Semester Reflection

We were first introduced to discovering the complexity in literature through the study of binary oppositions in our summer creative projects. We continued this through writing and reflecting upon benchmark essays, presenting theses on several poems of different themes, and beginning “Their Eyes Were Watching God”. Throughout each unit, we focused on complexity and symbolism. The Foster Chapters clued us into the meaning of different symbols and allusions -- vampires, flight, fairytales -- and we analyzed how they pertained to each poem. We also were introduced to the different forms of poetry and tone shifts and adapted to writing a different style of 5 paragraph essays, diverting the focus from literary devices to the author’s meaning.

Initially, identifying the complexity in the pieces was very difficult. I set several goals to aid with this process. I knew that if I could understand the different choices the author made -- regarding form of poetry, devices, tone, etc. -- then I would have a better chance of crafting an effective thesis. So, I studied the different forms of poetry and reviewed the meaning of each device in our Lit & Comp textbook. This certainly made it easier; knowledge of the form can often clue us into the location of each tone shift. This helped me identify the complexity. I also set goals to write a better essay, reading and reviewing the notes in our textbook, all the while moving away from the typical device-focused 5 paragraph essay. Although I began writing more effective theses and topic sentences, my pieces lacked some continuity. My topic sentences allowed me to write more organized pieces that emphasized meaning over specific devices, but I often struggled to include multiple devices within paragraphs. Also, my trail of logic within the essays was somewhat broken because I did not always do the best job of connecting the topic sentences back to the thesis. Although the connections were always clear in my mind, I failed to explicitly create them on paper. For this reason, my essays remained in a 5 range.

Still, I did experience a lot of growth. I’ve developed a better strategy for attacking the essays within the forty minute time period. I’ve understood how to identify tone shifts and use them to create an effective thesis. Although there is obviously room for improvement, it is important to acknowledge that there has been improvement. In the following semester, I would like to develop a deeper understanding of some new literary devices, like enjambment, so I can easily discuss how they add to the tone and complexity of the poem. I would also like to continue to extend my understanding of the different forms of poetry, focusing on how forms of meter (iambic pentameter, tetrameter, etc) add to the existing forms. This, in addition with ensuring to connect paragraphs back to the thesis, will allow me to create better essays with stronger analysis of the complexity within the pieces that I am writing. The most important thing that I have learned this semester is that continued participation and studying are most effective in this class. By doing homework consistently and putting equal effort into the projects, I was able to slowly but thoroughly develop my understanding of the topics in this class. Having experienced all aspects of the AP exam, I am confident that I will be ready by the time May arrives. I am certain that with continued effort and practice, I will be able to write developed essays in the 7-9 range.

Blog Post #14: Paired Poems Group Presentation

The following two poems are about Helen of Troy. Renowned in the ancient world for her beauty, Helen was the wife of Menelaus, a Greek King. She was carried off to Troy by the Trojan prince Paris, and her abduction was the immediate cause of the Trojan War. Read the two poems carefully. Considering such elements as speaker, diction, imagery, form, and tone, write a well-organized essay in which you contrast the speakers’ views of Helen. 

Initial Essay

In the poems “Helen” by H.D. and “To Helen” by Edgar Allen Poe, the two poets present contrasting views of Helen of Troy. While the first author impartially illustrates an unpopular, bleak Helen, the second paints an infatuated lover’s perception of the subject. The authors use contrasting speakers, rhetorical devices, and shifts in tone to give evidence to their description of Helen of Troy.

The first poem’s speaker is clearly detached. They describe Helen in third person, addressing no audience in particular, and sticking simply to a calm explanation of Greece’s loathing perception of Helen. They do not appear to attempt to invoke a particular emotion in their audience. The second poem, conversely, is directly addressed to Helen. The speaker consistently praises Helen, expressing their deep infatuation for her. Through the different attempts by speakers, the poets present contrasting images of Helen, the first being a hated woman and the second being a deeply loved one.

The differences in the poets’ approaches are also apparent in their choice of rhetorical devices. The first poem uses blazon ironically. Blazon, typically used to list a woman’s body parts in praise, is used differently in this poem. The detached speaker describes Helen’s “white face”, “cool feet”, and “slenderest knees”, acknowledging her beauty but focusing on Greece’s hatred for her. In the second poem, the speaker uses metaphors to address his love for Helen, comparing her to “those Nicean barks of yore”, to explain that she represents safety and comfort to him, a “weary, way-worn wanderer”. He uses a metaphor, again, in the second stanza, saying that she “brought [him] home”, giving him direction and belonging. In the first poem, the blazon is while explaining all that Helen has destroyed, whereas in the second, she appears to be a haven.

Each perspective, however, gains depth in the final stanzas of each poem through the shift in tone. The first poem includes an inconsistent rhyme scheme, relying heavily on assonance and slant rhymes and remaining free verse. Still, in the final stanza, after explaining Greece’s hate of Helen, the speaker describes her as “God’s daughter, born of love”, which is opposite to the previous descriptions of her. This suggests that Greece may not be as adamantly against Helen as originally described. This theme is also apparent in the second poem; although the rhyme scheme is far more consistent, this one wavers more as each stanza progresses. The dissolution of the rhyme scheme, emphasized more in each stanza, also parallels the shift in metaphors. Originally, the speaker describes Helen as a comfort and haven, comparing her to the Naiads, beautiful and mystical water creatures. However, in the final stanza, she is compared to Psyche, a beautiful woman but also only a mortal. This shift in comparison of Helen from mystical creatures to a mortal who visited the underworld suggests doubt in the speaker and a subtle fading of their infatuation of her.

Active Reading

C&C Chart

Tone Shifts Chart

Blog Post #13: Paired Poem FRQ Revision

Revision

In "The Chimney Sweeper," William Blake illustrates the disillusionment of life as a chimney sweep, using two paired poems. Although the first poem depicts a young sweep’s optimistic view of his life, the second displays an experienced, bitter view. Blake uses shifts in rhyme scheme, allusions to religion, and contrasting tones to depict the morbid reality of life as a chimney sweep.

In the first poem, the rhyme scheme is aabb. This rhyme scheme is very typical and parallels a nursery rhyme, adding to the hopeful and optimistic tone. However, this rhyme scheme shifts slightly in the final stanza to a slant rhyme. This shift draws attention to the final line, “so if all do their duty, they need not fear harm” (24). This emphasizes the irony in the 1789 poem; the character is hopeful and optimistic, but in reality, their lives are destined for grief. This rhyme scheme is repeated in the second poem, but not entirely. In the second stanza of the 1794 poem, the rhyme scheme shifts to abab. This shift in rhyme scheme creates a distinction between the two poems, allowing the readers to separate them. However, when the rhyme scheme shifts, so does the author's perspective towards chimney sweeping. This shift in rhyme scheme suggests organized innocence and rebellion. The lines with abab rhyme scheme present a disillusioned view of being a chimney sweep; before, the reader "need not fear harm" (24), but in the abab rhyme scheme, the reader believes "they have done me...injury" (10). No longer conforming to the usual aabb rhyme scheme, the sweep is not only rebelling against their predetermined destiny of a difficult life as a sweep, but also using the tenth line to identify those who did wrong to them -- their parents and those in authority.This poem’s disillusioned bitterness towards chimney sweeping is further emphasized through the use of allusions to religion in the poem.

Blake depicts the main character's disillusionment with chimney sweeps through the role of religion in each poem. In the first poem, the character's innocence is revealed through the death of the other chimney sweeps. Blake introduces an Angel who opens the coffins of the dead children and sets "them all free" (14). The Angel also tells a child, Tom, that if he is an obedient chimney sweep, "he'd have God for his father" (20). In both of these lines, it is obvious that the innocent chimney sweeps view their jobs as means to achieving salvation, or being rewarded by God.  This suggests a trust toward the higher authority in their lives. Their belief towards the role of religion is drastically different in the second poem. Written five years later, the second poem illustrates an angry, more hateful child. The main character refers to God and religion as making "up a heaven of our misery" (12). This perspective is drastically different because it suggests a negative connotation towards their faith. In the first poem, God and Heaven are the reward, whereas in the second poem, God and Heaven are instead looked at with misery and anger.

The child's disillusionment in the second poem is emphasized with Blake's choice of words. In the first poem, words have a positive, innocent connotation; the children, although dead, are "free" and his friend, Tom, is "happy & warm" (23). Although the characters are in a terrible situation, they do not realize it, instead believing that "they need not fear harm" (24). Blake's choice of these words suggests that the characters are very innocent, because they do not understand their predicament. In the second poem, however, the words have a darker connotation. The children are taught to cry "in notes of woe" and are clothed in "clothes of death (7-8). They point out that although on the outside they mirror themselves in the first poem--appearing "happy" and dancing and singing--on the inside, they are filled with misery and vengeance. The children say that their parents "think they have done me no injury" (10). This reveals the complexity in the disillusionment of the children; although they appear unaffected and happy on the outside, they have become filled with dark misery on the inside. Blake's writing of these two poems depicts the change in the chimney sweeps as they grow up.

Although both poems are centered upon the subject of chimney sweeping, they present two drastically different outlooks. The first poem is naive, illustrating an innocent perspective towards the death and difficulty of chimney sweeping through consistent rhyme scheme, allusions to religion, and diction with positive connotation. In the second poem, on the other hand, the shift in rhyme scheme and negative connotation of religion and the words used reflect a darker perspective towards chimney sweep, revealing the reality of the childrens' lives as chimney sweeps. Blake's poems are binary contrasts, the first representing innocence and trust towards God, and the second representing a disillusioned perspective that is more hateful, and negative. Still, the final lines of the second poem reflect a different view. Although the first is mostly innocent and the second is mostly experienced, the end of the second poem suggests organized innocence. The second poem retells the difficulties in being a chimney sweep. However, the final stanza, "they think they have done me no injury" suggests that the children are not only coming to terms with the reality of their life, but identifying those who are responsible for their situation. By acknowledging that their parents placed them in the situation, they begin to look at not only chimney sweeping, but their parents, with disdain. This suggests that the children feel more than simply innocence or disillusionment; their organized innocence suggests that they are prepared to rebel against their predicament.

Blog Post #12: Paired Poem FRQ

The poems below, published in 1789 and 1794, were written by William Blake in response to the condition of chimney sweeps. Usually small children, sweeps were forced inside chimneys to clean their interiors. Read the two poems carefully. Then, in a well-written essay, compare and contrast the two poems, taking into consideration the poetic techniques Blake uses in each.

Response

In "The Chimney Sweeper," William Blake illustrates the life of a chimney sweep in paired poems. Although the first poem depicts a trustful, innocent chimney sweep's view of his life, the second displays a learned and disillusioned view. Blake uses a shift in rhyme scheme, allusions to religion, and descriptive diction to depict the morbid reality of life as a chimney sweep and suggest the children's rejection of their assigned fate.

In the first poem, the rhyme scheme is aabb. This rhyme scheme is repeated in the second poem, but not entirely. In the second third of the second poem, the rhyme scheme shifts to abab. This shift in rhyme scheme creates a distinction between the two poems, allowing the readers to separate them. The first poem describes an innocent view of the chimney sweep, and so does the first stanza of the second poem. However, when the rhyme scheme shifts, so does the author's perspective towards chimney sweeping. The lines with abab rhyme scheme present a disillusioned view of being a chimney sweep; before, the reader "need not fear harm" (24), but in the abab rhyme scheme, the reader believes "they have done me...injury" (10). This second, experienced outlook on the chimney sweeps is further emphasized through the use of allusions to religion in the poem.


Blake depicts the main character's disillusionment with chimney sweeps through the role of religion in each poem. In the first poem, the character's innocence is revealed through the death of the other chimney sweeps. Blake introduces an Angel who opens the coffins of the dead children and sets "them all free" (14). The Angel also tells a child, Tom, that if he is an obedient chimney sweep, "he'd have God for his father" (20). In both of these lines, it is obvious that the innocent chimney sweeps view their jobs as means to achieving salvation, or being rewarded by God.  This suggests a trust toward the higher authority in their lives. Their belief towards the role of religion is drastically different in the second poem. Written five years later, the second poem illustrates an angry, more hateful child. The main character refers to God and religion as making "up a heaven of our misery" (12). This perspective is drastically different because it suggests a negative connotation towards their faith. In the first poem, God and Heaven are the reward, whereas in the second poem, God and Heaven are instead looked at with misery and anger.

The child's disillusionment in the second poem is emphasized with Blake's choice of words. In the first poem, words have a positive, innocent connotation; the children, although dead, are "free" and his friend, Tom, is "happy & warm" (23). Although the characters are in a terrible situation, they do not realize it, instead believing that "they need not fear harm" (24). Blake's choice of these words suggests that the characters are very innocent, because they do not understand their predicament. In the second poem, however, the words have a darker connotation. The children are taught to cry "in notes of woe" and are clothed in "clothes of death (7-8). They point out that although on the outside they mirror themselves in the first poem--appearing "happy" and dancing and singing--on the inside, they are filled with misery and vengeance. The children say that their parents "think they have done me no injury" (10). This reveals the complexity in the disillusionment of the children; although they appear unaffected and happy on the outside, they have become filled with dark misery on the inside. Blake's writing of these two poems depicts the change in the chimney sweeps as they grow up.

Although both poems are centered upon the subject of chimney sweeping, they present two drastically different outlooks. The first poem is naive, illustrating an innocent perspective towards the death and difficulty of chimney sweeping through consistent rhyme scheme, allusions to religion, and diction with positive connotation. In the second poem, on the other hand, the shift in rhyme scheme and negative connotation of religion and the words used reflect a darker perspective towards chimney sweep, revealing the reality of the childrens' lives as chimney sweeps. Blake's poems are binary contrasts, the first representing innocence and trust towards God, and the second representing a disillusioned perspective that is more hateful, and negative. Still, the final lines of the second poem reflect a different view. Although the first is mostly innocent and the second is mostly experienced, the end of the second poem suggests organized innocence. The second poem retells the difficulties in being a chimney sweep. However, the final stanza, "they think they have done me no injury" suggests that the children are not only coming to terms with the reality of their life, but identifying those who are responsible for their situation. By acknowledging that their parents placed them in the situation, they begin to look at not only chimney sweeping, but their parents, with disdain. This suggests that the children feel more than simply innocence or disillusionment; their organized innocence suggests that they are prepared to rebel against their predicament.

Reflection

We were given two paired essays written by William Blake about chimney sweeps and forty minutes to analyze them and write a response to the prompt. I was able to annotate the essay somewhat, but I still had little ideas surrounding how to write my paper, so I discussed its diction, rhyme scheme, and allusions to God/religion. Like the 6 essay, I talked about rhyme scheme and the two sweeps' differing relationship with God. I think the analysis of both of these topics were probably deeper than in the benchmark essays, but they still were not entirely clear. Like the 4 essay, I failed to acknowledge the irony/complexity in the final line of the first poem, "So if they all do their duty, they need not fear harm." This essay is similar to the lower scoring essays in that it lacks complexity; on the other hand, it is similar to the higher scoring essays because the analysis goes into great detail. For this reason, I would give my essay a 5. I think that the essay does a good job of identifying the techniques in both poems; it uses element-by-element organization, making it easy to understand. Also, contrasts words like "however" and "although" were utilized in the process to make the contrast between the two pieces easier. However, this analysis lacks complexity on multiple levels; I missed the irony and I failed to compare the poems, focusing strongly on the "contrast" aspect. In retrospect, I should have studied the devices in poetry more, specifically how rhyme schemes contribute to the analysis of the poem. In order to do better next time, I would like to review how text-by-text organization can be used in a compare and contrast essay, so I know how to write both styles of analysis. 

Blog Post #11: Myths Presentation - Daedalus & Icarus

2009, Form B: The following poem, written by Edward Field, makes use of the Greek myth of Daedalus and Icarus. Read the poem carefully. Then write an essay in which you analyze how W.H. Auden employs literary devices in adapting the Icarus myth to a contemporary setting.

Tone Shifts Analysis

Annotations

Blog Post #10: Fairy Tale & Poetry Presentation - Little Red Riding Hood

Guiding Prompt: 2009, Form B: The following poem, written by Jane Yolen, makes use of "Little Red Riding Hood." Read the poem carefully. Then write an essay in which you analyze how Yolen employs literary devices in adapting the fairy tale to a contemporary setting. 

Tone Shifts Analysis

Annotations

Blog Post #9: Poetry Form Presentations - "Lord Randall" & Ballad Form

Tone Shifts Chart

"Lord Randall" Poem Annotations

Storyboards

Reflection

Our group analyzed a ballad format in the poem, “Lord Randall.” Initially, we did not have any background knowledge surrounding “Lord Randall” or ballads in general. After little research, we began to understand its prevalence in literature. However, we still were confused as to the significance of “Lord Randall”. There were so many repeated lines that, it seemed, the poem was not saying anything at all. Finally, we learned that the phrase “make my bed” could also refer to death. This realization gave the poem new meaning. We were able to find the complexity, distinguish the tone shifts, and explore how betrayal and the son’s relationship with his mother played a role in the poem.

After this, it was pretty easy to continue, though we did struggle to pace ourselves and found that we had to complete a great deal of the assignment over the weekend. Nonetheless, our group was extremely flexible. We were able to balance responsibilities with each other and work with everyone’s schedules. In order to create the music video, we used a music video by Lorde as a style model. However, after filming the video, we realized that a country song, such as “What Hurts The Most” by Rascal Flatts, would be a far better fit. Lorde’s video reminded us to take into account the lighting while editing the video. However, we mirrored everything else off of Rascal Flatts. That video showed us how fading, repetition, and flashbacks--all of which were prevalent in our poem--could enhance the tone shifts in our music video.

In editing and crafting our music video, we were able to develop a much deeper understanding of a ballad and the tone shifts in “Lord Randall”. After watching the poetry presentations, I feel that I have a basic background in most forms of poetry. In a future project, I think our group could work more effectively by creating and adhering to a schedule. This would allow us to spend the necessary amount of time on each component of the project, instead of falling behind as we did this time. Also, it would benefit us to be more organized as a group by taking the time to ensure that all of us are on the same page.

Blog Post #8: Group Identity Presentation - Taking Hits With Style

Blog Post #7: Fasting, Feasting by Anita Desai: Summer Reading Creative Project

Creative Paper

Blog Post #6: Namesake: Summer Reading Comparison/Contrast Paper

Compare/Contrast and Mise En Scene Analysis

Prose Passage

Close Reading Chart

Blog Post #5: Pan's Labyrinth Archetypal Hero's Journey Chart (Scan)

Blog Post #4: Open Question Essay & Reflection

Open Question Essay

Acts of cruelty are often seen as a deliberate force, carefully crafted actions rooted in hate or anger. 
In “To Kill A Mockingbird”, author Harper Lee explores the motivation of cruelty, revealing that while hate may lie underneath, failure to understand and fear are its deepest causes.

Lee tells the story of lawyer Atticus Finch’s children while also focusing on Atticus’ case. In the book, daughter Scout often experiences frustration when learning about the trial. When she learns that her father is protecting an innocent black man who is wrongly accused of rape, Scout asks her father for answers. Lee continues to portray the trial as Scout grows up and learns about racism from school bullies: students whose parents disagreed with Atticus’ choice to defend a black man. These scenes develop along with Scout’s maturity. At first, she is hurt and regards the mean classmates as just that. But, later, Scout grows to realize the students’ perspective--raised in a society where racism was the norm, the boy couldn’t be blamed for repeating his parents’ feelings. Scout learns to grow a thick skin and continue to stand for her beliefs.

This theme of believing in one’s morals and being understanding is further developed through Jem’s experience. Atticus forces his son to read to a dying lady, despite her ungrateful demeanor. The kids do not understand her, and begin to loathe the visits, eventually resorting to stealing from her. They continue in this form of blind hatred until, finally, Atticus explains his motives. He tells his children of the old lady’s courageous decision to give up her addiction and how her anger and cruelty stemmed from withdrawal. Through this, Scout and Jem are able to sympathize, if only a bit. The author shows how easily people can resort to cruelty--although morally sound in comparison to the rest of the community, Scout and Jem were also capable of submitting to ignorance. Because they could not understand why the old lady was different, they jumped to hating her, to cruelty. This scene’s explanation of cruelty reveals that it does not lie simply in hate, but it cause by a failure to understand.

Harper Lee continually places Jem and Scout in situations of cruelty. Whether it is the society inflicting it on Atticus’ family and client, or the children acting upon it themselves, this story is shaped by a society that resorts to cruelty when they cannot understand. Lee makes a good point by emphasizing this theme of ignorance and cruelty. When people cannot understand something--whether it is why an old lady is so unbearable or why a man has black skin--they feel threatened. This lack of understanding leads to fear which results in a need to defend oneself by establishing dominance--be mean. And so, when Atticus reminds Jem of “true courage”--”knowing you’re licked” but doing it anyway, the message of the book is clear: rather than ostracizing that which is different, one must embrace it. Atticus plays the bigger person, responding to his town’s disapproval through intelligence and patience, teaching a lesson to not only the characters but the 1960’s readers as well, encouraging them to embrace the unknown and accepts others for their differences--a view that tied in perfectly with the Civil Rights Movement.

Reflection

We were given forty minutes to write a free response essay discussing cruelty and its significance to the story line and characters. Looking back on this essay, I feel as though my approach to the essay and the writing itself were much more successful in comparison to the other FRQ’s I have written this year. I had a good idea of the point I was trying to make and started off by trying to tie in the complexity; unfortunately, although this was clear in my mind, I think the opening paragraph was quite vague and failed to explicitly state the relationship between ignorance and cruelty. However, as I expanded on the piece, I think my perspective became more clear. I am especially proud of my final paragraph, because I think it strategically tied the context, quote, and theme together. I also touched on how Jem and Scout were perpetrators and victims, which other high scoring essays did as well. I think this essay was based in “reasonable analysis” that discussed the significance of what cruelty “reveals about the perpetrator and victim” and “the work”, therefore warranting it a 6. To write a better essay next time, I should memorize 3-4 quotes from TKAM and review the story's events in general, so I can make stronger references. In the future, I would like to make the thesis paragraph much stronger, so that the “insight and understanding” is more apparent. By clearly stating my thesis paragraph, I will be able to write a well structured, well organized essay that reflects thorough analysis.

Comments

Akane Ohara's Blog

Your essay included several components of a well written analysis! To begin with, it clearly addresses the significance of cruelty to the work as a whole in a brief thesis paragraph--this to-the-point technique is great because it addresses the prompt and gives the piece direction. The thesis is strongly supported creating “reasonable analysis” with two paragraphs that include separate examples from the book. Although these paragraphs don’t include quotes, they manage to not “summarize” by tying details back to the prompt. Of course, there is always room to improve; this essay could have been strengthened by drawing greater attention to the effect of cruelty on perpetrators and victims and focusing on how Abigail’s cruelty affected herself. On the other hand, the essay does emphasize the cruelty’s effect on the society as a social factor and how that added to the plot as a whole, which was great! I liked how much you focused on that aspect, because The Crucible is a social commentary on the Red Scare, and you certainly alluded to the connection between cruelty and corruption/chaos. This essay warrants a higher score than you gave it--it brushed on the effect on characters, so I would have liked to see more emphasis on that aspect. However, it was very well written! I would give this essay at least a 6; I think the analysis reached deeper than a 5.

3X3 - To Kill A Mockingbird

Part I - Children discover bullies - Call to Adventure/Increased Awareness

Part II - Children act cruelly - Ordeal/Big Change

Part III - Children accept diversity - Return with the Elixir/Mastery

Revised Essay

Acts of cruelty are often seen as a deliberate force, carefully crafted actions rooted in hate or anger. In “To Kill A Mockingbird”, author Harper Lee explores the motivation of cruelty, revealing that while hate may lie underneath, failure to understand and fear are its deepest causes. She retells the experiences of Atticus Finch’s children, Jem and Scout, to reveal how easily prejudice can result in cruel acts, reminding her audience to accept others’ for their differences, however unsettling they may be.

Lee emphasizes Scout’s innocence by portraying her as a victim of bullying. Scout’s aversion to the students’ racism isolates her and her family from the rest of the community, contrasting the prejudiced views of their town (the special world) with the accepting views of the Finches (the ordinary world). Atticus rationalizes the bully’s behavior--raised in a society where racism was the norm, the boy couldn’t be blamed for his perspective because his upbringing rationalized racism--thereby adding to Harper Lee’s perspective on cruelty: it begins from prejudice and a failure to understand. This situation is Scout’s first encounter with prejudice; she struggles to understand why her community could not treat Tom Robinson fairly.  In relation to Christopher Vogler’s “The Hero’s Journey”, this is Scout’s call to adventure, as it is her first experience with ignorance, and shows hints of the special world, one where cruelty and ignorance run rampant.

Although Scout is initially portrayed as simply a victim of cruelty, Lee later depicts her as an instigator. Scout and Jem steal from rude Mrs. Dubose and trespass on Radley property. Both of these acts of cruelty stemmed from the children’s prejudice; they failed to understand the ungrateful lady’s demeanor and the mystery surrounding Boo Radley, so they acted in defense of themselves. In Vogler’s “The Hero’s Journey”, Scout and Jem have fully entered the “special world” because they are now acting upon ignorance, just like the townspeople did to Tom Robinson. By putting Scout in the position of both experiencing and inflicting acts of cruelty, Lee expands the conversation surrounding her theme of cruelty past just the evils of racism. Although accepting in cases of race, the Finch children fell prey to their own prejudices, demonstrating how easily one’s personal prejudice can spark cruelty. Also, by putting Scout on both ends, Lee explores the complexity of cruelty by insinuating that people could not be separated into binary categories of "good" vs "evil" or "accepting" vs "ignorant" because the reality was that they were made of a mix of both traits.

Scout and Jem come to terms with Boo Radley after he saves their life, eliminating false rumors surrounding Boo's name. This situation shows the result of developing understanding; after the children were able to qualm their suspicions, they could view Boo as a human. Scout’s change in perspective of Boo Radley designates her return to the ordinary world, a place in which she is tolerant of those who are different. This maturation supports Lee’s argument that cruelty stems from a fear to understand. Whether it is the society inflicting it on Atticus’ children and client, or the children delivering it themselves, this story is shaped by a individuals who resort to cruelty when they cannot understand. Lee emphasizes this relationship between ignorance and cruelty and reaches past simply the evils of racism to generate a broader conversation about prejudice. However, she brings her message about racism to life through Atticus’ conversation with Jem. Atticus reminds Jem that “real courage is [not] a man with a gun in his hand” but that it is, rather, “when you know you’re licked before you begin but you begin anyway and you see it through no matter what”. This quote relates to the book’s message on cruelty as a whole because it encourages readers to ignore their gut reaction to others’ difference and embrace the unknown; rather than resorting to violence or ostracizing that which is different, Lee promotes the peaceful acceptance and appreciation of diversity. Although this perspective of cruelty speaks widely to all situations of prejudice, it sends a clear message to Harper Lee’s audience of the 1960’s Civil Rights Movement.

Revision Reflection

By mapping out the storyline in To Kill A Mockingbird (TKAM) I was able to develop a more clear understanding of the character’s development and its relation to the prompt. I noticed how Scout’s image changed from being accepting to ignorant, until the end of the story, when she matured and became accepting again. I juxtaposed this transition with the Hero’s journey from the ordinary to special to ordinary world. This connection between the changes allowed me to create a more complex analysis of Harper Lee’s work; I noticed how she went past exploring just the “evils of racism”, and examined cruelty in deeper levels by making Scout both victim and instigator of cruelty. The analysis and combination of the Hero’s Journey helped me write an essay with more structure. The structure made it easier to relate aspects of the story to the message on cruelty.

Blog Post #3: Prose Essay Reflection

Prose Essay

In the "Beet Queen", author Louise Erdrich describes the arrival of two very different children to an unwelcoming, dreary town. She draws contrast between the children--Karl, pure and delicate, Mary, commonplace and worn--through their reactions to the unforgiving chill that permeates the town. Erdrich strengthens her comparison through careful word choice, shifting perspective, and an entranced, exhausted tone; these elements are combined to illustrate a cold, gray town, which matches tired, normal Mary and rejects vibrant Karl.

Erdrich includes details purposefully to characterize the town and the siblings. She begins with Karl, describing his "fine" skin and "sweetly curbed" mouth, but doesn't completely ostracize him, describing him as "very pale". This creates an image of a boy who is naive and pure, "pink" from the cold, of color. Mary is later described as "ordinary" and "practical", similar to the town which is a "weathered gray". The author shows that both Mary and the town are worn, whereas Karl is delicate, young, like a blossoming flower. She uses the specific details so she can create these contrasting images, of a boy who stands out and a girl who fits in.
Erdrich expands this method of characterization by creating a specific tone. Her writing is calm and flows gently, describing the town's situation as "much better" than others, depicting this by mentioning the "newly tilled" topsoil. Although she displays the town's prospects to be hopeful, the town's weather takes precedence in characterizing itself. The weather is unforgiving to the newcomers; after their "all night" journey, the chill reaches "deep". Mary "trudged solidly" in the "strange" environment. This weary tone not only suggests that they are tired, but that the unfamiliar territory has left the siblings in an almost trance-like state.
In the colorless environment, a weak tree--"a scratch of light against the gray of everything else"--draws Karl's attention. Once "very pale", he is now pink, unlike the rest of the town and Mary who remain dry and ordinary. The author describes this scene from Mary's perspective, shifting from an omniscient point of view. This change creates a contrast between Mary and Karl, as Mary cannot understand his actions. Later, the tree dies, bears "no blossoms" and blends into the rest of the town as well. This change is opposite to that of Karl's.
Erdrich paints a deep contrast between color, life, and warmth and gray, death, and the cold through careful selection of detail and a weary, unfamiliar tone. She describes the addition of ordinary into the gray town and shows its rejection of Karl. The unforgiving cold reveals his difference by turning his cheeks pink, out-casting him like the tree. And while the tree surrenders, its leaves falling and sap sinking into the roots, Karl runs.

Reflection

We were given an AP Lit prose FRQ prompt, in which we were asked to analyze the choices made by Louise Erdrich in “The Beet Queen”. At first, I was unfazed; the text--in length, font, and structure--looked similar to that of any prompt in AP Comp. I took my time and annotated the piece, correctly noting specific uses of selection of detail and imagery, finding specific quotes that added to my piece. However, going back, I realized that although my analysis correctly identified elements of the piece, it failed to address the complexity. I was able to recognize techniques and explain their purpose, but I left my analysis at the surface level, in black-and-white, ignoring the gray area that is, of course, always hidden in great literature. For this reason, I would score this essay as a 5 or 6--the “reasonable” analysis “depicts the impact of the environment on the two children”, but is “superficial”. Realizing this is slightly frustrating, as I missed the complexity in the poetry piece as well and, this time, only missed it because I simply forgot to address it. In the future, after reading the prompt/piece, I will allocate three minutes to carefully planning out my essay. I will bullet my points in advanced and tie each one to an element that explores a deeper level of the piece. This way, I will have a good idea of the purpose of my response. By being able to create a well thought out, organized analysis, I will also be able to remember to include all expected elements. Having experienced the prose essay, I am comforted, because it was easier than expected. I plan to channel my frustration from this initial round into excitement for the next prompt--I will make better use of my time, craft a more thorough and effective analysis, and improve my score.

Comments

Akane Ohara's Blog

This piece is a very well-written, “reasonable” analysis of “The Beet Queen” by Louise Erdrich! You strategically revealed evidence of “sustained, competent reading of the passage” by acknowledging the year--1932--and the context's significance to the piece. It would have had a greater impact if you continued to focus on this element throughout the piece, but it is a well timed reference nonetheless. I was also impressed by how you tied the quotes to the “tone, imagery, selection of detail, and point of view”; I think the strongest/most impressive section was the paragraph that used the sleepwalking quote to reveal the enchanted tone of the piece. Although your selection of quotes was not as “apt” as usual, they were woven in well to the text and added to your argument. Although the piece could have placed a stronger emphasis on the complexity of the piece and Karl’s feelings, the explanation of the contrast between Karl and Mary was well done. The flow of logic was clear and easy to follow, making the piece an enjoyable read and worthy of a 6.

Revision

In the “Beet Queen”, author Louise Erdrich explores the differing perspectives of siblings. Mary is commonplace and worn, blending in perfectly with the environment, whereas Karl is pure and delicate, a stark contrast to the universe around him. Erdrich strengthens her contrast between the reactions of both siblings through antithesis, imagery and opposing tones.

Erdrich initially foreshadows the difference between the reactions of the siblings. Prior to introducing the characters, Erdrich introduces the setting, concluding that that morning, “the train brought both an addition and subtraction” (7). The uses of antithesis emphasizes the contrast between both nouns and suggests that the contrast will be a common theme throughout the piece. More importantly, it emphasizes that the arriving siblings will have opposing reactions to the environment.

Mary and Karl have entirely different appearances. Mary fits in perfectly with the environment. She is  "ordinary" and "practical", similar to the town which is a "weathered gray". The author’s decision to use words of similar, plain connotation when describing Mary and the town allows the reader to associate them together. Karl, conversely, sticks out of the environment like a sore thumb. The author describes his "fine" skin and "sweetly curbed" mouth, using words of a delicate, soft connotation. This is a stark contrast to the worn, ordinariness of Mary and the town around them.

However, their differences are not limited to appearance alone, and are emphasized through their reactions to the blossoming tree. The tree, “a scratch of light against the gray of everything else" pops out, like Karl, in the colorless environment. Still, Mary “trudges solidly forward, hardly glancing” at it. Karl, on the other hand, is drawn into it “with its delicate perfume”. The diction in regards to the tree has a soft connotation, paralleling the tone of the words used to describe Karl. Thus, when he is attracted to the tree, it makes sense. Furthermore, it is described that his cheeks “went pink”, thus matching the color of the tree, showing that Karl identifies with it, not the town.

In the final paragraph, Mary and Karl are contrasted literally through their decisions. After striking the dog, Mary runs towards their aunt’s house, whereas Karl returns to the boxcar. This pivotal moment, revealing Karl’s decision to leave, emphasizes that he did not belong there. More importantly, Karl’s departure parallels the antithesis in the beginning of the piece. Whereas Mary choose to stay as an addition, Karl ultimately leaves, as the subtraction. The single moment’s ability to produce such different reactions in two people emphasizes the idea that different personalities can develop different perspectives.

Reflection

After reading other students' work and also analyzing and ranking the benchmark essays, we were given the opportunity to revise our essays. I fixed it in several different ways. Firstly, I altered the structure and order of my original essays, choosing instead to center each paragraph on the way Erdrich contrasted the characters -- appearance, action, and reaction -- instead of by specific devices. In theory, I think this was a good idea because it allowed me to discuss multiple devices in paragraphs. Still, I did feel like the paragraphs only mentioned one or two devices in them and did not have enough variety. I would have preferred to have found more elements of the piece to discuss in each individual paragraph. I still, of course, have several things to work on. I would like to better address the complexity in the thesis paragraph and also learn how to draw this out throughout the entire piece. I will do this by studying the examples in our textbook further and practicing writing essays on my own.