Week Fifteen

Blog Two: Defining Good

First, in your reading journal/blog write a list of character traits that a good person should have.

What makes a person good? Do people need to follow God's life? Do people need to achieve greatness through careers or hobbies? Do people need to become leaders? There are many question a person could ask to see how one person would become a "good" person.

I believe that writing a list of what makes a person good will only portray to me and others may be able to relate. Everybody must create their own list of how they would be defined as a "good' person.

My list of what makes me a "good" person:

-not judgmental

-devoted to helping others achieve their dreams

-being a friend

-live life to the fullest opportunity that I have been given

-stick to my own beliefs and respect others that believe differently

-relationship with family, friends, and God

-devoted

-strong

-open-minded

Week Fifteen

Reading One: "Antigone"

How far would you go to do what you believe is right and would make you a good person? Antigone goes against Creon's, her uncle, decision of burying Antigone's brother. Antigone sticks to her beliefs of honoring those who have died by a proper burial.Creon goes Antigone the fate of death for going against Creon's wishes. Antigone finishes off her life with honor in her decision to give her brother a proper burial. For example Antigone says, "You see me, you people of my country/as I  set out on my last road of all/looking for the last time on this light of this sun--/never again" (1585).

The chorus describes Antigone's decision by saying, "Love undefeated in the fight/Love that makes havoc of possessions/love who lives at night in a young girl's soft checks/who travels over sea, or in huts in the countryside--/there is no god able to escape you/nor anyone of men, whose life is a day only/and whom you possess is mad" (1584).

Antigone dies with the heart of a good person through her eyes and through the majority of the readers of this story. "O my father's ciy, in Theban land/O gods that sired my race/I am led away, I have no more stay./Look on me, princes of Thebes/the last remnant of the old royal line/see what I suffer and who makes me suffer/because I gave reverence to what claims reverence" (1588).

Week Fourteen

Reading Two: "Good People"

What different definitions of "good people" or of a "good person" are implied here, or how might Lane Dean Jr.'s understanding of what it means to be "good people" change over the course of the story? What part does the idea of hypocrisy play in those definitions?

Good person or Good people are viewed as what you think of yourself and what others think of you. For instance Lane Dean Jr.'s mother said Sheri was down to earth. Lane Dean Jr. thinks being "good people" is how you have a relationship with God. Lane does not know whether he is a good person or not, because when he pray's, he is not connected with God. He struggles during sermons and does not care for praying or being very devoted to God. Lane believes that he lives a life of under Gods rule; however, he does not tell others that he does not have a relationship with God and would rather go to hell. He also felt that the bible was being a little hypocritical.

Week 14

Reading One: "A Good Man is Hard to Find"

From its title right through to the Misfit's comments about the grandmother, the story clearly explores the question of what it means to be a "good" person (man or woman), contrasting different ideas of "good." What are those definitions? Does any one character stand out as more "good" than another?

As the question states above the word "good" has more then just a couple elaborate meanings. The meaning of "good" depends on each individual. For instance I feel that I am a good person when I accept others instead of judging other. Nobody is completely always good; we are humans and make mistakes such as judging, rudeness, revenge, etc. Being "good" depends on each individuals beliefs of being good; however, the Oxford dictionary says: "To be desired or approved of".

In the story "A Good Man is Hard to Find", I do not believe one single character was "good". For instance the children were snotty. Bailey was rude and uncooperative. The Mother was to unrelatable. The grandmother believed she was always right and was entitled to everything. The Misfit and his accomplices were wrong doing in society and unconnected with a good mind or outlook.

Week Thirteen

A Midsummer Night's Dream: Blog Two

Once you've identified the production(s) you watched, write an entry that compares the experience of reading the play with the experience of watching the play. Offer insight into differences. These might be overt differences that a director made or they might be differences in how you perceived something--a character, the setting, the costuming--and how the director perceived something. 

I watched the movie "A Midsummer Night's Dream" that was produced in 1999 and was directed by Michael Hoffman. http://putlocker.bz/watch-a-midsummer-nights-dream-online-free-putlocker.html

Many people ask the question, do you like the book or the movie better? I am one of those people that like which ever one I observe first. For this activity I like the reading of the story better then the movie.The book is more elaborate and to the point of what is happening to the characters. The movie is more concerned with the setting and customs then the actual story line its self. Unlike the movie, the reading does not have the imagery or songs that the audience gets to see; however, the audience instead gets to have an imagination and see what the story would look like. I feel with the story using the readers imagination is better with this piece of writing; where as, during the movie the audience will focus more on the props and images then actually dissecting the dialogue. In the reading, the reader is able to choose how to interrupt the play or who is the real villain and victim. In the movie, I feel that all the characters are the villains and victims.

Week Thirteen

A Midsummer's Night Dream: Blog One

There are four different plot lines in A Midsummer Night's Dream and 20+ characters. Who do you think is the protagonist of the play? Make your choice and then explain, offering support from the text.

Hermia. She is able to stick to what she wants in such an era that is deliberate with woman not having say in any aspect of running life. Hermia is in love with Lysander, who goes under a spell, by Titania who gives Puck a flower embedded with a spelll, to be in love with Helena. In the end Hermia and Lysander solve the spell and remember the love that binds them as two. 

"So will I grow, so live, so die, my lord,/Ere I will yield my virgin patent up/Unto his lordship, whose unwished yoke/My soul consents not to give sovereignty" (Hermia, p. 1311).

"If then true lovers have been ever cross'd/Then let us each our trial patience/Because it is a customary cross/As due to love as thoughts and dreams and sighs/Wishes and tears, poor fancy's followers" (Hermia, 1313).

"My good Lysander!/I swear to thee, by Cupid's strongest bow/By his best arrow with the golden head/By the simplicity of Venus' doves/By that which knitteth souls and prospers loves/And by that fire which burn'd the Carthage queen/When the false Troyan uner sail was see/By all the vows that ever men have broke/In number more than ever woman spoke/In that same place hou hast appointed me/Tomorrow truly will I meet with thee" (Hermia, 1313-1314).

"So the boy Love is perjur'd everywhere/For ere demetrius look'd on Hermia's eyne/He hail'd down oaths that he was only mine/And when this hail some heart from Hermia felt/So he dissolv'd, and show'rs of oaths did melt/I will go tell him of fiar Hermia's flight/Then to the wood will he tomorrow night/Pursue her; and for this intelligence/If I have thans, it is a dear expense/But herein mena I to enrich my pain/To have his sight thither and back again" (Helena, 1315).

"Do not say so, Lysander, say not so/What though he love your Hermia? Lord, what though?/Yet Hermia still loves you. Then be content" (Helena, 1328).

"I am amazed at your passionate words/I scorn you not. It seems that you scorn me" (Hermia, 1339).

"you, mistress, all this coil is 'long of you/Nay, go not back" (Hermia, 1342).

Week Twelve

Reading Two: "Those Winter Days"

I will be connecting the story "Those Winter Days" and "Death of a Salesman".

Connection to the two stories:
Both stories talk about struggle within the character(s). Such as how to achieve success to internally asking if your life is going the way your life should be.

Connection with other text:
Another great story that was read in ENGL 210 is "I Live at the P.O.". The main character is put in a struggle in life then in the end the character is resolved in the end. Such as Willy dies in the end, the character in "Those Winter Days" is questioning themselves if they have been living in the dark or could shine out in the light, and Sister removes herself from her family to live a life she wants.

Other Text:
In other text, such as the books that Jillian Hart writes about Christianity and love. In every story, Hart makes one or more of the characters to go through a struggle and having to decide if they want to risk their feels to allow themselves to either fall in love or to believe in love again. The characters in the books show how they have followed their dream and yet can have the life of love and a future that is filled with God, love, and children.

Week Twelve

Reading One: "Death of a Salesman"

Do you live in a successful live? How have you made your life successful? Many individuals have there own definition of success. In the story, "Death of a Salesman", Willy's life is overcome by a simple definition of success. In a dictionary, success is defined as," the accomplishment of an aim or purpose". Willy makes his definition of success as having the "American dream" or  full of wealth. Willy chose a success that is very stressful and could even cause health issues such as the ones Willy experienced.

In my life, success is about making sure I have my own dreams that I work to achieving and helping others achieve their own dreams. For instance my dream is to be a special education teacher, get married, have kids, switch over to being either an in-home daycare for low income families or a stay at home mom that home-schools. My success is helping others achieve their goals over making money of success.

Week Ten

Reading Two: The Charge of the Light Brigade

1.

Half a league, half a league,
 Half a league onward,
All in the valley of Death
 Rode the six hundred.
"Forward, the Light Brigade!
"Charge for the guns!" he said:
Into the valley of Death
 Rode the six hundred.

2.

"Forward, the Light Brigade!"
Was there a man dismay'd?
Not tho' the soldier knew
 Someone had blunder'd:
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die:
Into the valley of Death
 Rode the six hundred.

3.

Cannon to right of them,
Cannon to left of them,
Cannon in front of them
 Volley'd and thunder'd;
Storm'd at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of Hell
 Rode the six hundred.

4.

Flash'd all their sabres bare,
Flash'd as they turn'd in air,
Sabring the gunners there,
Charging an army, while
 All the world wonder'd:
Plunged in the battery-smoke
Right thro' the line they broke;
Cossack and Russian
Reel'd from the sabre stroke
 Shatter'd and sunder'd.
Then they rode back, but not
 Not the six hundred.

5.

Cannon to right of them,
Cannon to left of them,
Cannon behind them
 Volley'd and thunder'd;
Storm'd at with shot and shell,
While horse and hero fell,
They that had fought so well
Came thro' the jaws of Death
Back from the mouth of Hell,
All that was left of them,
 Left of six hundred.

6.

When can their glory fade?
O the wild charge they made!
 All the world wondered.
Honor the charge they made,
Honor the Light Brigade,
 Noble six hundred.

            “Cannon to right of them/Cannon to left of them/Cannon in front of them” is one of the many moving segments within the poem, “From the Charge of the Light Brigade” by Lord Tennyson Alfred. The poem is a story about a battle that lays down to death an army of 600 brave men that are led by a commander that is making all the wrong decisions. The speaker of the poem is a young man who was at the battle yet occupying the side lines of the battle field as a writer. The speaker is very descriptive in his use of language and uses direct quotes that the commanding officer yelled during the battle; “‘Forward the Light Brigade! Charge for the guns!’ he said:” (Lord Tennyson Alfred). The speaker gives the audience a video in the reader’s mind of how the battle was played out on the battle field through imagery words to quotes of the commander.

I chose this poem, because the poem exhibits the courage and bravery that a army of men exalted even when they knew they were going to meet their death. 

Week Ten

Reading One: "From the Charge of the Light Brigade"

Lord Tennyson Alfred

1. Half a league, half a league,  Half a league onward, All in the valley of Death  Rode the six hundred. "Forward, the Light Brigade! "Charge for the guns!" he said: Into the valley of Death  Rode the six hundred. 2. "Forward, the Light Brigade!" Was there a man dismay'd? Not tho' the soldier knew  Someone had blunder'd: Theirs not to make reply, Theirs not to reason why, Theirs but to do and die: Into the valley of Death  Rode the six hundred. 3. Cannon to right of them, Cannon to left of them, Cannon in front of them  Volley'd and thunder'd; Storm'd at with shot and shell, Boldly they rode and well, Into the jaws of Death, Into the mouth of Hell  Rode the six hundred. 4. Flash'd all their sabres bare, Flash'd as they turn'd in air, Sabring the gunners there, Charging an army, while  All the world wonder'd: Plunged in the battery-smoke Right thro' the line they broke; Cossack and Russian Reel'd from the sabre stroke  Shatter'd and sunder'd. Then they rode back, but not  Not the six hundred. 5. Cannon to right of them, Cannon to left of them, Cannon behind them  Volley'd and thunder'd; Storm'd at with shot and shell, While horse and hero fell, They that had fought so well Came thro' the jaws of Death Back from the mouth of Hell, All that was left of them,  Left of six hundred. 6. When can their glory fade? O the wild charge they made!  All the world wondered. Honor the charge they made, Honor the Light Brigade,  Noble six hundred.

This poem is about a battle. The commander of the army has made a wrong decision which will lead his 600 men into their deaths. The men of the army do not fear or question the charge. The 600 men ride their horses to fight a battle that will end in flowing red blood. "Came Thro' the jaws of Death/Back from the mouth of Hell". This poem shows courage and bravery from the men in the army. The men knew they were giving up their lives from a command that would result of loosing love, family, and life. 600 men laid down their life, knowing their lives would end on the dirt of the earth and gave up everything that was most dear to them. "Honor the charge they made/Honor the Light Brigade/Noble six hundred".

Week Nine

Reading Two: "The Beautiful Changes"

One wading a Fall meadow finds on all sides   

The Queen Anne’s Lace lying like lilies

On water; it glides

So from the walker, it turns

Dry grass to a lake, as the slightest shade of you   

Valleys my mind in fabulous blue Lucernes.

The beautiful changes as a forest is changed   

By a chameleon’s tuning his skin to it;   

As a mantis, arranged

On a green leaf, grows

Into it, makes the leaf leafier, and proves   

Any greenness is deeper than anyone knows.

Your hands hold roses always in a way that says   

They are not only yours; the beautiful changes   

In such kind ways,   

Wishing ever to sunder

Things and things’ selves for a second finding, to lose   

For a moment all that it touches back to wonder.

Explore the meaning and effect of its use of figurative language.

1. Does the poem make use of an extended or controlling metaphor or of multiple metaphors or of personification? 

There are multiple metaphors and personification thorough the whole poem.

"The Queen Anne’s Lace lying like lilies

On water; it glides"

2. How do the uses of figurative language relate to and build on each other? 

In poetry, the comparison between something unable to describe with an object or image that is describable.

"Dry grass to a lake, as the slightest shade of you   

Valleys my mind in fabulous blue Lucernes."

3. How does the use of the figures of speech contribute to the emotional effect of the poem and its theme(s)?

The description of the objects being described can have many different tones such as anger or romance.

"Your hands hold roses always in a way that says   

They are not only yours; the beautiful changes"

For instance roses are resembled to romance and beauty. 

Week Nine

Reading One: "Barbie Doll"

This girlchild was born as usual
and presented dolls that did pee-pee
and miniature GE stoves and irons
and wee lipsticks the color of cherry candy.
Then in the magic of puberty, a classmate said:
You have a great big nose and fat legs. 

She was healthy, tested intelligent,
possessed strong arms and back,
abundant sexual drive and manual dexterity.
She went to and fro apologizing.
Everyone saw a fat nose on thick legs. 

She was advised to play coy,
exhorted to come on hearty,
exercise, diet, smile and wheedle.
Her good nature wore out
like a fan belt.
So she cut off her nose and her legs
and offered them up. 

In the casket displayed on satin she lay
with the undertaker's cosmetics painted on,
a turned-up putty nose,
dressed in a pink and white nightie.
Doesn't she look pretty? everyone said.
Consummation at last.
To every woman a happy ending. 

1. Identify the speaker, offering passages from the poem that allow you to draw this conclusion about who the speaker is.

The speaker within the poem is a narrator. The poem is not specific who is the speaker. The poem could be the speaker of the reader for all we know.

"Then in the magic of puberty, a classmate said:
You have a great big nose and fat legs."

2. Explain what the situation of the poem is. What is happening? Do we know the time period? the place? 

The poem starts out with a average day girl; once the girl hits puberty she is intimidated by what society sees as exceptionable "the barbie doll image". The little girl was teased; this then lead the little girl to cut her nose and legs which lead to a dreadful death. We are unaware of the time period and the place. However, we can draw that this was during the time period of when barbie was in existence and the setting would be of the girl at school and at a funeral.

3. Write down two or three words that identify the tone of the poem? Again, offer specific passages or words from the poem that allow you to draw draw these conclusions. 

Exercise, Diet, and Smile

"Her good nature wore out
like a fan belt."

"So she cut off her nose and her legs
and offered them up."

"In the casket displayed on satin she lay
with the undertaker's cosmetics painted on,
a turned-up putty nose,"

4. Write one sentence that expresses the main theme of the poem.

The main theme of the poem would be image. Society is so obsessed with peoples image that if we are unable to make the criteria of "the barbie doll" we are to fat and unattractive. 

Week Eight

Reading Two: "Home Burial"

Speaker One: 

The husband of the two speakers, shows little emotion and built up walls of strength so grief and pain cannot over come his being. The man is built like a stone, the inside hurts yet the outside lives an average ordinary day. The man see's death and grief as an every day life issue.

Speaker Two:

The wife of the two speakers, shows grief and pain by crying and trying to run away from the horror building with the images that remind her of the death of her son, such as the grave, the spade, dirt, etc. The woman is very much effected by the sons death on the inside and outside. The woman see's death and grief as a curse from the heavens above, "I'm cursed. God, if I don't believe I'm cursed" (pg. 717).

Week Eight

Reading One: "A Certain Lady"

1. To whom does the speaker seem to be talking?

The speaker is speaking to a man who his the speakers friend, yet the speaker is in love with the man.

2. What sort of person is she?

The woman speaker is a woman who is in love, yet the man does not realize her love for him. Yet the speaker is in sorrow for the unconventional connection of love.

3. How do you feel about her?

I feel sorrow and connection with the woman speaker. We have all lived in moments of love, yet the one we love does not understand.

4. Which habits and attitudes of her's do you like least?

I suppose I am not a fan of her "secrecy" of a love the guy, "And all the straining things within my heart---you'll never know". I believe that we must say what we want, go for what we want, don't hold back, and never to live in regret.

5.How soon can you tell that the speaker is not altogether happy about her conversation and conduct?

"And you laugh back, nor can you ever see---the thousand little deaths my heart has died." This is the first line that tells the reader that she is a girl in love. The speaker does everything right in front of a guy, yet lives in a love bounded by only one heart.

6. What attitude would you try to express toward the person spoken to?

If I were to read this poem to a person in the way the speaker has meant for the poem to be read, then I would speak in a tone of sadness yet love.

7. What tone would you use for the last two lines?

The speaker's tone for the last two lines would be as if a broken heart was speaking of love. 

8. How would you describe the speaker's personality?

The speaker is a genuine caring person. The speaker allows the person that the poem is intended for to speak of his own love adventures to her, even though she has a profound love for him. 

9. What aspects of her behavior are most crucial to the poem's effect?

The behavior she exhibits throughout the poem is being a lady, "And paint my mouth for you a fragrant red,". The woman dresses like a lady and loves him like a lady yet is caught being just friends, "Thus do you want me--Marveling, gay, and true--Nor do you see my staring eyes of nights."

Week Seven

Reading Two: "The Ruined Maid"

"O 'Melia, my dear, this does everything crown!

Who could have supposed I should meet you in Town?

And whence such fair garments, such prosperi-ty?" —

"O didn't you know I'd been ruined?" said she.

— "You left us in tatters, without shoes or socks,

Tired of digging potatoes, and spudding up docks;

And now you've gay bracelets and bright feathers three!" —

"Yes: that's how we dress when we're ruined," said she.

— "At home in the barton you said thee' and thou,'

And thik oon,' and theäs oon,' and t'other'; but now

Your talking quite fits 'ee for high compa-ny!" —

"Some polish is gained with one's ruin," said she.

— "Your hands were like paws then, your face blue and bleak

But now I'm bewitched by your delicate cheek,

And your little gloves fit as on any la-dy!" —

"We never do work when we're ruined," said she.

— "You used to call home-life a hag-ridden dream,

And you'd sigh, and you'd sock; but at present you seem

To know not of megrims or melancho-ly!" —

"True. One's pretty lively when ruined," said she.

— "I wish I had feathers, a fine sweeping gown,

And a delicate face, and could strut about Town!" —

"My dear — a raw country girl, such as you be,

Cannot quite expect that. You ain't ruined," said she.

The young lady in the poem that dreams of having nice things and riches, is from the country. She works nights and days in the fields of the country. The other woman that the young lady confides in claims that having riches ruins a persons life. The young lady wants a life of pleasure and leisure. When the lady that is confided in believes that having riches ruins a persons life . 

Week Seven

Reading One: "On Being Brought from Africa to America"

'Twas mercy brought me from my Pagan land,

Taught my benighted soul to understand

That there's a God, that there's a Saviour too:

Once I redemption neither sought nor knew.

Some view our sable race with scornful eye,

"Their colour is a diabolic die."

Remember, Christians, Negros, black as Cain,

May be refin'd, and join th' angelic train.

This poem struck my attention, because living in America means that we live on soil that is made of multiple heritages. America was built on multiple cultures, religions, etc. We live on soil that is created of whites, blacks, Asian's, etc. We live in neighborhoods with people from all over the world, to live one dream--Freedom!

Week Six

Reading Two: "Boys and Girls"

1. Since there is only one girl character and one boy character in "Boys and Girls," why do you think Alice Munro uses plural words in the title?

The story title is not in terms of the characters, but in terms of telling societies difference between a boy and a girl. Girls are known for doing housework and boys are known for doing the farm work.

2. Find the two occurrences of the phrase "only a girl." Why and how does the meaning of the phrase change in each case?

The narrators mother mentions that the narrator is only a girl and should be doing house work instead of the farm chores. The mom is trying to put the girl into her "rightful place" in the world. At the end of the story, the narrators father says she is only a girl when he finds out that she let the horse go. Girls are known more for the caring heart. Where as the boys are known for their manhood of killing animals while the girls nurture animals.

3. Why does the narrator choose not to shut the gate on Flora? What role does this act play in her initiation?

At the end of the story the narrator does not shut the gate on Flora, because she has strong emotions of nurturing animals. In reality she did not want Flora to die. This act suggest she has been initiated into womanhood of nurturing and caring for animals no matter the consequence.

This story may be sexist; however, I felt the story did a good job on expressing the differences between girls and boys emotionally and in a society role. This story brings out the difference between girls and boys yet does not down grade either sex.

Week Six

Reading One: "A & P"

1. The narrator of "A & P" announces the turning point or climax of the action, "the sad par of the story" , adding, "then everyone's luck begins to run out". Is the climax of the story as significant as this sounds? Does the tone of Sammy's telling of the story match the events?

Throughout the whole story I feel as if Sammy's tone of narrating does not match the story. The tone is dull and unmoving. In the end, Sammy is effected by the girls; however, he does not seem emotionally connected to the issue.

2. This brief incident at the grocery store involves both younger and older females and males, married or not. Compare the male employees and female customers of different ages and status. How does Sammy's view of these people suggest the theme of growing up, or predict the options in life of the various people.

The age difference between the woman gives the audience a sense of maturity and age. The younger girls are dressed in bathing suits claiming they are properly dressed for where ever they go, where as the older woman are truly dressed appropriately to be in a store with shirt and shoes on. Young girls run around doing what they want looking how they want; where as, woman are dressed for whatever situation they are put in.

3. How does the setting of the story shape the initiation and its meaning? How do details about the merchandise or space contribute to the story?

I feel like the setting and very detailed descriptions of the store are important to make the reader think--"ya, your in a store that you should be wearing appropriate clothes for". The details and descriptive language throughout the story keeps the readers mind in context with the fact that the girls are half naked with no shoes in a grocery store.

This story was very detailed and descriptive throughout on what the girls looked like to how the whole store was laid out in a pattern. Even though the narrator is not up front or announcing that he is going to make a life changing choice, the readers are still emotionally connected to agree with the narrators decision in the end of the story.

Week Five

Reading Two: "The Thing in the Forrest"

1. Historically, Byatt’s story relates to events surrounding WWII and the evacuation of English children to the countryside to protect them from city air raids. The “thing” in the forest becomes a symbol of the terror of war. Historians have noticed similar trends in other cultures: some have argued, for example, that the Salem witch hunts were really based on the people’s fear of Native American attacks, which were then translated as fear of local witches conjuring evil spirits. Think about your culture today—is there a tragic event that has been translated into stories?

Mayan came to the conclusion that the world was going to end in December 21, 2012. They had a calendar that was set for the end of the world on December 21, 2012. This ancient culture predicted that a fifth sun would appear and the world would end. As we can see this prediction did not happen; however, there is a movie that was made to dedicate the tribute too--"2012".

2. What other monsters does the “loathly worm” resemble? Do some digging and see what you can uncover in literature, art, or other media (movies, games). Offer a summary of your findings, including images or links to resources. 

Another monster that resembles the "loathly worm" is the snake in the Harry potter movie "The Chamber of Secrets". It was known that if you looked directly into the snakes eyes you would die from being in the petrified estate. The snake was a symbol of evil trying to take over and to find the snake the characters had to gain a curiosity to find out what was petrified everybody. Both books exhibit the characters curiosity to find out what the evil creature was and the creature for both stories was known as evil and life threatening. Both creatures actually seem to have some characteristics in common as well.

Week Five

Reading One: "The Birthmark"

1. Modern readers often complain that Hawthorne’s archaic writing style is too difficult. Take a passage (2-4 paragraphs) of “The Birthmark” and write a new, updated version. After your adaptation, write a paragraph explaining your choices and what you learned as a result of this activity.
Passage:

 "Such a union accordingly took place, and was attended with truly remarkable consequences and a deeply impressive moral. One day, very soon after their marriage, Aylmer sat gazing at his wife with a trouble in his countenance that grew stronger until he spoke.

"Georgiana," said he, "has it never occurred to you that the mark upon your cheek might be removed?"

"No, indeed," said she, smiling; but, perceiving the seriousness of his manner, she blushed deeply. "To tell you the truth, it has been so often called a charm, that I was simple enough to imagine it might be so."

"Ah, upon another face perhaps it might," replied her husband; "but never on yours. No, dearest Georgiana, you came so nearly perfect from the hand of Nature, that this slightest possible defect, which we hesitate whether to term a defect or a beauty, shocks me, as being the visible mark of earthly imperfection"."

"":"

"

Passage updated version:

"A traditional wedding was celebrated by the union of a a woman with a birth mark and a man of high intelligence. One day, shortly after their marriage, Aylmer sat gazing at his wife's birth mark that baffled him until he brought the birth mark up in a discussion with his wife.

Aylmer said to his wife, "Georgiana, have you ever thought of the possibility of removing your mark that lays on your cheek?"

Georgiana whom was smiling; but, recognized the seriousness in Almyer's question blushed deeply and responded, "No, all my life the birth mark has been called a charm, that i was special enough to encounter such a beauty mark."

Aylmer responded, "Such a mark does not belong on your face, but on another person's face. No, dearest Georgiana, you came so close to being the perfect human; however, you encountered a small defect, which we can not determine whether the meaning of the mark is of defect or beauty, I believe the mark is a visible mark of earth's imperfection."


My choice and learned:

I choice the part that Aylmer and Georgiana talk about her birth mark for the first time. This is where the story reveals what the audience will be reading about. I was star struck on how both Aylmer and Georgiana both had complete opposite views of how to interpret her birth mark. I learned there are many ways to express ones feelings and that we live in a word full of language, which we must dissect ever aspect of the form of language just to understand the meaning behind the words that are being spoken.

2. Modern readers often find Aylmer’s reaction to the birthmark and Georgiana’s acquiescence to its removal outrageous. But is it really? How do people today still succumb to outside pressures in regard to appearance? 

All the years that humans have been alive, image has been everything. Way back in the days heavy set woman were viewed as great children bearers. Now days woman have life threatening surgeries and eating disorders just to have the image that society portrays as "perfect". The fact that Georgiana was willing to let her husband put her under a life threatening surgery to change her appearance for her husbands sake is not outrageous for woman actions.

Week Four

Reading Two: "Interpreter of Maladies"

1. What is the general temporal and geographical setting of the story? How important does the setting seem to be to the story?

The temporal setting is June and the geographical setting of the story is in India. The setting is quite important to the story. The setting helps explain the difference of people for instance the Das family look Indian but they traveled from America. The Das family is going back to their roots and and becoming one again as a family.

2. What is Lahiri trying to teach us about effective communication and ways of relating with each other when we don’t share the same culture and values?

Communication is key in any type of relationship. We may not all live on the same soil, but we all live a human life. Mrs. Das and Mr. Kapasi can relate, because the struggles they have within their marriage of communication. The two are not living on the same soil but just opening up to each other they are able to connect their life struggles to each other.

3. Mr. Kapasi finds it hard to believe of Mr. and Mrs. Das that "they were regularly responsible for anything other than themselves." What instances of selfishness or self-centeredness do you find in these characters?

I agreed with Mr. Kapasi that Mr. and Mrs. Das are selfishness or self-centeredness. Mr. Das was more inclined by his tourist booklet and taking photo's and Mrs. Das was more inclined on grooming herself. Both parents avoided the children and fought on who's turn it was to take responsibility for the children. Neither of them wanted to do the parenting job, because they both live their life in regret and now that they have three kids together they feel inclined to live life in a suffering way then to enjoy what they have in front of them.

4. Visitors to Konarak find the Chandrabhaga River dried up, and they can no longer enter the Temple of the Sun, "for it had filled with rubble long ago..." What do these images suggest about changing cultural or spiritual values ?

This image shows us that each culture is driven by some kind of spiritual value. This shows us that India is more spiritual value driven on an every day bases then the life style in America. India is a religious based culture where as American culture is more focused on image.

5. Mr. Kapasi is given foreign tourists because he speaks English. The Das “family looked Indian but dressed as foreigners”(398). What other signs are we provided that the Das family is more foreign (American) than Indian?

Even though the Das family look Indian you can tell their custom life style is American. The way they talk, treat each other, responsibility, dress, necessities, etc. The Das family gave a legit image of an average American life style even though we are all different heritage we share the same values and life styles in America.

6. Mrs. Das sees Mr. Kapasi’s job as an interpreter of maladies as “so romantic” (402). Why do you think this is so? How does that differ from the way Mr. Kapasi sees this job?

When I think of other languages or other accents of a different area of the world the first thing that comes to every girls mind is how romantic! I feel this feeling expands in us because we are hearing a new tone of language then we are use to hearing in our average day lives. Whereas to Mr. Kapasi he views his interpreter skills as a job and not something to admire as a unique talent.

7. Compare the picture Mr. Das takes of Mrs. Das and Mr. Kapasi with the picture of the Das family Mr. Kapasi focuses on at the end of the story.

The picture that Mr. Das takes of Mrs. Das and Mr. Kapasi is when they are eating lunch outside. During the photo session Mr. Kapasi was in aw with Mrs. Das, because her interest in Mr. Kapasi. At the end of the story Mr. Kapasi watches the photo fly away in the air and does not say anything because he realized in the end that the Das family is just another screwed up family like the rest of the world and that he did not need anything to become of the two families for the negative aspects out weighted the positive aspects of Mrs. Das and Mr. Kapasi to keep a "relationship" going.

8. What role does communication play in the story? 

Communication is one of the major roles in the story. The interpretation is seen as romantic and looked highly on and the miss communication between Mr. and Mrs. Das of the affair and Bobby's real father has the whole reason behind the distance of the individuals in the Das family. Mrs. Das just stopped trying in life from guilt and Mr. Das just stopped trying because Mrs. Das gave up.

1. How does it matter--to Mr. Kapasi and this story--that the Das family both are and aren't "foreign"?

Mr. Kapasi feels a connection with the Das family because their heritage is one in the same; however, he feels unconnected to the Das family by the custom of life and way of living.

2. How might his encounter with the Das family alter Mr. Kapasi's sense of what it means to be Indian? Why is it important that this encounter has as its background a visit to ancient Indian religious shrines?

In India you do not hear many stories of "cheating" in relationships as much as you do in America. Mr. Kapasi was reminded of what he believed and looked for in life as a custom of life living of honesty and perseverance. Mr. Kapasi felt his true Indian culture the most when he was looking and connecting to the art of the religious shrines. He then was reminded of what he valued in life.

3. What is the thematic significance of the secret that Mrs. Das reveals to Mr. Kapasi? What is its relationship to the rest of the story and to aspects of human behavior that transcend culture and upbringing?

The secret that Mrs. Das reveals to Mr. Kapasi is the aspect part that Bobby (the middle child) is not Mr. Das child but is Mr. Das friends child. She reveals that nobody knows of her secret but her. In this story you can see that even though we may be the same heritage where you live is what your life style will more likely be at. In India you do not hear much about "cheating" where as in America "Cheating" is a custom aspect of relationships now in these day and ages. So, even though all six of the individuals in the story were Indian heritage they all have a different perspective of value and life style by where they live in the different types of culture.

Summary of my thoughts: I really actually enjoyed this story. The story opened my eyes to how as a human race we are all connected come way in heritage, but as humans we choose our own life destinies of life style, customs, living area, etc. As humans we all have struggles and we all have decisions we make. We are in charge of our own lives and yes our lives may be directed in a direction by the area of custom we grew up in or live. This story shows how big of an impact cultural areas have on a persons life, all we have to do as humans is discover what we truly believe in for the way of living. This story also shows how communication is key to every day life no matter your culture or heritage.