Resistance of the White Rose, Munich, 1942-1943 

White Rose, The (pamphlet) Franz J. Muller,et al., White Rose Foundation, Munich  1991
Leaflets of the White Rose  -Thomas J. Cox, ISBN:1879710021, Riverside Books, July 1991

James Parsons 
http://www.suite101.com/content/the-white-rose-resistance-movement-munich-a105166

 

Literary Essay - "And Summer Is Gone" by Susie Kretschmer

David: 

• Studious
• Curious
• Imaginative
• Creative
• Passionate
• Artistic
• Insightful
• Intuitive
• Introvert
• Secure
• Academic
• Mature

Amy:

• Friendly
• Forward
• Adventurous
• Insecure
• Extrovert
• Social
• Under-achiever
• False
• Untrue
• Confident
• Judgemental
• Shallow

Quotes: 

David:

• "I was an artist." (2)
• "I lived in the worlds that I drew." (4)
• "I spent more time on my art, alone." (3)
• "I met her blue eyes with a level calm stare." (4)

Amy:

• "Tall as I was and unafraid to claim every inch of it." (2)
• "But she hardly spoke to me at school, ever." (3)
• "She complained she was fat and affected to eat little." (3)

Amy is social in order to be accepted by her peers at school. She is insecure about her appearance and what people will think of her. This is why she does not talk to David at school. She wants to be something she is not. As a kid, Amy was adventurous and outgoing. She was lanky and awkward, she played in the mud and played dress up and pretend. As she reached high school, she changed. Her personality changed with her body and she became self-conscious. She wanted to be perfect, she wanted to fit in. She changed who she was to please other people and to please her thirst for popularity.

Growing older provides an opportunity for personal change and growth, not only physically but psychologically as well. The short story “And Summer Is Gone” by Susie Kretschmer describes the changing attitude of a young girl as she experiences the pressures of high school. The story, told from the point of view of the girl’s close friend, expresses how her urgency to find a comfortable niche in the high school experience has put a strain on their once innocent friendship. While Amy is insecure and ultimately shallow, her friend, David, is intuitive and secure about his identity.

                Amy first appears to be a confident young girl. As a gawky thirteen year old, she is forward and friendly. She is tall and “unafraid to claim every inch of it” and her adventurous attitude is appealing to David the day they first meet (2). As Amy grows up she is molded by the kinds of influences a stereotypical high school experience has to offer. She ceases to find David interesting, only speaking to him during the summers and never at school. It is easy to assume that Amy is embarrassed by David’s artistic and academic interests, as they now contradict her own. Her extrovert personality seems to mask her discomfort with her image and she is social in order to be accepted by her peers at school. This image change affects how Amy acts around David as well. She stops eating around him, “complain[ing] she was fat and affect[ing] to eat little” (3). By the closing of the story it is evident that Amy changes who she is to please other people.

    

The story is told from David’s point of view, from the day he meets Amy until the day he knows he’s lost her. He is a very secure person, not one’s typical definition of confident, but he knows who he is. David is a bright, creative, studious person. He finds simplicity mesmerizing and is significantly observant. His intellect and introvert personality allows him to quietly view the world around him and gather information about people and things. David prefers to work on his art alone and he “lived in the worlds that [he] drew” (4). He is comfortable with himself and is quite proud of his own personal accomplishments. David finds security in understanding that “it was [him] who had grown up and [Amy] who had gotten lost” (4). This level of maturity is, in this context, unusual for a boy of David’s age and impressive all the same.

Both friends evolve in different ways, growing apart in their experiences.  These differences in personality and interest allow both Amy and David to find what it is they are looking to find when it comes to school, relationships, and friendships. As Amy feels she has grown up and it is David who is still immature, it is David who finds maturity while still holding on to the integrity of his childhood.

Literary Essay - "The Lottery" by Shirley Jackson

Tradition and conventional practices are often considered the foundation of many cultures. These customs are established in order to conserve the original integrity of the society. “The Lottery” by Shirley Jackson tells the story of a small village, reliant on the ancient tradition of stoning one unlucky member of the community every summer. Although there is evidence that the lottery will continue indefinitely, there is evidence that the tradition will not last.

Despite the growth in discontent among citizens, there is sufficient evidence that the lottery will persevere. A tradition such has this one, having been practice as long has this one has, is difficult to overrule. In a community where tradition is of great value, rarely would anyone attempt to “upset even as much tradition as was represented by the black box” (148), let alone tackle eliminating the ritual altogether. Elders of the village, such as Old Man Warner, are not quick to accept the changing times. Having grown old with the tradition, Warner expresses that “there’s always been a lottery” (152), implying that he believes there always will be. These beliefs have been instilled in the youth of the community as well, giving way to an equally brutal future.

               

                As humans evolve and times change, ceremonies similar to the lottery become less welcomed.  These traditions are seen as morally unacceptable and, in this particular situation, many begin talk of “giving up the lottery” (152). As less people find these traditions exhilarating, less people take them seriously. As a result, parts of the tradition are “forgotten or discarded” (149). Mr. Summers, the official of the lottery, ignores certain elements of the ceremony such as using wood chips to draw from the black box. By allowing small parts of the tradition much like this to collapse, the members of the community are allowing the eventual end of the entire tradition itself.

            Aside from the clues that suggest that the lottery will soon cease to exist, there is a strong belief that this ritual is essential to the functioning of the society. Though this event is considered morally wrong by many modern day cultures, the village described in the story is impartial to this immorality. The lottery has become an integral component of their lifestyle and is something that would not easily be resolved.

EVIDENCE IT WILL CONTINUE

·      “No one liked to upset even as much tradition as was represented by the black box.” (148)

·      “But every year the subject was allowed to fade off without anything being done.” (148)

·      “There’s always been a lottery.” (152)

EVIDENCE IT WILL FALL

·      “Because so much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations.” (149)

·      “Years and years ago this part of the ritual had been allowed to lapse” (149)

·      “Some places have already quit lotteries.” (152)

 

Literary Essay - "The Painted Door"

In some cases, one marries not for love, but for convenience. Sinclair Ross’s short story “The Painted Door” is about an unhappily married couple who struggle to make a living on an isolated farm. Ann, the lonely wife of John, is attracted to her husband’s friend Steven. Although the blame for her husband’s death is often placed on Ann, John is partly responsible for the tragic end of the story.

Ann is indecisive about her relationship with John. She considers disloyalty despite her hopes that he would return home to be with her. Ann criticizes John’s judgment to visit his father in the storm in order to “justify her rebellious thought, to prove John responsible for her unhappiness” (373). She uses this assumption as an excuse for her infidelity. Ann is judgmental of John’s appearance, wishing him to shave before leaving the house. John insists that “it’s only Steven”(368) and that he has seen him disheveled before. Though Ann realizes that John is an honest and dedicated man, her weaknesses cause her to fall to the temptation of her lust.

There is evidence that John is at fault for his own death. His possessive and obsessive attitude towards Ann causes her to feel trapped and alienated to the rest of the world. This seemingly selfish quality gives Ann the initiative to cheat, resulting in John’s hysterical trek through the storm. Ann feels that she is as important as [John’s] father” (367) and wishes that he would not leave her alone. Ann seems to crave John’s attention, or at least the attention of a companion. John fails to give to her what she desires most, and Ann begins to find no point in “trying to talk to a man who never talk[s]” (371).

Both parties share equal responsibility for the outcome of the situation. While John neglects Ann’s most prevalent emotional needs, Ann lets herself fall victim to her instability and to Steven. John’s death comes from the opposing views of both members of the relationship. 

 The Literary Essay

The purpose of the literary essay is to analyze or interpret a work of poetry or prose using TEXT SUPPORT and quotations to support your thesis.

Follow these guidelines when writing a literary essay:

The Introduction:

1.         Begin with a generalization (clincher) linked to the topic or theme of the essay.  (a clincher is optional – some people are not good at writing them, in which case they can begin directly with #2).

Example of clincher from “The Painted Door”:

          Marriages can sometimes involve couples who are mismatched and live miserably throughout their lives.

2.         Next, write one or two sentences describing what the story is about, including the author, title, and genre of the work.  (Assume the marker hasn’t read the story in about 5 years – you are “reminding” him/her of the content).

Ex.

Sinclair Ross’s short story “The Painted Door” is about an unhappily married couple who struggle to make a living on an isolated farm.    Ann, the lonely wife of John, is attracted to her husband’s friend Steven. 

3.         Then, state your thesis:

           Although Ann is often judged as the being solely to blame for her husband’s death, he is at least partly responsible for his tragic end.

The Body:

4.         Support your thesis with specific examples and quotes from the text.  Begin each paragraph with a clear topic sentence that is connected to your main thesis.

Ex.

Ann is partly responsible for her husband’s death.  She is terribly lonely, living with a husband who doesn’t provide her even the basic need for company.  John is a workaholic.  Even when the couple go out for the evening “John never dance[s] or enjoy[s] himself”(4).  He is happiest when he is working alone or “standing at the window staring out across the bitter fields, to count the days and look forward to another spring”(7).

The Conclusion:

5.         The conclusion can range from one sentence to several depending on the length and complexity of your essay.

Ex. 

Because John’s neglects his wife’s emotional needs, he is indirectly responsible for his own tragic end.

Using Quotations in Literary Essays

The proper use of direct quotations is essential to most academic writing, particularly essays on literature.

If you argue that a character in a story is evil, can you provide evidence to support your claim?  No?  Then it probably isn’t true.  You need to provide textual support for your thesis and incorporate this information into your essay; this will give your essay credibility.

Keep the following rules in mind when quoting literature:

1. Do not overuse quotations.  Your own analysis should make up the bulk of the essay.  Following is an example of quotations used appropriately.  Notice that the quotations take a secondary role to the analysis.  Every quotation fits smoothly into the grammar of each sentence.

The narrator is a loving mother who fears that when her daughter leaves for college they will be “parting forever” (13). She sadly tries to persuade herself to see the “house without her” (14).  She is doubtful that she can exist without her child who has become as necessary as “food or air” (10).  The narrator’s affection for her daughter is almost sacred; she describes her as “eohippus,” a rare, mystical creature.  The mother ironically notes that seventeen years ago she “could not imagine/ life with her” (20-21) and now, after seventeen years of the “daily sight of her” (9) she can not picture herself  without her. However, in the midst of her bittersweet feelings, the mother has a sudden realization:  she is lucky, for she has been given the chance to raise her daughter unlike the creatures who “float away from birth” (24) from  parents who will “never see them again”(26).

2)  Sometimes it is necessary to insert a word or phrase into a quotation to  maintain correct grammar.  Enclose these words in square brackets to  show that they do not appear in the original.

Ex. Original:         The greasy leather orb flew like a heavy bird through the grey light.

       Quotation:         Stephen saw the ball as a “greasy leather orb [that] flew  like a heavy bird through the grey light”(26).

3. Write in present tense. Change the following example to make it correct:

Ann was terribly lonely; she lived with a husband who didn’t provide her even the basic need for company.  John was a workaholic.  Even when the couple went out for the evening “John never danced or enjoyed himself”(4).  He was happiest when he was working alone or “standing at the window staring out across the bitter fields, to count the days and look forward to another spring”(7).

4.  Use page citations.  Place the page number of the text in parentheses after the quote.  

     Ex.   At the beginning of the story Richard “hastens to bring his sad

     message”(19); at the end, Richard tries to conceal his lies.

5. If you introduce a quotation that is a complete sentence, capitalize the first letter of the quotation

Ex.  Hemingway writes, “His desk is at the far end of the office,”(42) suggesting that the hotel worker is physically unavailable to the wife.

6. When you work the quotation into your own sentence, use a lowercase letter to begin the quotation.

Ex.  When Hemingway writes that “his desk was at the far end of the

office,”(42) he shows that the hotel worker is physically unavailable to

the wife.

7. Incorporate quotations into your own sentences.

Weak:

    Richard Cory is very polite.  “He is a gentleman from sole to crown”(1.1).

    Also, he is good-looking, even regal-looking, “clean favoured and

    imperially slim”(1.2).

  

Better:

    Richard Cory is “a gentleman from sole to crown”(1.1).  Like a handsome

    king, he is “clean favoured and imperially slim”(1.2).

8. Avoid using two quotations in a row.  Your own commentary should bridge two quotations.

Weak: 

Richard Cory is “a gentleman from sole to crown”(1.1), “clean favoured and imperially slim”(1.2).

Better:

Richard Cory is “a gentleman from sole to crown”(1.1).  Like a handsome

king, he is “clean favoured and imperially slim”(1.2).

9. Do not use a quote that you have not introduced with your own words.

Weak:

“He is a gentleman from sole to crown”(1.1).  Richard Cory is good-looking, even regal-looking.

Better:

Richard Cory is “a gentleman from sole to crown”(1.1). 

10) Include within quotations as part of the essay any prose quotation of two or more sentences or less, and any poetry quotation of two lines or less.  When quoting two lines of poetry, indicate the division between the two lines with a slash (/) and retain the original capitalization at the beginning of the second line (if it is capitalized in the original).

   Ex.  Donne writes, “Batter my heart, three-personed God; for you/As

   yet but knock, breathe, shine and seek to mend”(1.71-72).

11) Set off from the body of the essay any prose quotations that exceed two sentences or poetry quotations that exceed two lines.  Such “blocked-off” prose quotations are double-indented, single spaced, and quotation marks are not used to enclose the quotation.  Blocked-off poetry quotations are centered on the page, and printed as they appear in the original, without enclosing quotation marks. 

Large, blocked poetry quotations are introduced with a lead-in statement ending with a colon.  Otherwise, use a comma or whatever punctuation you would use if the quotation marks were not there.

Literary Essay for "The Painted Door" by Sinclair Ross

How do the characters all contribute to the circumstances in the story (adultery and death)? How did their choices affect the other Characters?

• Ann's wishy washy attitude towards her marriage with John. This resulted in both adultery and indirectly, John's death.
• John's possessive and obsessive attitude towards Ann resulted in her feeling "trapped" and "alienated," thus caused her to cheat.
• John's loyalty to Ann brought him home, despite the storm. As a result, he froze to death.
• Steven influenced Ann's decision to commit adultery, as he continuously said that John would not try to come home in the storm.
• Steven's tendency towards taking care of his appearance encouraged Ann's disloyalty.

Topic: Who is responsible for John's death?

• John: He decided to walk 5 miles when they know that there would be a storm. He left her alone with Steven and encouraged him to come over, telling them not to wait up for him.
• John: For seven years, Ann has felt alienated in their marriage. John wouldn't socialize with her.
• John: Refused to take care of his appearance, despite Ann's comments.
• Ann: She's very judgmental of John and his appearance, therefore she slept with Steven and John left the house in the storm when he saw them.
• Ann: Her weaknesses caused her to fall to the influence of her lust.
• Ann: She knew that John would try to come home in the storm, but she had the affair anyways.
• Steven: He convinced her that John was not going to come home.

Response - "Are governments closing the net around web freedom?" By Alex Hudson

This article gave insight in to the general idea of what was happening in Egypt and how it relates to the current arguments about internet censorship. Hudson gave his own opinion on the subject, while adding in the ideas of other significant members of society. I felt that the subject itself was an interesting one and it touched on ideas that I had little knowledge of. After reading the article, I am more aware of the arguments regarding internet restriction and I find it shocking how imperative the internet has become to modern day life. I think that it is unacceptable for the government to restrict use of the internet. The web was created as an unlimited device for research and communication. Blocking certain sections of the web violates the basic rights of freedom of speech and education.

Online Summary - "Are governments closing the net around web freedom?" By Alex Hudson

In the article, "Are governments closing the net around web freedom?" journalist Alex Hudson expresses the relevance of the internet in response to the uprising in Egypt. "Cutting off nearly all internet traffic for five days created a backlash, not only from the people of Egypt but from the usually apolitical companies Google and Twitter." says Hudson. Al Gore speaks on the issue of web freedom. "Defend the internet. Do not let it be controlled by governments or by large corporations. It is a network of people." Hudson suggests that there are still signs that the web is becoming dominated by these few large corporations. Inevitably, government agencies will be active online participants in order to enforce laws relating to public life. Tim Berners-Lee, creator of the world-wide web, is concerned that the involvement of government agencies and corporate officials in the interaction between persons on the internet is endangering basic human rights.

Hudson reveals that the internet is gradually changing with the introduction of “apps.” While simpler to use, apps are more easily monitored by the creator. Egypt is not the only country that has censored the internet. A large portion of the Americas and Europe has, in place, some sort of suppression, as disclosed by the think-tank “Reporters Without Borders.” According to Hudson, the United States Government has considered implicating an “internet kill-switch” to use in an absolute emergency and to cause the least amount of disturbance. Officially, the “internet kill-switch” is known as the “Protecting Cyberspace as a National Asset Act” and would give the president the endowment to shut down areas of the internet at his own consciousness. Hudson presumes, by proof of recent examples, that discontinuing parts of the web is one of the first methods governments will use to “stifle protest.”

Response - PuSh Is So Good, Why Pretend Journalistic Objectivity? by Charles Campbell

Before reading Charles Campbell's article about the PuSh festival, I had no idea this event existed. Campbell wrote a very informative review of the festival and gave light to the benefits that PuSh brings to Vancouver's performance scene. I find it exciting how well the festival promotes Vancouver's community arts and theater industry and gathers audience members as well as acts from around the world. I would like to have learned a little bit more about the festival itself and how to become involved. The article explained why it was so important, but little about what it was. PuSh is definitely something I would like to research more and possibly have the chance to attend. It seems like a place to showcase the talent of Vancouverites that are forced beneath the radar by more mainstream entertainment.

http://thetyee.ca/ArtsAndCulture/2011/02/02/PushSoGood/

Online Summary - Due February 15th

Step 1: Open the attached file and read the article and short videos. Write a Summary of the story, checking your notes to make sure you remember all the ticky rules. Remember, the length of most summaries is about one quarter the length of the original piece.

Step 2: Write a Personal Response to the story.

Step 3: Create a group of 3 to 4 people. Read each other's summaries. If
you see an error, tell the writer to correct it (gracefully). Record the names of the readers at the bottom of your summary.

Step 4: Taking turns, read your Responses out loud. Discuss.

Step 6: Send your Summary (not your response) to me through Edmodo. Remember to type in your class code and not my name. (C-Block: 335y5p) (D-Block: mfdj0k) Copy and paste the assignment; do not use an attachment.

Marking Criteria:

Technical rules of summary followed: /4

Word choice, grammar, sophistication /4
of language:

Main ideas of summary evident: insignificant /4
details left out:

/12

http://news.bbc.co.uk/2/hi/programmes/click_online/9386720.stm

4939646

ted.com

Choose 10 videos that you are interested in watching and record each of the following for each video:

1) Name of the presenter
2) Title of presentation
3) Topic
4) Go to the "about this talk" section. Paraphrase what it says
5) Go to the "About this presenter" and take a few biographical notes on the presenter
6) What point/thesis does the presenter have?
7) Why are you excited about this particular TED talk?
8) How has the presenter changed the way you view the topic?
9) What is the one image you will take away from this talk?
10) Choose one single word that best describes this talk

TED Talks

Liza Donnelly: Drawing upon humor for change

1)      Women’s rights, female empowerment, and the stereotypes of modern life.

2)      Liz Donnelly, a cartoonist out of New York, uses her drawings to show how humor can empower women to step up against modern standards.

3)      Donnelly joined The New Yorker in 1982 as the youngest cartoonist, and one of only three female employees. In 2005, Donnelly wrote the definitive book about her colleagues: Funny Ladies: The New Yorker’s Greatest Women Cartoonists and Their Cartoons. She has been involved in other books as well, including Sex and Sensibility and  Cartoon Marriage (about her life with fellow New Yorker cartoonist Michael Maslin). She is also known for a popular series of Dinosaur children’s books. In 2007, Donnelly joined the United Nations initiative Cartooning for Peace with which, she travels around the world to speak out about freedom of speech and other global problems. She is a founding member of the Cartoonists Association, a contributor to dscriber.com as the editor of World Ink, and she teaches women’s studies at Vassar.

4)      Donnelly wants to convince the public of the ridiculousness of today’s standards for females, and to empower these women to use this humor to their advantage.

5)      This particular TED talk uses an age-old argument in a humorous way. It is something that would be enjoyable for both men and women to watch, while pressing ideas that work to the advantage of today’s females. Donnelly’s cartoons are relatable and true. That is was people are interested in. She isn’t bombarding her audience with stuffy statistics or cynical conclusions about the plausible end of the world, she is giving light to the idea that women don’t have to be what they are expected to be. It’s funny.

6)      I think this is something that a lot of girls my age would find interesting and useful. Donnelly shows that making change doesn’t always have to involve being unpleasant, whiny, and verbally violent. It is small initiatives like this that can spark a change in society’s views.

7)       Aside from her drawings themselves, Donnelly has a lot of really intellectual points about the issue. The things that she said compliment the topic and she was a very eloquent speaker. She was easy to listen to and that made watching the video that much more enjoyable.

8)      Innovative

Chris Jordan pictures some shocking stats

1)    Consumerism, our impact on the environment, and the shocking statistics of every day product use. “The behaviors we all engage in unconsciously.”

2)    Photographer Chris Jordan uses his artwork to create a visual representation of some shocking numbers, showing us a view of what Western culture really looks like.

3)    Chris Jordan focuses his work on Western consumption, making impossible numbers visible to humans. His 2003-05 series “intolerable Beauty” examines the hypnotic allure of the sheer amount of stuff we make and consume every day. His latest series, “Running the Numbers,” gives life to the statistics of US consumption. In April 2008, Jordan traveled around the world with National Geographic as an international eco-ambassador for Earth Day 2008.

4)    "As you walk up close, you can see that the collective is only made up of lots and lots of individuals. There is no bad consumer over there somewhere who needs to be educated. There is no public out there who needs to change. It's each one of us."-Chris Jordan on Bill Moyers Journal. Jordan wants to use something aesthetically pleasing to convince people of their individual impact on the numbers.

5)    Jordan uses art in an effective way. He is using his passion to communicate ideas to the public and making something so abstract, these large numbers, comprehensible for the average person. They are pieces that people will enjoy looking at and learning about, as well as being shocking and exhilarating.

6)    Jordan makes statistics like these visual to all people. Numbers are hard to understand when they are so large but Jordan presents them in a way that makes them easier to understand. Some of these numbers I was unaware of. It is absolutely shocking to know something like how many plastic cups are used on US airlines every hour, or the number of teenagers who will start smoking this month. He makes is visual. He makes it something you can feel.

7)    Jordan showed a photograph of millions of cigarette boxes that, when zoomed out, creates the painting “Skull With Cigarette” by Van Gough. This was a particularly interesting piece because it made such a beautiful work of art something so ugly.

8)    Shocking







Sarah Kay: If I should have a daughter...

<!--[if !supportLists]-->1)    <!--[endif]-->Spoken word poet, Sarah Kay, tells the story of her journey from curious teenager to accomplished teacher and speaker.

<!--[if !supportLists]-->2)    <!--[endif]-->Kay gives two performances of her pieces “B” and “Hiroshima” and talks of her metamorphosis from an inquisitive teen to a teacher connecting today’s kids with the power of expression through poetry.

<!--[if !supportLists]-->3)    <!--[endif]-->As a high school freshman, Kay took a liking to spoken word poetry and would spend nights studying the work of New York’s most exciting poets in the famous Bowery Poetry Club. She was given the chance to take its stage at a young age and this opportunity sparked a bright future for Kay. Now 22, Kay co-directs Project V.O.I.C.E. (Vocal Outreach Into Creative Expression) Founded by Kay in 2004, V.O.I.C.E. encourages expression through spoken word poetry, particularly in teens.

<!--[if !supportLists]-->4)    <!--[endif]-->Kay expresses the power of poetry in words in helping people, particularly today’s youth, make sense of the world itself. She states that she writes poetry to understand things. Through her writing she finds a solution, and when she doesn’t, she still has a new poem. Kay wants to encourage her students to write about not only what they know, but what they don’t understand.

<!--[if !supportLists]-->5)    <!--[endif]-->Kay is a very effective speaker. She is confident and funny and she tells her story in an interesting way. I think her mission is very innovative and she is giving a creative outlet to people who otherwise may not have one. She is an interesting person to listen to and her story is inspiring.

<!--[if !supportLists]-->6)    <!--[endif]-->I have always found interest in spoken word poetry. It is something that I find entertaining to listen to and an easy way to express what I’m thinking. Her poems are so easy to listen to and appealing and she makes me want to continue writing, even if only for myself.

<!--[if !supportLists]-->7)    <!--[endif]-->Kay mentioned a tall girl in a hoodie a few times. When she was a high school student she presented one of her poems in front of an audience of her peers. A girl later approached her and told her how the poem had touched her. I think that is one of the most amazing reactions one can have from an audience. When one’s art reaches someone, even one person, and they are touched enough to say something about it, it is more rewarding that any award or shallow compliment.  

<!--[if !supportLists]-->8)    <!--[endif]-->Charismatic