The Power of Sight

What a character sees is a crucial motive for actions throughout Frankenstein. It the climax of the novel, when the monster pleads with Frankenstein to create a companion for himself, Frankensteingains compassion and agrees to create a companion only after struggling with indecision. Every time Frankenstein would look at the monster, he would not comply with he monster's desire, but when he only heard the monster, he would regain his compassion and agree to create a companion.

Yet again in the novel, the monster witnesses a similar situation. "When [Walton] again cast[s his] eyes on the lifeless form of [his] friend [Frankenstein], indignation [is] rekindled within [Walton]" (187). Unpleasant thoughts are provoked by unpleasant sight, which is often associated with the monster and the results of his murderous actions.

Sight is perhaps the most powerful sense a being possesses. A single glance creates strong emotions. Unfortunately, Frankenstein shows the darker sides of man: his reliance on sight to judge someone and act in a negative manner. Maybe if sight were absent, the monster would have lived a normal human life, one of

no judgement and reactions based on looks.

Knowledge

Knowledge comes in many forms. There is basic knowledge: how to brush your hair and teeth, how to speak and move, how to put your shoes on. This knowledge allows a person to perform everyday tasks and is gained through observation of those around us at a very early age. It is often taught by our parents. However, there are more complicated forms of knowledge that can alter a life in a profound way and which is unique to a person. Everyday in school students, driven by their distinct passions and interests, gain knowledge of math, english, science, and more. However, is there ever a point where this quest for knowledge gets too far?

I believe that once knowledge can harm a being, it has reached beyond its limit. This harm can be towards the seeker of knowledge himself or towards others. In the case of Frankenstein, his quest for knowledge impairs his mental sanity and the well-being of others. Because of his extended knowledge of natural philosophy, therefore allowing him to create a monster, he believes he has caused the death of loved ones.

I am interested in studying science; however, I must always remember that I should not reach my experiments beyond the acceptable limit (which I believe exists). I will not risk the lives of others in order to gain knowledge. Knowledge should be used to help others and not for selfish curiosity, which is what Frankenstein did. Selfish curiosity sounds familiar--the story of Adam and Eve might come to mind. There is a point at which we must control ourselves and realize the consequences of our actions including the acts of pursuing knowledge.

Mythological/ Archetypal Criticism

As I understand it, a main aspect of mythological/archetypal criticism is analyzing and finding archetypes to better create understanding of the text. Archetypes are generalizes characters that embody meaning. For example, there is often a character in a book that is the power-hoarding king or leader. We can consider Hitler and Mussolini, two terrible dictators, to both embody this archetype. Then there is the "damsel in distress" archetype, as Mr. Burke likes to call it. This includes Rapunzel, Cinderella, or even the girl next door. Archetypes can simplify a character into a generalized category, comparing that character to others, in order for the reader to better understand that character. Besides the archetypes present in novels and even real life, mythological/archetypal criticism deals with recurring images and themes as well. Colors can represent specific feelings. For example, red can signify pain. Images of circles represent the circle of life. Every aspect of the novel adds up to create and support a "collective unconscious" of the human race.

The First Six Weeks of Senior Year

The first six weeks of Senior year have been nothing like any of the past weeks of my life. First of all, my classes are much harder then before. Last year I took just as many AP's, but for some reason this year the AP's are harder. Literature makes me come up with ideas I have never even considered before. I have never taken a science or social studies class that make me use math like AP Physics and AP Economics. There is so much critical thinking required of me this semester, but I am enjoying it. I like to be challenged and expand my thoughts. The only class I don't enjoy as much as the others is AP Statistics. I am slowly learning to value w

hat we are learning; however, I do like "normal" math such as Calculus better. Throughout all of my classes and outside of school, one important act applies: do not procrastinate. I think I am doing a relatively good job at this. I am trying to minimize my stress related to homework and college applications by getting them done early and planning ahead of time. I cannot let "senioritis" overcome me at any point this

year. I am excited to see the outcome of all of my hard work these last six weeks and this semester.

Reflections for the New Year

This past Thursday was Rosh Hashanah, the Jewish New Year. On this holiday, we reflect on this past year, the good and the bad. We all think about what we would like to change and how we can do better. This year, I do not necessarily want to change all of my habits at school. I want to continue to work hard in school and absorb as much information as I can. However, what I can improve upon is my overall knowledge. Afterall, that is what school is for. I am learning how to convey my thoughts as words in various essays for AP Literature class. I feel as if I have learned a lot already in this new year of school. In addition, as I reflect upon my life outside of school, I must do the same and learn how to convey my thoughts more effectively. My mom always gets mad at me about our communication. As my mom wishes, I must learn to convey my thoughts so that she can better understand what I am trying to say and feel.

This coming year will bring many changes. I am starting senior year in the beginning, and by the end, I will be starting college. I do not know which college, but that is what makes a new year special. The questionable future, the unknown is abundant, and the possibilities are endless. I am excited to see what I make out of the year of 5771.

Critical Response- "Bartleby, the Scrivener"

In "Bartleby, the Scrivener," Herman Melville explores two characters and their differences in ways of dealing with conflict; however, the two characters exhibit similarity as well. In the beginning of the story, Bartleby is first viewed by the reader as a shy, diligent man. However, as the story progresses, Bartleby begins to show his real character and feelings. He "prefers not to" do his work. He would rather shut out the world and retreat to his own lonely thoughts at his desk. Bartleby deals with personal conflict but shutting down into silence.

On the other hand, the narrator/boss differs in his methods by being more upfront and attempting to get closer to Bartleby. He goes not hide behind his desk in silence; he reacts to the conflict between himself and Bartleby by asking Bartleby abut his life and talking t

o him. Just as Bartley's method does not help his situation, this method of getting closer to the conflict does not help to relieve the conflict either.

Even though the characters are contrasting in their methods, the boss trying to get close to Bartleby while Bartleby is trying to distance himself from all others, the two share the same passivity. They both "prefer not to" do various tasks. The boss tries to get closer, however, he never fully commits, afraid of the mysterious ways of Bartleby. He confronts Bartleby about not doing work, but then easily gives up and gives Bartleby whatever he wants. There is never a clear line dividing the methods of Bartleby and his boss.

Reactions to Change

Reflecting upon this last week's events, I realize that many of the messages of the stories and poems we talked about in class apply to my life this week. In "Bartleby, the Scrivener" by Herman Melville, the piece of literature explores the possibilities of an unknown world, one that many wish to be true. I am referring to Bartleby's situation in which he does absolutely nothing, neglecting his work, only resulting in sympathy and wonder from his boss. I did not feel like doing any work this week for multiple reasons; however, I knew that if I did not complete my required tasks, I wouldn't just get looked at with wonder; it would affect my grades and overall education. I cannot be carefree like Bartleby; I cannot just ignore my duties.

In addition, I realize that my life at this point in time reflects the poem "Lot's Wife" by Anna Akhmatova. I have had many changes this week that were as sudden as Lot and his wife getting a notice from an angel saying that they have to leave their home. I feel the pain of Lot's Wife, wanting to look back at what she is leaving behind, what she is losing and has lost already. And just like the wife, I cannot help but do so. Thankfully, I do not turn into a pillar of salt when I look into the past. However, looking back does root me in my place of pain just like looking back at Sodom makes the wife's "body flak[e] into transparent salt, her swift legs rooted to the ground." I must learn not to ponder on the past, but look forward to the future so my mind and legs may be swift again and leave this place of pain.

Critical Response- "Three Girls"

"Three Girls," a short story by Joyce Carol Oates, is not just a story about two young women enthralled by the prescense of a celebrity in a New York bookstore, but the changing roles of women in today's society. On the surface, a reader can pick up the fantasy-like prose that Oates uses to create the desired mood of the unique night. Oates describes the girls as "drifting through the warehouse of treasures as though an enchanted forrest...enchanted by books," (77). Then the fantasy continues as they see Marylin Monroe in the bookstore.

However, this is where the role of women today comes into play. Marylin is not what the two girls expected. There was "no leading man, no dark prince...This Marylin Monroe required no man," (79). Oates is using Marylin as a symbol of the tamed, beautified woman of the olden days. However, she uses this character ironically to make a statement: women can be intellectual; they can wear men's clothes and go to a bookstore. Women are now independent as defined by not only their thoughts, but their sexuality as well.

In the end of the story, Oates reveals the real reason for the fantasy-like night: "that magical evening...when I kissed you for the first time." Oates builds up the story, breaking down the typical roles of women, and then she adds to the destruction of women mores by saying that the two girls kissed. Oates shows that the girls can be typical members of society, awestruck by a celebrity like everyone else in this world, and still be homosexual. Oates skillfully shows throughout "Three Girls" that there is a new type of woman nowadays.

Shakespeare in an ipad?

http://www.cartoonistgroup.com/store/add.php?iid=48062

Last week Mr. Burke and I were discussing the future of literary works. Would all novels be turned into multimedia on kindles and ipads? How soon? For me, these thoughts are a little frightening. Unlike this cartoon depicts, I think that, like myself, Shakespeare would not be happy at all with the way novels are turning into digital files. I think books should be enjoyed thoughtfully, not read "on the go" as the ipad promotes. I like to sit down and allow myself to soak up the imagery and ideas of the literature. In addition, I'm beginning to get into the habit of underlining and making notes in margins while I read so I can keep track of the important details. That won't be possible anymore if I can't write on my books. My education would be impacted.

But more importantly is how this change would affect the writing itself. Imagery is what makes a book seem realistic, what connects a reader to the text (as I read in our textbook this week). If a novel is put onto a mini-computer so that a person can click and see a video of the imagery instead, it would take away that much more from the writing. My theory is that the writers would become lazier and think "I don't feel like describing that sunset. I'll just go find a picture." In addition, after much contemplation about what literature even is, my definition does not include pictures. I believe a piece of literature should be able to use such precise word choice that that should be enough. What happened to the days when, after a frustrating day of dealing with computers and other technology, the book was always there? The book- complex in ideas yet simple to operate. That is quite satisfactory for me.

Breaking the Cycle- Good or bad?

This past week in class, we analyzed the poem "The Second Coming" by W.B. Yeats. As we discussed the poem, we came to realize a common theme: life is a cycle. In the poem, Yeats is critical of the second coming (the coming of Jesus), saying that it threw the world into anarchy; a world where "the ceremony of innocence is drowned." In this case, Yeats makes it clear that going off of the familiar cycle is bad; however; is this act always bad? My answer to that is no. This weekend on BHS's advanced leadership retreat, we broke from the cycle of our normal weekend routines and broke out of our comfort zones. One the second day we participated in the "cross the line" activity. The walls that usually suppress emotions were broken down, and our trust was built up. In the end, we all agreed it may have been a difficult experience, but a worthwhile one as well. Once we broke for the cycle of routine, our eyes were opened to the truth of the cycle of rumors and teasing, difficulties of life and death. I invite everyone to break the cycle, to open their eyes to something new. Most likely, it will make "things fall apart" in a good way.

Academic Literacy evaluation

READING:

1. Books I read this summer:

-How to Read Literature Like a Professor by Thomas Foster

-The Brief Wondrous Life of Oscar Wao by Junot Diaz

-Goldengrove by Francine Prose

-The Pity of it All by Amos Elon

2. All other things I read:

-Articles in Seventeen magazine

-A few chapters of about 4 other books

-Blog (created by myself and 2 others) and websites on Renewal of the Jewish Community in Berlin (for a program)

3. none

4. I like to concentrate when I read, so that usually requires a quiet space. I also like to read large amounts at a time, sometimes even a whole day. I sometimes do spread out my reading though. Before I read, I sometimes go back and read a couple paragraphs so I remember what is happening. I don't really do anything after I read usually (unless there is homework).

WRITING:

I am generally a good writer. I am good at grammar and punctuation. I could work on my vocabulary more. Sometimes it is hard for me to organize my thoughts into an outline. However, once in that format, I stick to the topic and my ideas are organized well.

THINKING:

One of my strengths is my "capacity to work hard and to expect high standards." I see this as a strength because working hard always leads to success. Even if I'm not the smartest person in the class, I can work hard to understand the book or do the assignment just as well. Having high standards for myself is key to doing well in any academic situation. Having too high of standards can hinder success though. I can't let a bad grade get me down and stop me from trying. I should learn from the experience and just work that much harder.

One of my weaknesses is not contributing to class discussions. I tend to be quiet and like to observe rather than participate. I am trying to work on this. Not participating in class discussions is bad because then I don't get to share my ideas with the class. Therefore, the others cannot learn for me, and they cannot disagree and start an intelligent conversation or debate with me. In addition, not contributing more is hindering my education because I am not getting all of my questions answered.

ACADEMIC LITERACY:

Main ideas:

1. Students are more willing to do the work and be diligent, but less willing to communicate and ask questions.

2. Critical thinking abilities need to be taught. They are crucial and should be encouraged.

3. Students should be exposed to many types of rhetorical strategies so they can develop their own.

Respond:

I agree with the ideas in the excerpt. I have experienced this first hand. I am very willing to out in the hard work, yet I am less willing to question and communicate. I see this among many of my peers as well. I have also heard several teachers bring up this dilemma and agree with what is stated in the excerpt.

Summer Reading 2010

This summer I read three books for AP Literature: How to Read Literature Like a Professor: A Lively Entertaining Guide to Reading Between Lines, by Thomas Foster; The Brief Wondrous Life Life of Oscar Wao, by Junot Diaz; and Goldengrove, by Francine Prose.

I found How to Read Literature Like a Professor to be a little obvious and repetitive, especially when discussing irony. However, the part that I thought was very helpful was about water and how it is a cleansing rebirth. It is like baptism. This is show to be true in Goldengrove when Nico goes in the water at the end of the novel and then comes out as a different, happier person.

I enjoyed reading Goldengrove. It was a thoughtful novel about growing up and dealing with grief at the same time. That was the common thread between this novel and The Brief Wondrous Life of Oscar Wao. Goldengrove was more straightforward. Oscar Wao was more complicated due to the switching of narrators and time periods, the usage of Spanish vocabulary, and the more complex symbolism such as the men with no faces. Oscar Wao has a lot of vulgar language in it, but it is crucial to express the anger the characters feel and the negative tone and mood of the book in general. I would definitely recommend these two novels.