(Response #3)
Since the last post, we have mostly focused on close reading Edward Albee's "The American Dream." We also wrote improved versions of the Eros prompt.
"The American Dream" by Edward Albee's central message is about the dream of many Americans during the 1950's and 1960's. Albee specifically emphasizes the falseness and shallowness of the dream, and recognizes a departure from the old American dream. Through the characters of Mommy and Daddy, Albee demonstrates the consumerist values of the dream. Mommy seeks "satisfaction" and can only seem to achieve it through shopping, like for the beige..,wheat...or cream hat. Albee shocks the audience with the details of Mommy and Daddy's mutilation of their son, and shows just how far people will go to try to achieve the perfection that is the American dream. The ease with which Mommy and Daddy replace their son shows how shallow and meaningless the dream really is. Through Grandma's character, Albee represents the old American dream. Grandma possesses "pioneer" values, and is the only character with any dignity in the play. The Young Man represents the new American dream- he is simply the beauty he possesses on the outside and has nothing on the inside. I think the way that Albee writes the play as an allegory adds a lot to the meaning. He doesn't just come out and state his opinion on the American dream, but does it through symbolism and indirect characterization. This makes the reader think about what Albee is saying through every character's action. I liked uncovering meaning behind all the actions and words. The play reminded me in a way of The Great Gatsby because both have similar meanings about the American dream.
Redoing the Eros prompt helped me to write a much stronger essay. I was able to incorporate more elements of DIDLS because I had a better understanding of the techniques and could use them more correctly. I also had another chace to understand the poems and analyze them on a deeper level. I was able to see the meaning behind the characterizations of the god Eros. I think practicing the same essay twice is very helpful because you can correct the mistakes you made instead of just recognizing them and moving on.
(Response #2)
Recently in class we have covered the last element of DIDLS (syntax), the use of indirect and direct characterization, and comedy.
Syntax is how an author structures a sentence as well as the sentence length is order to affect pace, tone, and emphasis. Some methods commonly used to affect syntax are sentence length, verb tense, the use of imperatives over declaratives, passive voice, asyndeton and polysyndeton, changing the order of words, interrogatives, and interrupters. Each of these methods have different effects on the tone of the sentence. For example, the use of an interrupter will add suspense to a sentence while passive voice will create mystery and an impersonal tone. Syntax is a hard concept for me to grasp because I commonly confuse it with diction and language. After we learned about syntax, however, I notice more about the structure of sentences and how they affect the way I feel and react them
We have also recently learned about direct and indirect characterization. Direct characterization is when an author explicitly states something about a character, or how a character feels about something. Indirect characterization is when an author "shows not tells." The author will reveal things about a character through their reactions to events and their own actions. Indirect characterization is often used in plays because usually there is no narrator, and characters must develop through their actions. In "The American Dream" by Edward Albee, he characterizes the personalities through their actions and reactions to each other. I find that authors will usually use indirect characterization because it is more interesting for the reader to not be told something, but to figure it out on his own.
In class, we read about comedy. We learned about the different types (high, low, burlesque, parody, slapstick, etc) and the techniques used to creates these different types. We also learned new comedy vocabulary and the differences between comedies and tragedies. Specifically, we read about the Theatre of the Absurd, which is an unconventional form of comedy that seeks to portray reality and the fact that "human condition is basically meaningless." This type of theatre is often surreal and illogical, such as Samuel Beckett's "Waiting for Godot." I find the Theatre of the Absurd especially interesting because although it makes no sense, it has a deeper meaning and makes a statement about human nature.
(Response #1)
So far in class we have covered much about how to read actively and respond to both open and closed prompts in the format of the AP English essays. We have covered "DIDLS" (diction, imagery, details, language, and syntax) and how these techniques are used to support an idea or arguement in an essay. We have also learned specifics on poetry and the special types and techniques that are used to read and analyze poetry effectively.
We have yet to practice much with open prompt essays, because we haven't started reading yet in class, but we have learned how to structure an introduction for the AP open and closed prompt essays. In the introductions for these essays, it's important to keep the ideas short and to the point. The goal of the introduction is not to summarize the essay, but to introduce the ideas and provide an outline. The method we learned has three steps: first, to introduce the subject with a general idea, then provide background information on the topic, and then provide a detailed thesis statement. These essays are different from what I have normally written in other english classes because my previous introductions have been much longer and tend to take longer to get to the point. The AP introductions are much shorter and include only what is necessary to effectively introduce the essay. I remind myself that "if it's longer than half a page, it's much too long" -Ms. Holmes.
The theses for these essays require much thought and detail, because the thesis essentially sums up what will be in the essay, and must answer ALL of the goals put forth by the prompt. We learned "TAP"-thesis answers prompt, which is the most important thing for me to remember. The thesis functions to respond to all the goals in the prompt, which should be elaborated on later in the essay. A very important step when faced with an AP prompt is to spend time with the prompt (3-5 minutes, according to Ms. Holmes) in order to find all of the goals, because if even one goal is missed, the highest score possible on the essay is a 3. This is different for me because I usually quickly read a prompt and get to work on planning and writing the essay. Commonly, the prompt will ask for comparison and contrast, and it's important to do both because both count as goals. After finding all of the goals in the prompt, it's important to label the effects and the meanings. I struggled to figure out the difference between techniques, effects, and meanings. The techniques are the "DIDLS"- which are used purely to support an arguement. The techniques are tangible and can clearly be pointed to on the page. The techniques cause the effects of the work- things like tone, mood, and atmosphere. Effects cannot be physically pointed to or proved, but are results of the techniques and the feelings they evoke. Techniques combine with the effects to form the meaning of the work. The meaning is usually the hidden "so what?" question that is not clearly asked in the prompt. All essays need to answer the "so what?" question, otherwise the essay isn't saying anything.
When writing a closed prompt essay, the DIDLS techniques are used to analyze the work. The essay should not be structured around the techniques, but instead function as support within the paragraphs. It's difficult for me personally to not structure the paragraphs around the techniques, because that is the way my mind finds most logical. I predict the structuring of my essays may be the most difficult part for me this year. The effects and meanings should be used in the topic sentences of the paragraphs.
Diction, we have learned, includes many different subtopics and ways to look at words. First, one must look at the words' level of formality. Are the words colloquial or elevated? Words can be used to connect to the reader, or to put a wall up. Words can reveal the education of the speaker. When analyzing the words, one must also look at words that are specific to a region or broader area (dialect). Often if a character is from a certain region, the author has done this deliberately to make a statement. The connotation and denotation of words are important, because the words can be saying a lot more than what they look like on the surface because of the associated meanings. If an author is deliberately abstract, they are most likely doing it for a reason and trying to make a statement or portray a certain idea. I find diction to be one of the easier techniques to analyze because often certain words will stand out and make an obvious statement. However, I also think it's easy to misunderstand a word or how the author is trying to use it.
The next technique, imagery, I find quite connected to diction and sometimes hard to distinguish the two. Diction is essentially what creates images. Imagery, by definition, appeals vividly to the senses. Often it evokes a sensory image and gives the reader interior sensations. Carefully constructed words have the ability to make the reader imagine vividly exactly what is going on. Imagery is my personal favorite technique because I enjoy analyzing a work based on the images it has created in my mind.
For details, it's important to remember that authors choose every detail for a reason. The details will contribute to the overall meaning of the work. Details will often be allusions to other works or quotes or specific names that have an obvious meaning.
Language and syntax are the two categories we have covered least in class this year. Language is easy enough to understand: things like alliteration, metaphors, and similes. These are things we have been taught to look for since middle school english classes. Syntax can often be confused with diction. Syntax is the way words are put together into sentences, while diction focuses on single words. Authors commonly put sentences together artfully, and it's worth spending time looking at the way a sentence is constructed.
If it takes longer to explain than to read, then it's poetry. This is something we have learned that has stuck in my head. It makes a lot of sense to me because poetry is what I usually struggle with most to understand. Our book taught us certain special considerations for reading and analyzing poetry. The many types of rhyme (end rhyme, internal rhyme, sight rhyme, and near rhyme) all contribute to the sound of the poem. The sound usually contributes to the way to poem is read and the effect it has on the reader. Meter must also be analyzed in poetry, whether it be iambic pentameter, tetrameter, or blank verse. The rhythm of the poem also contributes to its sound. The form of the poem is important. When in traditional form, does the poem maintain or go against conventions? This will often reinforce the meaning of a poem. Sonnets come in the form of Italian sonnets and English sonnets. Sonnets will often pose a question with the first lines and answer or respond to it in the end of the poem. Poetic syntax considers the length of the poem, pauses in the poem, and run-on lines. These affect the way the poem is read.
Much of what we have learned thus far is very new to me. In past english classes, we have done much less analyzing and are more pointed in a direction and guided to where our thoughts should go. Never before have I done this type of close reading, in which a work is read several times to get the full effect and find the meaning. I'm looking forward to becoming a more active and analytical reader and being able to find and develop my own ideas on a work.
Saturday, September 10, 2011
Prompts
(Open prompt #4)
(Open prompt #3)
(Open prompt #2)
1995. Writers often highlight the values of a culture or a society by using characters who are alienated from that culture or society because of gender, race, class, or creed. Choose a novel or a play in which such a character plays a significant role and show how that character's alienation reveals the surrounding society's assumptions or moral values.
1971. The significance of a title such as The Adventures of Huckleberry Finn is so easy to discover. However, in other works (for example, Measure for Measure) the full significance of the title becomes apparent to the reader only gradually. Choose two works and show how the significance of their respective titles is developed through the authors' use of devices such as contrast, repetition, allusion, and point of view.
The title of a work holds special importance: it’ll often draw readers in, summarize the meaning of the piece, or help readers think more deeply and analytically about the work. Things Fall Apart by Chinua Achebe and Grapes of Wrath by John Steinbeck are two novels in which the authors chose abstract titles that develop meaning throughout the book. Both Achebe and Steinbeck use contrast, repetition, allusion, and point of view in their novels in order to develop the meaning of their respective titles.
Chinua Achebe’s novel Things Fall Apart follows the main character, Okonkwo, and the destruction of both his African society and his character throughout the story. Achebe uses contrast by juxtaposing Okonkwo’s traditional African society with the newer societies of the more modern white colonizers. These new societies led by the white man have much different beliefs and ways of life than those of the older societies, such as rituals, belief in God, and treatment of women. The new societies gain many followers from the traditional society Okonkwo is struggling to hold onto. By contrasting these two societies and showing the eventual destruction of the traditional society, Achebe develops the meaning of his title: that things will inevitably fall apart. The traditional society could not hold after the introduction of the newer more modern ways of the white man. Achebe also uses repetition of the concept of things falling apart. Okonkwo, once the most powerful and important man of the tribe, watches his life fall apart throughout the novel. Things begin to fall apart when Okonkwo is exiled because of his accidental killing of another tribe member. From that point on, Okonkwo’s life continues to crumble. He loses his son to the new society of the white man, his favorite daughter is perpetually sick and on the verge of death, and when he returns his society is nothing like the one he left. By repeating the idea that things fall apart through the failure of Okonkwo, Achebe reinforces the meaning of the title, Things Fall Apart.
The title of the novel, Things Fall Apart, is an allusion to Yeats’ poem “The Second Coming.” A line in Yeats’ poem says, “things fall apart, the center cannot hold,” which is the meaning Achebe is trying to portray in his novel. No matter how strong Okonkwo’s society once was, the center (represented by the once-powerful Okonkwo) could not and did not hold. In Yeats’ poem, he suggests a “second coming” after things fall apart. Similarly, in Achebe’s novel, the “second coming” is represented by the new wave of white colonists and their new ways of life. The title is further developed through this allusion because it now carries the meaning that things do not only fall apart, but they also must be replaced by something new. This story is told in the third person point of view, through a kind of omniscient narrator. The narration focuses mainly on Okonkwo, but occasionally changes to reveal important details. The use of this point of view allows readers to watch the destruction of the society play out and why these things are happening. If the story was told through Okonkwo’s eyes, the readers may be blind to what is actually going on and would only be able to see what Okonkwo believes is happening, which is often not close to reality. By using this point of view, Achebe gives readers a broader sense of what’s happening and helps readers understand the title Things Fall Apart.
John Steinbeck uses contrast, repetition, allusion, and point of view in his novel The Grapes of Wrath in order to develop understanding of his abstract title. Steinbeck uses the technique of contrast by contrasting the dreams of the family moving west with reality. Like many families during the Great Depression, the Joad family believes that all of their problems will be solved by moving west, where there should have been opportunity for a better life. Throughout the novel, we learn that their dream does not match with reality. The Joad family struggles to even get out west, and when they finally reach it it’s nothing like their dream. This contrast develops the title The Grapes of Wrath. If the grapes represent the west, then the wrath is what is felt deep in the hearts of this family of dreamers, who watch their family slowly fall apart throughout the novel. The idea of the “grapes” is repeated throughout the book to reinforce the meaning of the title. Steinbeck is not really referring to angry fruit, but instead the anger felt by the families who move west only to find disappointment. The repetition of the idea of the grapes represents the dream of the west. Many families sought agricultural work in places such as the grape vineyards of California, and the goal of the family is always to get west and to find work. With the constant vision of grapes (or work, success, money) comes constant disappointment and wrath in the family when they continue to fail.
Steinbeck also uses biblical allusions and point of view to develop meaning in the title of his novel The Grapes of Wrath. The Joad family can be compared to and be seen as an allusion to the Book of Job in the Old Testament of the Bible. In the Bible, God is constantly testing Job through a series of unfortunate events despite his good actions. The Joad family is similar in that they are always good-hearted and have the best intentions, but life continues to test them and cause them to fail. It is only natural for the family to feel wrath at the unfairness of life, which is suggested in the title. Steinbeck also alludes to the biblical Promised Land in his novel. In the book, California is the “promised land,” and is represented by the grapes. In the beginning of the novel, Grandpa Joad states that he can’t wait to have all the grapes he can eat once they reach their “promised land.” This further develops the title with the idea of the grapes being the family’s dream of ideal California. The point of view in Steinbeck’s novel changes dynamically throughout the novel. Some chapters are told from a broad point of view and demonstrate society as a whole. These chapters would sometimes assume the point of view of an anonymous individual who was typical of the times. The chapters about the Joad family are told from a third person point of view; readers are able to watch the family from the outside. This point of view allows readers to watch as the unfair life of the family unfolds. It helps readers understand the failure of the family and the wrath they must feel because of their constant disappointment.
In Achebe’s Things Fall Apart and Steinbeck’s The Grapes of Wrath, the authors choose titles that develop throughout their novels. By utilizing techniques like contrast, repetition, allusion, and point of view, the authors make sense of their abstract titles.
(Open prompt #3)
1970. Choose a character from a novel or play of recognized literary merit and write an essay in which you (a) briefly describe the standards of the fictional society in which the character exists and (b) show how the character is affected by and responds to those standards. In your essay do not merely summarize the plot.
Often the place in which one lives and the time period in which one resides has a profound impact on the person. In Edward Albee’s “The American Dream,” he highlights 1950’s and 1960’s American society and the effect it has on a family. Edward Albee’s “The American Dream,” successfully demonstrates what society in America was like in the 1950’s and 1960’s and creates a very strange set of characters in order to demonstrate the societal effects.
In his play, Albee exhibits the American societal values of the 1950’s and 1960’s. This was a very materialistic time in which many people were trying to achieve the “American Dream.” For many, this meant the perfect house, the perfect family, and generally the perfect life. In the play, appropriately named “The American Dream,” Albee demonstrates many of these values of society through the characters of Mommy and Daddy. Throughout the play, Mommy insists that they do not live in an apartment, but in a house. Mommy wants to hold their family to higher standards than those by which they actually live. Mommy further exemplifies the values of society through her search for satisfaction through consumerism. When Mommy throws a fit over the unimportant color of her hat, she finds satisfaction in being able to be catered to by the sales person and getting what she demands. This highlights the consumerist and materialistic values of the society of the 1950’s and 1960’s. Through the characters of the Young Man, Albee demonstrates the shallow values of the society. In the play, the Young Man describes that he is empty on the inside, and all he possesses is his outer beauty. When the Young Man is referred to as the “American Dream” by Grandma, Albee shows that the American dream is really just corrupt and falsely glorified image.
The characters of Mommy and Daddy are affected greatly through their pursuit of the American dream and attempt to lead the perfect life that society glorifies. For Mommy and Daddy, part of achieving the American dream means achieving the perfect family. By having Mommy and Danny mutilate their adopted child in attempts to make him perfect, Albee shows how much the values of society have truly affected the characters. This radical case Albee presents helps develop his meaning of the play; how shallow and corrupt the American dream is and how far people are willing to go in order to achieve it. Mommy and Daddy find it easy to replace their lost son with his twin, the Young Man. The ease in which they replace him further shows the effects of society on Mommy and Daddy. The characters are so consumed with their pursuit of perfection and are so preoccupied with consumerist values that they treat their child like just another purchase that can be easily replaced and renewed. Albee’s allegory develops his meaning that the American dream is just a perfect image that people of American society in the 1950’s and 1960’s will do anything to achieve.
In Edward Albee’s “The American Dream,” he demonstrates the values of society through the actions of Mommy and Daddy’s characters. The effect on the characters is shown through their shallow beliefs and carelessness for things that many hold to be very important, such as a child. By doing this, Albee creates his meaning about the American dream and how shallow, materialistic, and corrupt it is.
(Open prompt #2)
1995. Writers often highlight the values of a culture or a society by using characters who are alienated from that culture or society because of gender, race, class, or creed. Choose a novel or a play in which such a character plays a significant role and show how that character's alienation reveals the surrounding society's assumptions or moral values.
Often women are thought of as occupying a position subordinate to men in society. In Thomas Hardy’s Tess of the d’Urbervilles, the protagonist, Tess, struggles to overcome the subordinate position placed upon her by the traditions of society and often feels isolated because of her failure to meet men’s expectations. Hardy’s novel, Tess of the d’Urbervilles, isolates Tess in order to highlight society’s expectations of women in 19th century England.
One aspect of society that Hardy demonstrates in the novel is the expectation of women to get married and fulfill the traditionally female roles in the home. He does so with Tess’s parents, Joan and John Durbeyfield. These characters are constantly pushing Tess to get married, not for love but to live up to society’s standards. Initially, the Durbeyfields send Tess off to a distant town in hopes of finding her a potential suitor. Contrary to the worries of many parents, Joan and John do not worry about Tess’s safety or desires. They care not that Tess does not want to find a husband and leave her family, but only that she will soon be a traditional wife. Tess feels alienated when she fails to meet these expectations because her lover, Angel, leaves her. Tess’s mother is not upset over Tess’s heartbreak, but instead worries about how disappointed her father will be when he finds out. Through Tess’s failure to meet the standards of her parents and of society, Hardy portrays Tess as alienated. She is not alienated in that the society shuns her, but instead she is alienated in her own mind. She feels that she has failed those close to her and that she does not deserve to be happy.
Hardy further demonstrates 19th century England’s societal moral values and assumptions through Tess’s loss of innocence and lack of virtue. Tess loses her virtue at a young age, when she is raped by Alec d’Urberville. This rape would haunt Tess for the rest of her life. Tess feels shame as she stays in to take care of the resulting child, and feels even more isolated when her child dies. The child is only there for a very short part of the novel, and serves merely to alienate Tess from the normal life she once lived. The moral values of the society are demonstrated through Tess’s relationship with Angel. Although Tess is happy with Angel, she feels that she must tell him about her lack of virtue. When she does, Angel abandons Tess. This shows the double standard of men and women in this society because Tess is punished for something that is of no fault of her own, while Angel does not think twice about asking another farm girl, Izz, to accompany him on his travels. Angel knows it is wrong but never compares his wrong actions to Tess’s innocent mistake. Tess feels completely alone, having failed both Angel and her family. She demonstrates her feeling of worthlessness by stating that she’s rather die than to live her unworthy life. By causing Tess to constantly be at the mercy of the desires of the male characters in the novel, Hardy shows women’s subordinate position and reliance on men in this society.
In Tess of the d’Urbervilles, Hardy demonstrates 19th century England’s expectations and assumptions of women through Tess’s struggle to get married and to please her male counterparts. Hardy alienates Tess with her failure to achieve these expectations and her constant feeling of inadequateness.
(Open prompt #1)
1997. Novels and plays often include scenes of weddings, funerals, parties, and other social occasions. Such scenes may reveal the values of the characters and the society in which they live. Select a novel or play that includes such a scene and, in a focused essay, discuss the contribution the scene makes to the meaning of the work as a whole. You may choose a work from the list below or another novel or play of literary merit.
1997. Novels and plays often include scenes of weddings, funerals, parties, and other social occasions. Such scenes may reveal the values of the characters and the society in which they live. Select a novel or play that includes such a scene and, in a focused essay, discuss the contribution the scene makes to the meaning of the work as a whole. You may choose a work from the list below or another novel or play of literary merit.
Whenever large groups of people are gathered in a lighthearted social setting, naturally some sort of dramatic occurrence or realization is bound to occur. In the case of F. Scott Fitzgerald’s The Great Gatsby, this holds true when Nick Carraway attends a gaudy party full of vulgar, rich “friends.” It is during this party scene that we see the extreme contrast between Nick and the affluent people he has chosen to associate himself with, and that Nick realizes the morals, or lack thereof, these people possess. The Great Gatsby by F. Scott Fitzgerald effectively uses the scene of a party to demonstrate the morals of the upper class and to reinforce the negative picture of these affluent people.
When Nick attends this lavish party at Morningside Heights in New York City, he finds himself more disgusted with these affluent people than ever before. Nick already disapproved of Tom’s affair with Myrtle, and was truly unhappy to find himself in the company of more people quite like them. Nick describes that he had been “drunk just twice in my life,” the second being at the party: reflecting that drinking and alcohol is one of the many shallow values of this upper class Nick is associating himself with. As the party goes on, Nick finds himself feeling utter disdain for these people and their talk of the meaninglessness of marriage, learning that many couples at the party cannot stand their significant others. The values of these people clash violently with the more traditional values Nick holds and makes a statement about this class in general and the shallow values they possess. Nick finds himself annoyed at the excessively obnoxious drunken conversation and is looking for an opportunity to escape when Tom breaks Myrtle’s nose during an argument. It is at this moment when Nick is able to leave the party and find his way home.
F. Scott Fitzgerald effectively uses this party scene to convey the superficial life of the upper class. From the very beginning, he is making a statement when Tom and Nick attend a party not at Tom’s wife’s house, but at the house of his lover. The details of the pointless conversation and excessive drinking further support the negative picture of the upper class that Fitzgerald is portraying in the novel. Collectively, the scene at Morningside Heights sums up the message of the novel. Fitzgerald incorporates adultery, alcohol, violence, and superfluity into one scene and contrasts it with the unhappy party goer: Nick Carraway. This scene contributes to the work as a whole by making the reader feel the same disgust that Nick feels, and enabling the reader to see the upper class the way Fitzgerald is intending- superficial and shallow people with little regards for anyone but themselves.
A major theme in The Great Gatsby by F. Scott Fitzgerald is that the “new money” is shallow and inconsiderate, and Fitzgerald cements this theme with the party scene at Morningside Heights. The scene demonstrates the most important values of these affluent people and how they contrast dramatically with someone from outside the social circle. Fitzgerald uses this scene to sum up the hollowness of the upper class and to make the reader feel the same disdain he does towards the people.
Close Readings
(Close Reading #3)
Who Needs Stability?
http://www.nytimes.com/2011/10/23/opinion/sunday/who-needs-financial-stability.html?ref=opinion
"Who Needs Stability?" is an editorial I found in the New York Times that I found to have an extremely strong voice and opinion on the matter. The article is discussing the bankers' fight against regulations that would encourage banks to have more cushion and stability and hopefully avoid another financial crisis. The author demonstrates a strong bias against the bankers and for the regulations; we can see this as early as the sarcastic rhetorical question in the title.
The author embraces diction in the article in order to create a negative tone towards the bankers. The author states that the bankers are trying to "undercut" the regulations. Undercut has negative connotations and creates the feeling that the bankers are doing something wrong. The author describes the Institute for International Finance's (bankers) report as being "dubious" and "self-serving." Both of these words are extremely negative and cause the reader to question the possibly selfish motives of the bankers as well. When the author says the bankers are "claiming" that regulations would discourage growth, the diction of "claiming" makes us again question the bankers. The word tends to imply that whatever is being claimed is not true. Throughout the article, the author uses the term "meltdown" to describe the financial crisis. This term dramatizes the situation and causes the reader to feel panic and share a bias towards baking regulations.
The author uses details in order to criticize the bankers as well as demonstrate the seriousness of the financial situation. The author includes a quote from the Institute of International Finance, "“There is an acute danger that the pursuit of financial stability imposes too great a cost on economic growth and job creation at a fragile time for the world economy." The author notes the irony of the quote, which makes the readers view the bankers' stance as the author does- wrong and self-serving. He furthers this view by noting the detail that the group "issued its own report." The author includes the detail that "the bankers hate the new restrictions because every dollar set aside is a dollar they cannot lend for profit." By including why the bankers dislike the restrictions, the author makes the reader believe that the bankers are simply being selfish and are too concerned with making a profit. At the end of the article, the author makes the dramatic statement that "the real danger is that without more regulation — and larger cash cushions — risky behavior from the banks will set off another meltdown." To an extent, it is true that lack of banking regulation could possibly cause another financial crisis, but the way in which the author states this fact is extremely dramatic and obviously biased.
In "Who Needs Stability?" the author has no problem showing his bias and opinion on the matter. By using dramatic diction and details, and words with heavy negative connotations, the author persuades the audience into thinking as he does and seeing the bankers in a negative light.
(Close Reading #2)
Up From Ugliness
http://www.nytimes.com/2011/10/09/opinion/sunday/douthat-up-from-ugliness.html?ref=opinion
Ross Douthat's "Up From Ugliness" both praises the innovative mind of Steve Jobs and all of his accomplishments and crtizicizes the temporary manner of such advances. Douthat uses details, imagery, and diction in order to convey his opinion and pursuade the reader to feel the same.
Douthat effectively uses details in order to support his ideas and give the audience something tangible to connect to. In his praising of Steve Jobs, Douthat mentions the Macintosh, the iPhone, and Pixar as examples of some of Jobs's great accomplishments. Most readers are familiar with these products and can understand their impact on society. The author also cites the "new urbanist" movement that Jobs was a part of. The "new urbanist movement was the transition of our society into something beautiful and artsy. His use of this detail further exemplifies the nature of Jobs's accomplishments. When later analyzing the possibly short-lived nature of Jobs's products, Douthat compares it to "Barack Obama's 2008 march to the White House." Obama is commonly known for his outward popular appearance, and how he has failed to deliver on many of his promises. By making this comparison, the author is using the detail to make the point that the Apple products may be glamorous now, but also may be short-lived.
Douthat uses imagery in the article mainly in order to present images of the ugly state from which our society has progressed from. When the author says "We built public buildings out of raw concrete. We wore leisure suits and shoulder pads, buried heart-of-pine floors under shag carpeting," he creates an image of the raw ugliness our society once was, and how the people of society covered up its beauty. "Our churches looked like recreation centers, our rec centers looked like re-education camps," explains Douthat. This image strikes at the hearts of the audience and evokes a negative feeling because we like to think of churches as beautiful and sacred and recreation centers as safe havens for the youth. By stating that "newest additions to the Washington Mall, the World War II and Martin Luther King Jr. memorials, look like rejected rough drafts for monuments rather than inspiring finished products," Douthat creates a tattered image of some beloved monuments in our country. This further creates an upsetting and negative feeling because we would prefer to think of these monuments in a positive light.
Douthat uses diction in his article in order to pursuade readers to feel the way he does about certain topics.When describing the formerly ugly society, Douthat uses diction such as "artificial" and "defaced." These words have negative connotations that cause the reader to feel negatively about the subject, just as the author does. When he describes society after the "new urbanist" movement, he uses descriptive words such as "exquisite" and "beautiful", which have positive connotations. This makes the reader feel good about the movement, just as the author does. Douthat again switches the nature of his diction when criticizing the "glamour" and "vanity" of the Apple products. These words make the reader feel that these products are shallow, fake, and only beautiful on the outside. Often things like this do not last long, which is the point Douthat is trying to make.
In his article about society's transition to beauty and the impact Steve Jobs had on this movement, Douthat uses diction, imagery, and details effectively to pursuade the audience to feel a certain way and agree with his opinions.
(Close Reading #1)
The Enlightended Rich Want to be Taxed
http://www.nytimes.com/2011/09/10/opinion/the-enlightened-rich-want-to-be-taxed.html?_r=1&partner=rssnyt&emc=rss
This article from the New York Times editorials discusses the interesting opinions of many of the wealthy individuals in both the United States and Europe. Surprisingly, a majority of the wealthy are willing to be taxed more in order to help reduce the ever-growing debt. In this article, the author uses imagery, diction, and many details in order to give the reader a vivid image of situation.
Imagery is used mainly in this article to portray an image of the social unrest of the middle and lower classes in facing high taxes and low incomes. When the author recalls "Mercedes-Benzes burned in Berlin and riots broke out on London’s streets, the rich were watching on TV" it not only gives us a vivid image of the unrest, but contrasts it to the situation of the wealthy. The burning Mercedes-Benzes and riots on the London streets are in high contrast to the image of a wealthy individual watching the riots on a plush couch in his or her comfortable home. Imagery is also used when the author uses the term "explosions of social rage" in this article. While the author could have just used the word "riot", he instead decides to use the words "explosions" and "rage" which portray an image of fiery anger among the rioting lower classes.
I found that the diction in the article was used effectively to contrast the situations of the higher and lower classes. The author uses the words "justice, enlightened, elite" and "wealthy democracies" when discussing the upper classes. These words are all commonly associated with high morality and American tradition, which evokes positive emotions. Justice and democracy are two things we are trained to react positively to in this country, so the author makes us feel good when discussing the rich. When talking about the lower classes, the author uses terms like "walloped" and "austerity." The term "walloped" is aggresive and conveys negative feelings. "Austerity" is promoting the general idea that the poorer people in the country must live with hardly anything.
Finally, the details used in this article help attribute to promoting the realness of this current economic system. By dropping names like Warren Buffett and Luca di Montezemolo, the reader can link the idea of the wealthy to someone real and commonly associated with wealth, like Buffett. When the author mentions "slashing funds for education, infrastructure and other vital needs" it helps explain exactly the consequences of the huge debt and its effects on the common american. This makes it more real for the reader, instead of just simply saying "slashing funds." By using numeric details like "unemployment above 9 percent" and "1 percent of American taxpayers — about 750,000 families — pocket more than 20 percent of the nation’s income," the author gives proof to back up the points he is making. These numbers are pretty astonishing and further attribute to the scary reality of the current economic situation.
Who Needs Stability?
http://www.nytimes.com/2011/10/23/opinion/sunday/who-needs-financial-stability.html?ref=opinion
"Who Needs Stability?" is an editorial I found in the New York Times that I found to have an extremely strong voice and opinion on the matter. The article is discussing the bankers' fight against regulations that would encourage banks to have more cushion and stability and hopefully avoid another financial crisis. The author demonstrates a strong bias against the bankers and for the regulations; we can see this as early as the sarcastic rhetorical question in the title.
The author embraces diction in the article in order to create a negative tone towards the bankers. The author states that the bankers are trying to "undercut" the regulations. Undercut has negative connotations and creates the feeling that the bankers are doing something wrong. The author describes the Institute for International Finance's (bankers) report as being "dubious" and "self-serving." Both of these words are extremely negative and cause the reader to question the possibly selfish motives of the bankers as well. When the author says the bankers are "claiming" that regulations would discourage growth, the diction of "claiming" makes us again question the bankers. The word tends to imply that whatever is being claimed is not true. Throughout the article, the author uses the term "meltdown" to describe the financial crisis. This term dramatizes the situation and causes the reader to feel panic and share a bias towards baking regulations.
The author uses details in order to criticize the bankers as well as demonstrate the seriousness of the financial situation. The author includes a quote from the Institute of International Finance, "“There is an acute danger that the pursuit of financial stability imposes too great a cost on economic growth and job creation at a fragile time for the world economy." The author notes the irony of the quote, which makes the readers view the bankers' stance as the author does- wrong and self-serving. He furthers this view by noting the detail that the group "issued its own report." The author includes the detail that "the bankers hate the new restrictions because every dollar set aside is a dollar they cannot lend for profit." By including why the bankers dislike the restrictions, the author makes the reader believe that the bankers are simply being selfish and are too concerned with making a profit. At the end of the article, the author makes the dramatic statement that "the real danger is that without more regulation — and larger cash cushions — risky behavior from the banks will set off another meltdown." To an extent, it is true that lack of banking regulation could possibly cause another financial crisis, but the way in which the author states this fact is extremely dramatic and obviously biased.
In "Who Needs Stability?" the author has no problem showing his bias and opinion on the matter. By using dramatic diction and details, and words with heavy negative connotations, the author persuades the audience into thinking as he does and seeing the bankers in a negative light.
(Close Reading #2)
Up From Ugliness
http://www.nytimes.com/2011/10/09/opinion/sunday/douthat-up-from-ugliness.html?ref=opinion
Ross Douthat's "Up From Ugliness" both praises the innovative mind of Steve Jobs and all of his accomplishments and crtizicizes the temporary manner of such advances. Douthat uses details, imagery, and diction in order to convey his opinion and pursuade the reader to feel the same.
Douthat effectively uses details in order to support his ideas and give the audience something tangible to connect to. In his praising of Steve Jobs, Douthat mentions the Macintosh, the iPhone, and Pixar as examples of some of Jobs's great accomplishments. Most readers are familiar with these products and can understand their impact on society. The author also cites the "new urbanist" movement that Jobs was a part of. The "new urbanist movement was the transition of our society into something beautiful and artsy. His use of this detail further exemplifies the nature of Jobs's accomplishments. When later analyzing the possibly short-lived nature of Jobs's products, Douthat compares it to "Barack Obama's 2008 march to the White House." Obama is commonly known for his outward popular appearance, and how he has failed to deliver on many of his promises. By making this comparison, the author is using the detail to make the point that the Apple products may be glamorous now, but also may be short-lived.
Douthat uses imagery in the article mainly in order to present images of the ugly state from which our society has progressed from. When the author says "We built public buildings out of raw concrete. We wore leisure suits and shoulder pads, buried heart-of-pine floors under shag carpeting," he creates an image of the raw ugliness our society once was, and how the people of society covered up its beauty. "Our churches looked like recreation centers, our rec centers looked like re-education camps," explains Douthat. This image strikes at the hearts of the audience and evokes a negative feeling because we like to think of churches as beautiful and sacred and recreation centers as safe havens for the youth. By stating that "newest additions to the Washington Mall, the World War II and Martin Luther King Jr. memorials, look like rejected rough drafts for monuments rather than inspiring finished products," Douthat creates a tattered image of some beloved monuments in our country. This further creates an upsetting and negative feeling because we would prefer to think of these monuments in a positive light.
Douthat uses diction in his article in order to pursuade readers to feel the way he does about certain topics.When describing the formerly ugly society, Douthat uses diction such as "artificial" and "defaced." These words have negative connotations that cause the reader to feel negatively about the subject, just as the author does. When he describes society after the "new urbanist" movement, he uses descriptive words such as "exquisite" and "beautiful", which have positive connotations. This makes the reader feel good about the movement, just as the author does. Douthat again switches the nature of his diction when criticizing the "glamour" and "vanity" of the Apple products. These words make the reader feel that these products are shallow, fake, and only beautiful on the outside. Often things like this do not last long, which is the point Douthat is trying to make.
In his article about society's transition to beauty and the impact Steve Jobs had on this movement, Douthat uses diction, imagery, and details effectively to pursuade the audience to feel a certain way and agree with his opinions.
(Close Reading #1)
The Enlightended Rich Want to be Taxed
http://www.nytimes.com/2011/09/10/opinion/the-enlightened-rich-want-to-be-taxed.html?_r=1&partner=rssnyt&emc=rss
This article from the New York Times editorials discusses the interesting opinions of many of the wealthy individuals in both the United States and Europe. Surprisingly, a majority of the wealthy are willing to be taxed more in order to help reduce the ever-growing debt. In this article, the author uses imagery, diction, and many details in order to give the reader a vivid image of situation.
Imagery is used mainly in this article to portray an image of the social unrest of the middle and lower classes in facing high taxes and low incomes. When the author recalls "Mercedes-Benzes burned in Berlin and riots broke out on London’s streets, the rich were watching on TV" it not only gives us a vivid image of the unrest, but contrasts it to the situation of the wealthy. The burning Mercedes-Benzes and riots on the London streets are in high contrast to the image of a wealthy individual watching the riots on a plush couch in his or her comfortable home. Imagery is also used when the author uses the term "explosions of social rage" in this article. While the author could have just used the word "riot", he instead decides to use the words "explosions" and "rage" which portray an image of fiery anger among the rioting lower classes.
I found that the diction in the article was used effectively to contrast the situations of the higher and lower classes. The author uses the words "justice, enlightened, elite" and "wealthy democracies" when discussing the upper classes. These words are all commonly associated with high morality and American tradition, which evokes positive emotions. Justice and democracy are two things we are trained to react positively to in this country, so the author makes us feel good when discussing the rich. When talking about the lower classes, the author uses terms like "walloped" and "austerity." The term "walloped" is aggresive and conveys negative feelings. "Austerity" is promoting the general idea that the poorer people in the country must live with hardly anything.
Finally, the details used in this article help attribute to promoting the realness of this current economic system. By dropping names like Warren Buffett and Luca di Montezemolo, the reader can link the idea of the wealthy to someone real and commonly associated with wealth, like Buffett. When the author mentions "slashing funds for education, infrastructure and other vital needs" it helps explain exactly the consequences of the huge debt and its effects on the common american. This makes it more real for the reader, instead of just simply saying "slashing funds." By using numeric details like "unemployment above 9 percent" and "1 percent of American taxpayers — about 750,000 families — pocket more than 20 percent of the nation’s income," the author gives proof to back up the points he is making. These numbers are pretty astonishing and further attribute to the scary reality of the current economic situation.
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