Response to Course Material (#2)

     Since the last time I posted one of these, I feel we haven't learned as much in terms of set principles (i.e., terms, structures, histories, etc.). Now this is not me saying that we haven't been learning a lot in class. What I'm saying is that instead of focusing on small things, we're focusing on the bigger things and building up skills that will help us on the AP test and in college English classes.

     Our discussion of The American Dream by Edward Albee and Death of a Salesman by Arthur Miller, I feel are very important and beneficial. These discussions let us bounce ideas off each other, have debates over the significance or symbolism, and find deeper meanings in the plays. Personally, I have loved these discussions for these very reasons. I have become aware of aspects I wouldn't have seen on my own, like the fact that all the mechanical things around Willy are broken or breaking (Chevy and refrigerator). Discussions have also let me tell what I have noticed and seen while reading and express my views of the plays.

     There are a few skills we've been working on in class that I feel will be very beneficial later on in my education. The ability to write a theme statement, for example, is a skill I'm sure will become very useful in years to come and if I'm honest, I didn't know how to write a theme statement before this class. When we learned that the theme statement had to be "universal" and cover all aspects of the play (or book/novel) I realized just how hard it was to find a theme. What I had originally thought to be themes were actually motifs and I wasn't really looking at the big picture like I had thought. Creating a theme statement for The American Dream that was all encompassing was difficult, as soon as I thought I had one there was always something that wouldn't fit; it required me to think deeper into the meaning of the play, to see past the words on the page, and look at the bigger picture. I found that I had to ask myself, "Okay. What's really going on here? What am I taking away?". I'm glad I learned this skill now when I am able to discuss it with others than when I'm on my own with it (like on the AP test).
  
     Another skill we've been working on that I know will help out on the AP test, is the skill of taking a multiple choice test. Inwardly I groan every time I have to take a multiple choice test over English content, especially when it comes to older (read: Elizabethan [read: SHAKESPEARE!]) texts and passages. No matter how hard I try, I always seem to get the questions wrong. Learning a method for taking these multiple choice tests has helped a little. Reading through the passage once and reading over the stems of the questions was something I've never really done before (or considered doing); I would always just charge ahead through the questions and if I got stuck on one, then I would go back and search for the answer. Honestly, I'm still struggling some with reading the question stems and then going back and reading the passage again. Hopefully it's just because this is a new process for me and I'll get the hang of it soon.

     Something else I have learned from the practice multiple choice tests we've done is that I really need to work on my vocabulary. I still get some terms, structures, and styles mixed up (though I swear I'm getting better) but what really throws me is when a word is used and I have no clue what it means. Whether it be in the question or the answer, both equally bad, I struggle when it comes to unfamiliar words and I'm a bit unsure how to fix this problem. I try to make note of the words I don't know so that if I see them again hopefully I will remember, but this only works to a certain extent. When it comes time for the AP test, I don't want to have to struggle to understand words just to answer a question.

     What I love about this class is that I keep learning. As this is a fairly hands-off course (or at least approach) I am surprised by how much I am learning. I actually think I might be learning better this way as I am more able to learn at my pace rather than the pace of everyone else. Each discussion, each practice test, each essay helps me learn more and hone my skills for the end of the year test and future English courses. Hopefully, this learning continues and we keep having entertaining/informative discussions in class.

Open Prompt Blog (10/20)

 2004: Critic Roland Barthes has said, “Literature is the question minus the answer.” Choose

a novel, or play, and, considering Barthes’ observation, write an essay in which you analyze

a central question the work raises and the extent to which it offers answers. Explain how the

author’s treatment of this question affects your understanding of the work as a whole. Avoid

mere plot summary.

Essay N does a pretty good job of addressing the prompt in a way that leads to a well written, easy to follow essay. They did a good job showing how the search for the best world in Candide represents literature being a question without an answer. The student used specific examples from the novel and puts in enough plot points for the audience to understand what was happening in the novel. What really put this essay over the top was the interpretation of what a possible answer could be from the line “tending our garden”. This was a pretty good essay, but I wish the writer had done some more analysis or gone into greater detail about some other elements, maybe about the diction used or structure or something. There were also a few discrepancies in the writer’s word choice as he used some more “elevated” words in some places and more colloquial terms in others (amongst v. kicked out).

Essay J uses Mark Twain’s Adventures of Huckleberry Finn to answer the prompt, and while definitely pointing out a universal question in the literature, fails to show how it really lacks the answer. The question, what does it mean to be free?, according to the student’s analysis, is almost answered in the novel. To me it seemed that this essay was more illustrating how one can never be free rather than literature being a question without the answer. This essay also contained a lot of plot points, more so than was needed in my opinion, and almost no analysis of any elements of the reading, like diction, syntax, or language. If the writer had focused more on proving the question of the meaning of freedom was not answered and analyzed techniques or effects in the writing that provide evidentiary support, this essay could have been much better. In the end, this wasn’t a terrible essay; it just hedged around the prompt question and didn’t answer it as well as it could have.

Essay U was very poorly done. After explaining the premise of the book, the essayist finally gets into the question in the literature. While the question itself (does anything ever stay the same?) has promise, the way the author addresses it and introduces it is atrocious. In my opinion, the sentence connecting to the question (“His main goal in the novel is to ‘prevent things from falling apart’.”) doesn’t even relate to the question! Just because one tries to keep things from falling apart does not mean that one is trying to keep things from changing, it could even mean a change is needed to keep things from falling apart! Once the question was stated the writer provided a lackluster attempt to show that there was no answer, but in doing so showed the answer. The writers question was “does anything ever stay the same” and a page later the author writes “changes began to form” and “that things do change & never stay the same.” Overall I would say this was a bad essay  that scarcely answered the prompt and lacked everything but a plot summary.

 

"The American Dream" by Edward Albee

     The American Dream, written by Edward Albee, was first performed in 1961. Growing up with adopted parents and being gay in a time when gays were not accepted, Albee's life was not always easy. Glimmers of Albee's disapproval of his adoptive parents (who he left in his late teens) and his sexual orientation can be seen throughout The American Dream.

CHARACTERS:
   
     Mommy: the most dominating character in the play, Mommy is always looking to be better than she is,
                     as seen when she married Daddy and she can't be satisfied. She is very materialistic and is
                     constantly threatening to send Grandma away with the "van man".

     Daddy: appears as an "emasculated" male, especially after his operation (something was removed and
                  something was put in); indecisive; the only character to stand up for Grandma. He is supposedly
                  rich, which is why Mommy married him.

     Grandma: the most intelligent character in the play, Grandma tells things how she sees them and
                      complains often. The mother of Mommy, Grandma is alone after her husband passed and
                      often fights with Mommy. Grandma is the only character to interact with the audience and
                      "ascend" from the play.

     Mrs. Barker: a well-to-do society woman who only finds value in the materialistic part of life, her image
                            and conformity. Volunteers at he Bye-Bye Adoption agency and is the chairwoman of
                            Mommy's women's club. Though fighting for dominance in the play with Mommy, Mrs.
                            Barker gets along fine with Grandma.

     Young Man: appears at the end of the play; could be considered the most self-aware character and
                         claims to be like an empty shell of a person (has the looks but is empty inside, emotionless).
                         Takes the role of the deceased "bumble" Mommy and Daddy had once bought (alludes to
                         being the bumble's twin). Embodies the materialistic views of the younger generation and will
                         do anything for money. Later adopted by Mommy and Daddy and serves to give Mommy
                         temporary satisfaction.

SETTING:

The play takes place in a living room apartment that contains 2 armchairs facing each other, a sofa, a door leading out, and an archway (supposedly leading to the other rooms); most likely takes place around the 1950s/60s.

PLOT:

The American Dream follows married couple Mommy and Daddy as they await the arrival of "them" . While waiting for "them", Mommy and Daddy complain about the problems in their apartment (i.e. the icebox, the doorbell, and the leaky johnny) and Mommy tells the story of going and buying a new hat the day before and how there was a disagreement over the color of the hat and running into the chairman of her women's club (complains about her as well).

Grandma enters soon after loaded down with boxes and refuses to say what is inside the boxes. When Mommy and Daddy poke fun at Grandma, she goes on a few tangents about older people. The conversation shifts to the nicely wrapped boxes and a little bit of back story about Mommy and Grandma and their poorer origins. After more arguing and tangents on behalf of Grandma, Mrs. Barker enters (perhaps the "them" Mommy and Daddy were waiting for?).

As soon as Mrs. Barker enters, she begins battling with Mommy for dominance. Daddy's insecurities surface and we learn about his operation (possibly a sexual alteration) and we learn that Mrs. Barker volunteers at in many capacities, being a professional woman and all. Grandma rants a bit more and we learn of another emasculated male in Mrs. Barkers brother. Mommy and Grandma continue to argue, repeatedly bring up the
"van man" to take Grandma away, and Daddy defends Grandma a bit.

When Mommy gets up to get Mrs. Barker a glass of water and Daddy leaves to "destroy" Grandma's television, Grandma takes the time to give Mrs. Barker a hint as to why she is there. In giving the hint, Grandma illustrates the story of the bumble Mommy and Daddy had gotten and how they mutilated it in trying to conform it to their desires. Mrs. Barker agrees with the mutilation and when Mommy returns, they continue battling with words for dominance.

All the characters leave the room except for Grandma who then encounters the Young Man, who she dubs the American Dream. The Young Man is very attractive, but devoid of emotion, and will do anything for money. Devising a plan, Grandma sets up to satisfy all the other characters by having the Young Man stay with Mommy and Daddy (who adopt him) and clears Mrs. Barker from responsibility. Grandma herself takes her boxes and leaves the apartment without saying goodbye to Mommy or Daddy. Soon after departing, Grandma appears between the audience and the play and interacts a bit with the audience. When everyone has found their temporary satisfaction, Grandma ends the play.

ANALYSIS: 

In The American Dream, the point of view is that of an outsider, someone outside looking in. From the way the characters of Mommy and Daddy speak, it seems as if one is observing two children. Near the end of the play though, specifically after Grandma exits the play and comes out to the audience, there is almost a shift in the p.o.v. and it seems as if it is now Grandma watching from another place. The play being told from Grandma's point of view is supported by Grandma ending the play.

In The American Dream, the tone is very simple, child-like, and a bit superficial. The problems addressed and the way the characters, with the possible exception of Grandma, is very simplistic. Mommy and Daddy talk about hat color, they complain, they argue. The way they talk is very simple, no complicated sentences or grammatical structures, and there are some words that seem to be slightly off, as if a young child were trying to replicate how their parents sound (i.e. "bumble" and "sprang"). In terms of the tone seeming superficial, there are no real "deep" issues addressed, and at a first glance there really is no deeper meaning (though upon close reading and discussion there definitely is), the issues are all surface and materialistic.

In The American Dream, there is not a lot of imagery, there are really only two or three descriptive points. 1: When Mommy and Daddy are complaining (i.e. the problems in the apartment and the hat color). 2: When Mommy is telling Daddy how Grandma used to wrap the boxes for her when she was young and the story behind that. 3: When Grandma is telling Mrs. Barker about the mutilation of the bumble. The mutilation of the bumble is definitely the most descriptive imagery in the play, hands down. Overall, this is not a very descriptive play which lends itself to endless interpretation.

In The American Dream, there are a few important aspects of symbolism. The boxes are symbolic, though of what is debated. Personally, I see the boxes symbolic of Grandma and her life, all of her memories and experiences and worldly belongings are inside them and when she leaves, she takes them with her, completely removing herself from Mommy and Daddy's lives. Grandma and the Young Man are symbolic, Grandma of the Old American Dream and the traditional American values, while the Young Man is symbolic of the New American Dream and the absence of these values.  Grandma is from an older time, when it was about creating and building things from scratch while the Young Man is from a newer time where there is a greater importance on appearance and materialism. Mommy could possibly symbolize the transition between the two as she represents aspects of both, the trying to better your life of the older dream and the materialistic aspect of the newer dream. Finally, the mutilated bumble is symbolic of the pressure the New American Dream and society put on young children to conform and disregard uniqueness.

Thesis:

The American Dream by Edward Albee shows the distancing of society from traditional American values as society rapidly shifts to an emphasis on materialism and attaining satisfaction.

This theme statement is supported throughout the play by the setting, plot, title, tone, symbolism, and imagery.

     The setting in The American Dream; the very simplistic 2 chairs, sofa, and doorways; helps illustrate traditional American values as it is very simplistic, not flashy, and contains only what is needed. Mommy and Daddy's dissatisfaction with the apartment, with its simplistic nature and smaller size, show the shift towards flashier, more materialistic image needed to show importance, and their attempt to gain satisfaction.
     The plot of The American Dream shows Mommy and Daddy pushing people over in their attempt to gain satisfaction, and, especially in the case of the hat, the importance of image and the materialistic side of society. The Young Man himself is a physical representation of the materialism that society is shifting towards as his appearance is more important to the people he encounters than what is inside of him, which would have been considered important under the more traditional American values. 
     The title, The American Dream, itself can help illustrate the theme statement in that the American dream is a constantly changing idea that shifts with every generation. The generalization of the title, no specification on the old or new version, and the fact that it is open to interpretation demonstrates that things can change as people change.
     The tone of The American Dream can be described as superficial. Superficiality is often associated with materialism, which is something society is shifting towards. The surface level issues addressed added to the superficiality of the play and the play in general is very simplistic, something that could also be said about the values society is shifting towards (there is nothing complicated about materialism, image and objects are more important than deeper values and morals).
     The symbolism in The American Dream can contribute to supporting the theme statement. Grandma's boxes, wrapped up all prettily, represent the change in values as to Grandma, they have a deeper, more personal meaning, and to Mommy they are just a pretty thing to look at. The Young Man is a physical representation of materialism, he's pretty on the surface but incomplete inside. Grandma is a physical representation of the traditional American values, the pioneer stock that is resilient and believing in going out and getting it done yourself. The fact that Mommy is partial to the Young Man rather than Grandma shows the shift to the materialistic values over the hardworking values. Finally, the mutilated bumble illustrates the importance of appearance society is putting on younger generations, in essence, the importance of materialism and conformity. The bumble also serves to show Mommy and Daddy trying to attain satisfaction.
     The imagery in The American Dream highlights the shift to materialism as when Mommy described the prettily wrapped boxes to Daddy, she focused on what they looked like, how they appeared, rather than what Grandma put inside the boxes for her. Since Mommy refused to open the boxes because they were to pretty, Mommy shows how important materialism was to her, even at a young age.

QUOTES:

"You don't have any feelings, that's what's wrong with you." (Grandma speaking to Daddy)
     I feel this quote is significant as it is, in a way, Grandma highlighting the materialistic side of
     Daddy. She is saying that he doesn't feel anything, that they don't matter to him. This could also be
     related to the Young Man who is devoid of feeling and emotion.

"You're turning into jelly; you're indecisive; you're a woman." (Mommy speaking to Daddy)
     I think this is significant because Mommy is calling Daddy out, and as we had discussed, Daddy
     seems to be emasculated throughout the play. During this time, the men where supposed to be the
     dominant ones, bringing home the bacon and wearing the pants in the family, so the fact that
     Mommy is bossing Daddy around could suggest a shift in gender roles.

"To satisfaction! Who says you can't get satisfaction these days!" (Mommy making a toast)
     I would say this is a significant quote because Mommy believes she has satisfaction, despite saying
     that you can't get it. Satisfaction, and the attaining of, is a key motif throughout the play. The fact
     that Mommy believes to have fully attained satisfaction shows how naive she is and how she only
     pays attention to the surface issues-she now has a "son" who is attractive and can be molded as
     she would like, she doesn't notice the fact that he is devoid of emotion and feeling.

Close Reading Blog 10/13

Come See Our Home Equity!

Article: http://www.mcsweeneys.net/articles/come-see-our-home-equity

     In Come See Our Home Equity! author Kate Hahn caustically writes about owning a new home and the banker who led her astray. Despite clearly being written by a bitter homeowner, Hahn still manages to keep the article interesting. Through the usage of syntax, diction, and detail Hahn is able to keep the article real and entertaining.
    
    When it comes to syntax in this piece there are couple aspects that stick out to me. First, there is not much variety in sentence length and structure. Almost every sentence is on the shorter side, some only a few words, and there are numerous dependent clauses all throughout the article. I feel that by constructing her article this way Hahn  has given the reader the sense of being spoken to directly. There is the feel of Hahn being right in front of you and telling you her story; the shorter sentences giving the impression of following someone's train of thought. Personally, the shorter sentences also gave me the impression that Hahn was mocking the person who assured her it was all just a part of "home equity", which leads me to my next observation. Hahn repeats the phrase "home equity" many times throughout the piece (okay, I counted, it's only 6 times but it feels like more) and the word "koi" 7-8 times. I believe that Hahn was trying to emphasize these two words/phrases for a reason; they were the two things her banker advised her on and assured her it would be okay and are actually ruining her. Hahn's use of short sentences and repetition give the audience the sense that they are being directly spoken to be a real person who is bitter about her bankers advice.

     Over the course of the article there is a shift in diction that seems to follow a shift in the story. In the beginning, when Hahn and her husband were well off and living the good life, there was more elevated diction used. Phrases like "artisanal salami", "sage ice cream", "mansion in...gated exurban community", and even "koi" gave a higher class feel to the article. But as the piece progressed the diction shifted to more colloquial diction. Artisanal salami changed to hot dog. Hahn claims her husband is out "fracking", which I feel I can safely say is not a very high class description. Diction also lends itself to the sardonic tone seen throughout the piece. "I'm probably exaggerating. I seem to imagine a lot of things now that the television has been repossessed. And the way this place echoes without the furniture plays tricks on my mind." Though the diction in this quote may not seem particuarly special, I feel it lends itself to the sardonic tone heard throughout the piece, of Hahn mocking her banker and belittling him.Through the shift of diction and the sardonic tone expressed in the article, Hahn keeps the article entertaining for her audience.

     This article is riddled with specific details. From the type of foods eaten (artisanal salami, sage ice cream, Costco bread) to the koi ("rare kind, flown in first-class from Japan", "as big as Shamu", having front legs and so "slither-walking"), these specific details lend themselves well to the piece and even help portray certain images throughout the piece. Hahn has sentences loaded with specific details. When talking about her husband Jason, she says, "He's out fracking in Montana with a former real estate appraiser named Brooklyn now." which is very specific. The smell of "home equity" described is also very specific, stated to be "quite fetid. Dead leaves and clay...of course the koi waste". The use of specific details adds to the entertainment value of the article, though some of the details are a bit exaggerated, and so keeps the reader hooked.

     Hahn does a very good job crafting this piece. She is able to give the reader the sense that she is speaking directly to them, as one does in person, through the use of shorter sentences and is able to emphasize certain points and aspects of her tale with repetition, diction, and specific details. Her fall in class is highlighted through her change in diction (elevated to colloquial) and her sardonic tone is kept through diction. Interesting specific details keep the reader hooked and entertained throughout the article. All together the clever use of syntax, diction, and details produce a creative take on a bitter story.