It Was...

It was not what I expected. Going into highschool, I expected it to be super easy. My brother is six years older than I am, so I was able to witness and observe his high school experience and how it went for him. HE NEVER DID ANY HOMEWORK. To this day, I still do not know whether this was because he simply did not do it (most likely the case), or if he got it done during the day at school, or if he just was not assigned any. Regardless, this completely shaped the perception that I had of what high school was going to be like as I started out my freshmen year.

It was most definitely NOT easy. I think that the IB Diploma Programme is undoubtedly the hardest thing I have ever done and I might even argue that it is one of the most challenging things I will ever do. There have been so many times throughout these past two years where I have wanted to pull my hair out, shove a fork down my throat, drown myself, etc. rather than do the 10 pounds of IB work I needed to do. I cannot say this for certain quite yet, (because I have not taken my exams and do not know how I will score on them), but I truly believe it was worth it. Looking at it solely from a logical standpoint, there is no way that I could have been valedictorian if I had not done IB.

But more importantly, IB has taught me a lot, about myself, about the world around me, about life - the list goes on. I have learned what I like, what I do not like, what I am good at, what I am absolutely horrendous at, and I owe all of that to the rigorous (where's Baron?) nature of the program. I believe that we learn the most about ourselves based on how we behave during hard times, or stressful situations. Not only that, I have developed so many valuable skills, like writing good quality, lengthy papers in short amounts of time, which I definitely believe will come in handy in college, public speaking, communicating my work to others, analyzing ANYTHING, and so on and so forth.

It was a heck of a ride but I can say wholeheartedly that I'm glad I did IB. Ask me that same question two months ago and I probably would have told you differently, but looking back in retrospect now, I am confident in that statement. I honestly do not believe that anyone will be as prepared for college, and life, as IB students are. I even think college might be easy in comparison (knock on wood!). It was the best of times, it was the worst of times, it was IB/high school.

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Witty Whitman

It is very clear to see that Whitman's notebook was not initially intended to be presented to the public - the large amount of scribbles, crossed out words and phrases, and misspelled words indicate that Whitman was simply using this for his own purposes, writing down his thoughts, without spending much time making it look "pretty." Because of the disorganized nature of the notebook, I have a feeling that Whitman had no intention of showing this notebook to others. I think that the state of Whitman's notebook reveals that he merely needed a place to keep record and track of all of his ideas and thoughts and that as long as he could understand his chicken scratch, that was all that mattered. 

There are several different themes of ideas that I can make out in the notebook. Phrases like "the Jew the Christ" reflect religious allusions. Additionally, there are many indications of the creation of a brochure in which there would be an ongoing dialogue between Abraham Lincoln and Whitman himself, with Lincoln referred to as a "President elect." There is also evidence of other languages present in Whitman's notebook with the word "Libertad," liberty in Spanish, repeated a few times. I also notice some talk about the monarchy with words like "throne," the "Queen of England," and the "Queen of Spain."

On almost every single page of Whitman's notebook there is a stamp that has the general shape of a seal with the words "This Liberty of Congress" written on it and a bird-like symbol in the center. There are many pages in the notebook that have drawings of a man with a large beard and lots of hair, most like Whitman himself. I think that all of these observations reveal a few key things about Whitman. One, that he had a lot of ideas about a lot of different things, many of which resulted from personal experiences, things he observed about the world around him, and major events that were occurring at the time. And two, that Whitman had strong opinions about a lot of these controversial issues of the time and was not afraid to voice them - he wanted unity.

After reading what Whitman actually wrote and why he wrote it, I now know that the conversation between him and Abraham Lincoln that he wrote about never actually happened, and was all imagined. This is significant because it reveals that Whitman most likely very much wanted to speak to Lincoln, but was either never able to or for some other reason, did not. I can also now add to the observation that I made about the religious allusions - Whitman was apparently proposing a four-sided version of God, one that included both Christ and Satan. I think that this might be a reflection of Whitman's strong aim of unifying everyone and being as all-inclusive as possible - he very deeply wanted equality and justice for all, regardless of race or religion. Prior to reading this document that deciphers Whitman's notebook, I was unsure as to the rationale behind the use of the Spanish "libertad," but now I know that Whitman was likely trying to point out that his ideal of freedom was not limited only to the United States. This makes a lot of sense, as Whitman was American and many of his ideas were likely taken as goals for his country, not necessarily for the entire world.

^^^ Can we please go?! Field trip???

Life is but a dream

Where I am today can be attributed largely in part to the idea of the American Dream. In my opinion, the American Dream can be defined as the ideal ability for ANYone to be able to come to the United States and achieve success, no matter where one comes from or what his/her past is like. I was born in Argentina and moved to the US with my family when I was only two years old. Since then, we have been blessed with the ability to work hard in order to be successful and achieve our goals. Fortunately, in our particular case, our cultural background has not significantly hindered our capacity to become as prosperous as we desire - I have received a wonderful education, been admitted into amazing universities, and received a very prestigious scholarship, and my parents have stable jobs, like many other American citizens.

However, I know that this is not the case for all immigrants. Sadly enough, many are not given equal opportunities or do not receive the fair and equal treatment that they deserve. In an ideal world, all individuals would be able to have the same shot at success - if one works hard, he/she achieves the goals they set out to reach. The fact that this is not a reality has to do with Americans' attitudes. There are many Americans that simply do not possess open mindedness or have a mindset that is all-encompassing of various perspectives, cultures, and races. Many of these Americans are the same individuals that have very strong opinions about wealth, and poverty. There is a very widespread perception held by many in America that being wealthy (money-wise, in this case) is synonymous with being happy, and that if one is rich, he/she has achieved the ultimate goal. Because of this, many believe that those who immigrate to the United States from other countries do so as a result of a desire to take opportunities, money, and wealth away from the citizens that already live in America. Most of the time, at least in my opinion, this is a misconception and cannot be rationally argued. Nonetheless, it is the stance of many in this country.

I am personally of the opinion that all should be given equal rights, opportunities, and the same ability to succeed. I think that my beliefs are derived greatly from my personal context - being an immigrant from Argentina. I have experienced firsthand what it is like to work hard, in another country, and not be recognized or rewarded for it. What is so great about the United States, or at least the potential that it has, is that if one works hard here, he/she can succeed and receive the accolades they deserve. This is a very large factor, from my background, that influences my hardworking nature. As a result, my personal definition of wealth does not revolve so much around money, but more so just abundance or profusion of anything. Wealth to me is synonymous with plentifulness, happiness, and achievement, but not necessarily associated with money. In my opinion, money cannot buy happiness. The American Dream is about being successful as defined by an INDIVIDUAL's definition of success and achievement. Success means different things for different people and that is okay. What is not okay is denying others the right to be successful.

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Translation

Translations:
#1: As Gregor Samsa awoke one morning from uneasy dreams he found himself transformed in his bed into a gigantic insect.

• diction (connotation/denotation): "Gregor Samsa" = original German name; "awoke" rather than "woke" = more active, more formal; "uneasy" vs "troubled" or "agitated" = less gravity, more simple, less dramatic; "transformed" rather than "changed" = more of a change; makes the reader think that more drastic measures took place; "gigantic insect" = more formal than "bug", but less extreme than "monstrous"
• syntax: lack of commas (should be one after "dreams")
• imagery/details: includes "in his bed" unlike some of the other translations which adds another detail into the mix/creates a more detailed visual for the reader; "gigantic insect" leaves a lot of interpretation
• structure: by beginning with "As" it feels like much more of story-like sentence than some of the others; the act of being changed into a bug is perhaps not as emphasized in this sentence, in comparison with the others

#2: Gregory Samsa woke from uneasy dreams one morning to find himself changed into a gigantic bug.

• diction: changed to "Gregory" rather than "Gregor = loses original German vibe; "woke" = less active/less commonly used ('woke' is more often used in combination with the word 'up'); "changed" = less drastic than "transformed"; "bug" = more simple than "insect," and therefore more easily understandable/conversational
• syntax: active voice; lack of punctuation of any sort
• imagery/details: "bug" and "changed" are much less detailed/not as descriptive; leave less room for interpretation or imaginative thinking
• structure: very straightforward and to the point w/ active voice; by starting with "Gregory Samsa," it gets straight to the point of the sentence without a lot of extra 'fluff" or elaboration

#3: When Gregor Samsa awoke from troubled dreams one morning he found he had been transformed in his bed into an enormous bug.

• diction: kept German "Gregor"; "troubled" is more negatively connotated than "uneasy"; "transformed" = more extreme than changed, implies that this change into a bug is more significant; "enormous," although different from "gigantic" has a very similar connotation, both express very large sizes
• syntax: lack of commas - should be one after "morning" and could be commas around "in his bed"; very wordy/lacking proper and/or sufficient punctuation
• imagery/details: "troubled" implies that Gregor's dreams are more negative and the reader therefore thinks of more scary/disturbing potential dreams; including "in his bed" adds another detail to the description
• structure: cause-and-effect structure; by beginning with "when...", it sets the stage for the main action - "he found he had been transformed"

#4: One morning, upon awakening from agitated dreams, Gregor Samsa found himself, in his bed, transformed into a monstrous vermin. 

• diction: German "Gregor"; "upon awakening" = much more formal; "agitated" = very dramatic word-choice. loaded word; "monstrous vermin" = very elevated vocabulary. much less commonplace, along with "transformed"
• syntax: much more punctuation and commas; "upon awakening from agitated dreams" and "in his bed," because enclosed by commas, are more of side-notes and are to be treated with less importance
• imagery/details: a lot of imagery present as a result of the elevated and dramatized language; "monstrous vermin," for example, allows the reader to think up the most terrible visual possible
• structure: introductory clause; happening in the past; story-like with details enclosed in commas

The shifts in diction, syntax, imagery, punctuation, and structure in each of these translations greatly affect the meaning. Although the sentence being described never changed, simple alterations and tweaks to it made it seem as though each new phrase was initially created, from scratch, on its own. Where emphasis is placed in a sentence greatly determines how the reader will read it and what he/she will learn from it. For example, with the first translation, it flows through very nicely, lacking sufficient punctuation, and forms a story-like narrative. Since this sentence is so one-toned and rolls off the tongue very easily, the reader might not realize the significance of the transformation of Gregor as quickly or as easily, compared with the other translations. Additionally, the fourth translation includes a lot more commas and is much more punctuated, which has the effect of hinting at the reader what is most important in the sentence and what is merely extra detail or description. The phrases "upon awakening from agitated dreams" and "in his bed" are both enclosed by commas and therefore imply that they should not be emphasized as much as the main point of the sentence - that Gregor Samsa found himself transformed into a bug.

I think that the last translation, which utilizes punctuation the most, is the most effective because by emphasizing key components of the situation at hand, it most clearly illustrates the element of absurdity. It also is the translation that uses the most elevated and advanced diction, with words and phrases such as "upon awakening," "agitated," and "monstrous vermin." With descriptive vocabulary like this comes imagery and the ability for the reader to interpret the content for his or herself and visually imagine the scenario.

It was so easy to describe each sentence in a unique way, which, in this case, is not a good thing. Theoretically, it should have been very hard for me to find meaningful differences between the various translations because that would mean that they were translated well and true to the original. This brings up the difficulty of reading translated texts - How can we be sure that what we are reading is what the author really wanted us to read? How can we be sure that it hasn't been altered enough for the meaning to change? This activity has made me much more aware of the dangers of translating and has made me realize how much altering even just a few words can change the meaning and tone of a sentence, especially because The Stranger was translated.

Blog Post #11

Freebie (unfortunately)

Never judge a book by its cover........oh wait

Cover 1

Cover 2

Cover 3

Cover 4

Cover 1 portrays a lot of green - plants, grass, trees, and natural elements. There is a girl, most likely Kathy, sitting in the shrubbery with a lonely, melancholy look on her face. The intended purpose of this cover might be to illustrate that there is one central character in the story - Kathy. It could also be that the cover artist wants to depict the sadness and loneliness that Kathy, and all the students at Hailsham for that matter, many times feel. Maybe this cover is playing off of the “woods”??

Cover 2 is much more of an illustration than a photograph. The three other covers all seem that they could be photographs – they contain elements of reality – but this one clearly is a drawing or an art piece. It has very blurred out lines that convey motion, as well as bright colors – blues and yellows/oranges. Again, we see one girl on the cover, just like Cover 1. However, on this cover the girl’s face is not shown; we only see her silhouette. I think that this cover might be attempting to portray movement. I might even go as far to say that I think this cover is showing Kathy when she used to dance to her favorite song on her tape, Never Let Me Go. This cover seems to be attempting to depict a happier, freer portrayal of Hailsham and the clones than the other covers.

Cover 3 shows a small canoe tied to a post and a lake surrounding it. The entire cover is composed of the same color, with different shades – it is monochromatic. The color choice however, at least for me, is very dark and eerie. The shadows present on the cover give off a frightening aspect. It is significantly more difficult to draw a clear connection between cover and book for this cover than it is with the others – how could this possibly relate to Hailsham and Kathy’s story?! Well, maybe the artist wishes to illustrate not similar objects, but a similar vibe. By using shadows, dark colors, and a single, isolated kayak, the cover artist conveys a lonely, sad, and depressed mood for the audience, very similar to the one that results from reading Never Let Me Go. In this sense, Cover 3 is a lot like Cover 1 – they both portray sadness, seclusion, and loneliness.

Cover 4 is definitely the most sinister out of the four, with the darkest colors and the most unappealing, unnatural font – it is uncanny. It can be made out that there are trees in the background, which I think are most likely the mysterious and scary “woods” that surround Hailsham. In this sense, this cover could draw a parallel to Cover 1 – both illustrate nature and trees, which could be perceived as the woods. But not only that, this cover also has a very strange design that goes all around the words on the cover. It seems to be made out of wire or something of the sort, and forms various different shapes. It is very hard to make out what the purpose of this pattern is, similar to the troubles encountered with Cover 3, because neither of the two directly connect to the story of Hailsham and the clones. But, both are very dark and scary covers that relay the same mood that is relayed in the novel.

The first words that come to mind when I look at Cover 2 are carefree, young, and bliss. It makes me think of a better time when I was younger when everything was so simple and effortless. Contrastingly, the first words the pop in my head when I see Cover 4 are AHHH!, darkness, mystery, and eerie. It makes me think of a dark forest at night or a haunted house or a scary/horror movie.

If I hadn’t read any of the novel, Cover 2 would make me think that the novel was about a young, happy girl growing up in a cultural family. The dark hair and bright colors on the cover relay the message to me that a specific culture would be addressed in the story. However, now that I’ve read the novel, I know that the girl is Kathy and that this is her dancing around in her room while listening to her favorite tape, and instead of being a happy girl, this is showing her during one of the only times that she is truly happy. The story isn’t happy, but Kathy sometimes is. If I hadn’t read any of the novel and looked at Cover 4, I would think that the novel was a horror story about a girl that lived near mysterious, scary woods, surrounded by barbed wire, who one day went into them and never came back. Now, after reading the book, I can draw a clear connection between the cover and the story – these are indeed “the woods” outside of Hailsham that all of the students have heard terrible myths about – that once you go, you never come back. In that sense, my thoughts before and after reading the book looking at this cover are similar, but I now know that these woods are not central to the storyline, whereas before reading, I would have thought that they were.

In Cover 2, Kathy seems to be portrayed from the perspective of Madame. Madame walks in on Kathy dancing to her favorite song on the tape and just stands there staring at her, meaning that she would have gotten a very good look at Kathy. But, Madame is very wary and uneasy around the students, which would explain the blurred lines around Kathy on the cover. Maybe Madame doesn’t fully accept or understand that the clones have souls and are just like real people – just like her. On cover 4, it is not “who” is portrayed in question, but rather “what” is portrayed, and it is the woods. I think that they are shown from the perspective of the students at Hailsham, for they are all deeply frightened by them and have a very negative, dark impression of them, explaining the dark colors and tone of the cover.

Something I notice about Cover 2 is that the author’s name is very large – larger than the title of the book – therefore placing a lot of emphasis on it. This might mean that the girl is drawn from his perspective and she could very well be drawn as a Japanese girl (he is from Japan). Almost all, if not all, Japanese people have dark hair. Miss Emily does explain that the cloning program is national and worldwide, which would allow for this idea, that Kathy is drawn as Japanese girl, to be valid. As far as Cover 4 goes, all cultures have forms of scary myths, which makes it very hard to say that this cover is from _____ culture or country.

The kinds of people that would make Cover 2 would perhaps be a globally-minded company, because we see ethnic and cultural accents on the cover, especially the dark hair color aspect. I think that the kinds of people that would therefore read the book with this cover would be readers who enjoy learning about different cultures and, again, globally-minded individuals. The kinds of people that would make Cover 4 might be the same people involved in making scary movies or horror movies. I think a lot of experience and expertise is needed in order to make a truly frightening illustration like the one on this cover, which explains why I drew this inference. I also think that the kinds of people that would pick up this book and buy it because of the cover are those who love horror stories and who are intrigued by the uncanny. 

Once upon a time...

Link to TED Talk: https://www.ted.com/talks/aspen_baker_a_better_way_to_talk_about_abortion?language=en

The TED Talk that I chose to watch was about "a better way to talk about abortion." However, Aspen Baker does not limit her approach to solely be applicable for abortion, she states that her innovative "pro-voice" method and stance can be extended to encompass many different debatable, polarizing, and political issues and controversies. Pro-voice is a better alternative to "pro-life" or "pro-choice," positions that force women to choose a side, and encourages conversation and talking, rather than fighting. The two major components of pro-voice practice, as described by Baker, are listening and storytelling. Together, these two active ingredients blend to create a culture and a society that values what makes us special and unique, and what makes us human. This way of thinking allows us to see our differences with respect instead of fear. Our experiences exist on a spectrum and are not defined by our single right or wrong decisions.

Side note, these ideas about embracing our differences and realizing just how much our memories shape who we are parallel almost exactly with the main points that we will be covering in our new unit, Never Let Me Go. The novel tells a story that emphasizes the impact that our relationships that we had growing up will have on us for the rest of our lives, and how, although each and every one of us will remember specific conversations and moments differently, we carry them with us and they shape who we are - what makes us unique and special. Just the same, the pro-voice stance also creates a culture that values what makes us special.

The purpose of this TED Talk is to not only inform and educate the audience about the pro-voice stance and the importance of sharing stories and experiences, but also to convince all to adopt this position eventually. Baker wants to shift the focus away from that of society, particularly politics - the idea that all debatable issues have two opposing arguments and individuals must choose a side to fight for, and on to this new perspective - the idea that instead of two polarized opposites, our experiences truly exist on a spectrum and that we should embrace that fact and therefore embrace our differences as humans.

Because Baker personally has experienced what she is speaking about in her Talk, - she has had an abortion - she is a very credible source of information, which plays on ethos, or ethical appeal. She only developed this new way of thinking because she went through it all herself and was actually forced to face the challenges that she describes. When she found out that she was pregnant, she explains that she did not know what to do, "how to decide," or "what criteria [to] use." She describes her background and the circumstances that she grew up in - everyone in her family was pro-life, so abortion always seemed out of the question to her. Her friend Polly enlightened her about the fact that she was not alone and that abortion is something we can talk about. For all of these reasons, Baker is a very credible speaker and she uses those personal accounts and experiences of hers to get her point across.

The use of logos, or a logical appeal, in this TED Talk can be analyzed by looking at the strengths and weaknesses in Baker's argument, her supporting evidence, and her reasoning. Some pros are that she uses her personal experiences to not just inform, but to justify and explain the claims that she is making. For example, because she has had an abortion of her own, she can rightly say that the dialogue around abortion is "political and polarizing." She has personally felt the damaging effects of this societal norm and therefore her opinion is reinforced. However, some weaknesses in the logic of her argument revolve around her lack of concessions to counterarguments - she fails to acknowledge to a great enough extent the opinions that her opponents have and specifically rebut them. Doing so may have strengthened her argument and made her use of logos more effective. Although Baker does recognize the two current stances on abortion, pro-life and pro-choice, the farthest she goes in discussing, let alone rebutting, them is saying that "There is a gap. Between what happens in politics and what happens in real life, and in that gap, a battlefield mentality." If she had provided examples for the counterarguments, or given statistics to discount what they support, her presentation would have been a lot stronger, overall.

Finally, Aspen Baker's use of pathos plays a large role in her TED Talk. Naturally, emotion will be evoked from the audience through her speech simply because the topic at hand, abortion, is a very touchy subject that many people have extremely strong, unrelenting, adamant opinions about. But, there are also intentional attempts made by Baker to make her audience members emotional, such as her deliberate use of loaded language. She uses words like "God," "abortion," "incarceration," and "sexuality." These words hold a lot more meaning, for a lot of people, than their literal definitions and therefore evoke an emotional response - they trigger deeper feelings for many. Baker also utilizes an effective sentence structure in which she, in a way, comes right out and says something before you expect it. For example, she says, " 'I'm pregnant. Not sure what I'm going to do yet,' I told Polly." A more common, orthodox way to structure this would have been to switch the two parts and have the "I told Polly" come before the dialogue quotation. But, by instead employing this arrangement, Baker surprises the audience, for one does not truly comprehend what she is saying until the whole sentence has been said. Another example of this comes when she is describing her childhood, her past, and the conditions in which she grew up - she says, "As a kid, the idea of abortion made me so sad that I knew if I ever got pregnant I could never have one. And then I did." The "And then I did" comes out of nowhere. We expect her, rather, to go on illustrating her family and her ways of thinking growing up. These calculated choices strike the audience hard and tug at their heart strings, and I think this is an extremely effective strategy.

I picked this TED Talk mostly because of the title - "A better way to talk about abortion." Abortion is a very interesting topic to me, especially because of how relevant and current it is right now. Although it is intriguing, it is also very frustrating, and anything that suggests a better approach to it is very appealing to me. This Talk made me realize so many things that I actually believe, but that I just was not aware of - Baker truly achieved her aim, in my case, because she convinced me that pro-voice is the best way to go. All I knew going into this video was that I definitely was not satisfied with the direction that abortion discussions and debates are going in (Planned Parenthood shootings, etc. are a big red flag that something is seriously wrong here) and this TED Talk by Aspen Baker made me realize what the actual problem is - the approach that we are taking. I am so glad that I chose this Talk in particular because it worked wonders on me :-)

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Blog Post #8, Baby

3. Double Indemnity has been called “a film without a single trace of pity or love.” Do you agree with this statement? Think about the motivations that lie behind the actions of Walter Neff and Phyllis Dietrichson when you consider your response.

I do agree with this statement, that Double Indemnity is indeed "a film without a single trace of pity or love." Although it may seem that the two main characters, Walter and Phyllis, are in love with one another, by taking a look at the motivations behind their actions, as well as the way that the film ends, we can see that this is not exactly the case. 

Phyllis, as revealed more clearly at the tail end of the movie when she shoots Walter, only really got Walter to help her plan and execute the murder of her husband because she wanted to use him in order to make off with the insurance money that came with the murder. Phyllis did not actually love Walter Neff, for in this scene at the end of the film that takes place in her home Phyllis says to Walter, "I never loved you Walter, not you or anybody else. I'm rotten to the heart I used you just as you said. That's all you ever meant to me." 

Walter, similarly, does not truly love Phyllis either. He is persuaded, by her beauty and poise, as well as his own dark and convoluted desires, to assist Phyllis in contriving a plan and carrying out the murder of her husband. At the end of the film he too reveals his true motivations when he asks Phyllis, "Don't tell me you've been in love with me all this time?", as if it would be sooo crazy for these two to actually have feelings of love for one another.

One that is on the opposing side of this argument, contending that there indeed is a trace of pity or love in Double Indemnity might use the fact that Phyllis says to Walter in this scene at the end of the film, "That's all you ever meant to me...until a minute ago, when I couldn't fire that second shot. I never thought that could happen to me," with tears in her eyes. One might use this piece of evidence to argue that Phyllis does really love Walter now, that her feelings have changed throughout the course of the movie. But my rebuttal to this counterargument is that Walter had just taken the gun from Phyllis's hand when she said this quote - she was merely coming up with another persuasive plead, as she has done time and time again in this story, in order to save her life. She was attempting to use her "puppy dog eyes" to convince Walter to alter his actions.

For those reasons, I agree with the statement that Double Indemnity is "a film without a single trace of pity or love." I mean, "film noir" does literally mean 'black film or cinema' right? And it is not just because the films of this genre are shown in black and white...

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