Friday, December 9, 2011

Technology

As opposed to most college students I think, I have taken most of my courses online, with relatively few classes in an actual classroom. The main difference for me is that in a classroom, the time has been set aside and solely dedicated for school. Usually I have been able to do the majority of my classwork in class and take very little of it home. There is also the added benefit of  teacher and classmate interaction which, though possible, occurs much less frequently and spontainiously. On the flip side, online classes have allowed me the flexability to work whenever I want, doing as much (or as little) as I have the time for right then. Therein lies the biggest challenge for online classes: if you don’t have a passion for it, it takes effort to keep up, and if you dislike the subject, it may be almost impossible to give it all of your effort. That would be my recommendation there; if it is a subject that you like, it should be just fine to take online. In an English class, especially one focused primarily on writing papers of any leangth, online may serve just as well as a classroom based course. Afterall, there is often little need for instruction of much length before an assignment is submitted, and most of the interactions afterward are focused on what the student can improve on the assignment.
As for the last three questions for this assignment, I really don’t know what to answer. To be honest, most of the gadgets that we used made it harder for me to get my assignments done. I did enjoy getting feedback from other students on the blog, but like my own comments, they get posted only because they have to be posted. No one looks beyond the few posts that they have to in order to get their responses out, and NO ONE looks at older posts. It’s not a bad thing, it is just how it works. As for the final presentation, to me it was hard because I didn’t know how “pretty” it had to be, so I didn’t even know where to start or when to quit. To be honest, I think it was rather dull and simple, but it fulfilled the assignment. Of all of the things we used this semester, I must say in all honesty I will likely never use again. (Except maybe Extranormal, just for fun. It looked kind of cool, but too cool for school…)

Sunday, December 4, 2011

Prezi-tation

Such a thing, unfortunately, cannot be imbedded in my blog. So as per the instructions of the Prezi web site, here is the link to my sweet (or maybe not so sweet) Prezi.

Saturday, December 3, 2011

Reflections of a Stretched and Altered Mind

This has been a very different sort of English class. I’ve learned a lot about myself- likes and dislikes, skills I have and things that really need improvement- and I hope to say I’m better from it. As I have said many times before, I don’t enjoy writing; I never have. However, at least I know I can come up with something now. Instead of taking forever just to write a single page and days to finish an assignment, I can get started and have a decent draft in as little as 30 minutes… sometimes. The only way I could do this is by deciding that I couldn’t take the assignment too seriously. If I actually tried to write to the best of my ability taking the most professional attitude towards the subject, I would never keep up. I learned to write how I would speak and write what I would think. The sheer volume of writing to be done has been the hardest, most frustrating and best things this class did for me. Don’t get me wrong, I never want to do it again, but now any other class will be simple by comparison!


In contrast, I have always loved to read. Yet again, this class threw me for a loop. Instead of just looking at the story or poem itself, I was encouraged to “look beyond what I see” (Lane) and try to find the meanings hidden deep within the texts. For example, look at the poetry reading. I spent long hours pouring over these texts wondering, “How am I supposed to know what they were thinking from this?!? I can hardly understand what they did say.” In the end I had to just make up something to get started writing and then the rest came afterwards. It was the same with the final project. It started with an accident on my part. I knew that the Narnia stories had a lot of symbolism in them, but I got it in my head that it was J. R. R. Tolkein’s The Lord of the Rings that I started my project on. Now, I thought that at least there would be something there, after all the man was a linguist and created 11 languages by himself, not to mention the cultures and peoples that he created and detailed in his stories. In this I was a little disappointed; not only did he specifically deny and discourage such talk, but everything in it could be tied twenty different ways! In the forward to the second edition of The Lord of the Rings, Mr. Tolkein states,


“As for any inner meaning or ‘message’, it has been in the intention of the author none. It is neither allegorical nor topical. As the story grew it put down roots (into the past) and threw out unexpected branches: but its main theme was settled from the outset by the inevitable choice of the Ring as the link between it and The Hobbit…. Other arrangements could be devised according to the tastes or views of those who like allegory or topical reference. But I cordially dislike allegory in all its manifestations, and always have done so since I grew old and wary enough to detect its presence. I much prefer history, true or feigned, with its varied applicability to the thought and experience of readers. I think that many confuse ‘applicability’ with ‘allegory’; but the one resides in the freedom of the reader, and the other in the purposed domination of the author.”


                                                                                    (Tolkein xvi-xvii)


Looking at other stories I have read and what the authors have stated of them, this is often the case with many pieces of literature: all too often, we try to drum up grand themes that in all probability didn’t exist in the mind of the author. In such cases, especially when the author is deceased and cannot address the question directly, who is to say what meanings are right or wrong, or if there even is one? Case in point: all of the Frankenstein papers....


            All this is a little outside the realms of simple accounting, and goes against my very personality and reasoning, so I set it aside and don’t even bother. However, for the purposes of this course I believe that having only one of eleven learning outcomes finish a little shaky is OK.


Sources:


Lane, Nathan, perf. The Lion King 1 1/2. Disney, 2004. DVD.





Tolkien, John Ronald Reuel. The Lord Of The Rings. One Volume Edition. Boston: Houton Mifflin Company, 1994. xvi-xvii. Print.

Sunday, November 6, 2011

Sources

Tolkien, John Ronald Reuel. The Lord Of The Rings. One-Vo.ume Edition. New York: Houghton Mifflin Company, 1994. Print.

This long story tells of a band of comrades, and by extension, several races, who are fighting the classic evil that wishes extermination for all that lives free. The ultimate climax to this battle is the destruction of a powerful magic ring, sought after by the evil one. The orcs are a race of monsters who serve this evil power; the faceless swarm that hedges up the way for the protagonists at every turn. This will be the main source for my topic, and probably the most well known. In it, though not a major player, Orcs do play a substantial role and their image is created. It will be useful and even essential in my paper as this will provide the majority of my arguments, as well as be a solid connection with the audience. Most of the audience knows at least the storyline and plot, and so will know at least what I am talking about most of the time.

The Lord of the Rings: The Two Towers. Dir. Peter Jackson. New Line Cinema, 2002. Videocassette.

The film of the book, though not entirely true to the novel, does give the audience a much easier access to cited entries. The visual aspect as well, though much lacking in a book, is the greatest strength of films. It will add a bit, not in quotes per se, but the comparisons will still be there, in the great medium of film.

Tolkien, John Ronald Reuel. The Silmarillion. 2nd Edition. New York: Houghton Mifflin Company, 2001. Print.

This text deals with much of the backbround setting for The Lord of the Rings. Here is given the account of the creation of Middle Earth and all of the races including the Orcs. This volume sheds more light on who these monsters are and allows a detailing of characters barely discussed in any depth in the main text. I plan to use this for a more in depth character study and to tie harder connections to my thesis.

Sunday, October 30, 2011

I Choose Monsters


For my final project I am planning on completing option #2, choosing a monster and its “meaning” if it has one. I chose this option for several reasons, some merely my opinion, and others more reasonable. Choosing an author to write about as opposed to a monster in a story would be a lot more work in my mind as that in order to get a perspective on the author (as is stated in the assignment sheet) one would have to read many works by said author. In the time we are given there really isn’t enough for me to read the several books I would need to, and poetry just isn’t my forté, so option #2 just looked better and better. Here I wouldn’t necessarily have to review a whole primary source, as the monster isn’t typically in the whole thing. Also, I wouldn’t be restricted to a small selection of sources, as most monsters have been handled repeatedly, by many different people in many different media.

For my primary text, I will be using J. R. Tolkien’s “The Lord of the Rings,” focusing on the Orcs as my monster. There is a lot of explanation in Tolkien’s writings for the orcs, and as a monster, it has been handled and presented probably in more different perspectives and mediums than any other creature in modern times.


Now, what do I plan to accomplish,… that’s a really good question. First and foremost, I plan to use this project to finish this class and pass it; hopefully with a nice grade. Other than that, I have not read the primary text before, and I don’t have a preconceived notion of what I will find or how I will present it. Being this way, I also don’t have any predetermined plan for conducting research. I will see what happens and how it happens when it happens.

Welcome to English. For the most part, you just make it up as you go. What you write is your own, and nothing can be proven absolutely one way or the other, so make it sound good.

Friday, October 21, 2011

A letter, A letter, We have a letter.... and we don't want any more letter either.

Dear whomever is to be addressed by this letter,


Well, here we are over half way through the semester and honestly, I think it has been my hardest yet. As far as the class goes, I have never been a very good English student, and the amount of creativity needed for this class was enormous. To simply come up with the ideas and develop them  in a way that either I have previously done or in a way that would feel normal to me would have taken way too much time and effort considering we have to turn these in every week. If I had only this class, and no family or life, maybe I could, but not the way things are now. Honestly, I have a class I haven’t even started yet and another that I can hardly remember what is going on by the time the next assignment is due and I can get around to doing the work. I think that this may also be my biggest success: that I am (somewhat) keeping up with the class. Simply the fact that I can come up with pages upon pages of this stuff every week baffles me. (I’m not bragging, this stuff is just that hard for me.) As for the readings themselves, I can’t say I’ve learned anything from any of it; to me, most, if not all of it, is just drivel. The one thing I have learned is that these opinions are OK, at least as long as I can support them!
In all of these ways, literary analysis (which is what I’m assuming this class is all about) has turned out to be somewhat a double-edged sword for me. On the one hand, there really is no right or wrong stance to take or way to go about it, but on the other hand, it has turned out to be a lot less about English and a lot more to do with psychology if you ask me. No matter, I’m just fixed on the goal of finishing the class. Unless plans change, this will be the last of my English classes, and since I have always been able to achieve decent grades, I hope this class won’t change that trend. That’s going to take some work, but anything worth doing is worth doing right… whatever “right” happens to be in an English class...

Ok, so I'm a little off. There has been one major, major thing that has come out of this class, and it actually took reading some other students' posts to realize it. So here I am back editing this post! Before this class, writing was hard (tremendously hard) and terrifying to boot. I have learned to just go with my honest impressions and write what I have to say, instead of what I think people want to hear. It isn't the easiest thing to stick yourself out there like that, especially in a time when anyone noticeable is immediatly targeted and ridiculed. This class and it's teacher have been very supportive and forgiving to every ridiculous posting I have put out, and it has allowed me to learn about myself and what I can do. I'm still sticking with the opinion that I wasn't made for writing or english classes, but I know that I can contribute now. Thank you for that.


Nathan Kleinman

Saturday, October 15, 2011

Piece of Trash Essay



Frankenstein, as a novel, science-fiction story, piece of literature, etc… sucks. OK, so maybe that was a little harsh. In all reality, all of the culture that has sprung up because of “Frankenstein” probably overinflated my expectations for the book anyway. To put it bluntly, all “sweetened-condensed:” she took way too long to say way too little. A writer for the Edinburgh Magazine put it quite nicely, “For a jeu d’espirit [(a light-hearted display of wit or cleverness)] it is somewhat too long, grave, and laborious.” ("Edinburgh Magazine" 195) In a more suitable length (a.k.a. severely edited to about 20-30 pages) it would have been a really good story. That was all the content there was! So to stretch it out to 150 or so pages was a bit much to go through. Also, her handling of all things scientific and medical shows signs of obvious ignorance.

In her detailing of the creation of The Creation (seriously, could there not have been worked a name into the story?) there is an attempt at being detailed and specific, but “since no mortal could say how such a thing should be done, is slurred over in a few hasty but ghastly paragraphs.” (Haweis 200) Frankenstein speaks of times where he “dabbled among the unhallowed damps of the grave, or tortured the living animal to animate the lifeless clay” (Shelley 32) but no clarification is given on the what or why of his pursuits. Yet that is the feel for many parts of the story. In this one point, where it is really quite remote from reality, and creativity and imagination can reign, even a few medical blunders would have been quite unnoticeable, and the details would have gone far to solidify the premise of the story and fulfill the reader’s curiosity. Not only in this place but also in every other point in the story which could have captured the audience’s attention (and there were many such points), the story was glossed over, giving it a “summarized” feel, while every single conversation, ignoring of course The Creation’s monologue, and inconsequential details spanned entire pages, characters taking 6-10 lines to say what could have been said in but 2 or 3 short sentences.

For example, four pages are spent speaking of The Creation’s first few days until he arrives at the French family’s home. The Creation, at the end of the story, has a four page monologue detailing his feelings over the course of the story. The dreaded wedding night, which was ominously threatened much earlier in the story and becomes the crux for Frankenstein’s pursuit of The Creation, takes hardly a page and a half! Surely such an important event should have been drawn out? The very next scene with Frankenstein and the town magistrate is just as long! To top it off, there is really no point for that scene either. From there, Frankenstein’s entire chase of The Creation, with all its trials and troubles, is summed up in six pages, most of which are Frankenstein’s reflections and cursings. Granted, the author showed a remarkable vocabulary, and made an exhaustive use of it throughout the novel, but it makes each of the characters detached from the others: far from having conversations one with another, it becomes one monologue followed by another.

In a parallel, the scenery depicted in “Frankenstein” is also very detailed, but yet again, a bit overdone. A writer for the Gentleman’s Magazine from the era that “Frankenstein was written speaks of this matter quite succinctly: “…many parts of it are strikingly good, and the description of the scenery is excellent.… If we mistake not, this [writer] was a Noble Poet.” (“Gentleman’s Magazine” 196-97) Indeed, “Frankenstein” much more closely resembles poetry than prose in this way. For a story such as this, there was too much time spent detailing scenery and dialog and too little given to actions and storyline.

There were a few coherent and consistent themes that I noticed. However, there is one thing which stands out to make the reader puzzle, “What was the point?” The author makes Frankenstein into an idiot despite his genius and a coward despite his gallantry. For a guy who supposedly figured out how to reanimate a corpse, he can’t plan for a hill of beans. Another critic, from Knight’s Quarterly, writes:

It is utterly inconceivable also, that he should have let the monster (as he is somewhat unfairly called) escape;  ̶ one of the thoughts which must, one would imagine, have been uppermost in his mind during his labours [sic], would have been the instructing his creature intellectually as he had formed him physically. (“Knight’s Quarterly 198-99)

You can see it by his lack of planning as to what he would do with The Creation upon its completion while in the process of making it. His stupidity is presented again in his many lapses of sanity and coherence under conditions which, while not a walk in the rose garden, hardly merit such reaction! After The Creation’s creation and eventual education, he seesaws back and forth in his decisions on what to do with it, resolving on one course only to sway and set his sights on another. His failures to put an end to the creature on his many opportunities (largely due to his lack of planning) all perpetuate his misery unnecessarily. When it comes down to saving a veritable member of his own family, and the call comes to standing up for Justine at her life or death trial, and he can save her life, he chickens out. Said he, “A thousand times rather would I have confessed myself guilty of the crime ascribed to Justine; but… such a declaration would have been considered the ravings of a madman…” (Shelley 52) He feared being called mad over saving her life. If that wasn’t sorry enough to witness, just look to his abysmal actions on his wedding night. Here he was, armed to the teeth supposedly, but obviously untrained in those weapons’ use, and he is unable to protect his wife, much less even wound the creature. Again, the story shows evidence of failure both to be adequately prepared and to think things through. The list goes on and on. This is contrasted by The Creation’s educated and eloquent manner during his monologue (although Frankenstein spends plenty of time trying to get a concept out of his own mouth as well), The Creation’s cunning, well executed plans, and Justine’s courage and unshakeable morality when faced with the executioner’s hand. Frankenstein seems to be one who has noble thoughts and intents, but blunders every one of his actions into a wound for his family and friends.

Finally, in conclusion, when the reader reaches the end of this ghastly tale, what consolation prize is offered to the weary travelers? Frankenstein, the ill fated, bumbling protagonist of our tale, died, having left his labors and pursuit unfinished. His whole life was a failure, and he never did experience lasting joy. There is nothing in this tale which we may readily see as a lesson to learn from him, and it certainly doesn’t satisfy or soothe our minds. The Creation makes a cameo and, surprising to all who behold it, mourns his creator’s death. The Creation as well finds no happiness in life and leaves, as he states, to burn his body to ash. Though we get to know his story as well, there is nothing in it either that we can point to for the soothing of our minds, either for happiness or learning. So what was Shelley’s purpose?

As we are told, the ideas which sparked this tale are the proceedings of a vacation gone sour. In her own words, given in the preface of the story, Mary Shelley writes,

I passed the summer of 1816 in the environs of Geneva. The season was cold and rainy, and in the evenings we crowded around a blazing wood fire, and occasionally amused ourselves with some German stories of ghosts, which happened to fall in our hands. These tails excited in us a playful desire of imitation. Two other friends…and myself agreed to write each a story, founded on some supernatural occurrence.

The weather, however, suddenly became serene; and my two friends left me on a journey among the Alps, and lost, in the magnificent scenes which they present, all memory of their ghostly visions. The following tale is the only one which has been completed. (Shelley 6)

To Mary Shelley, her “Frankenstein” was to be nothing more than a ghost story, and in this respect, many of the baffling questions raised by the style of it are answered. No ghost story has a moral or a point; it is all just calculated to scare. However, “Frankenstein” doesn’t really scare, as the primary villain, the evil spook or “ghost” of this story, shows empathetic feelings. We can feel sorry for both characters, and neither one are possessed of an unknowable or illogical malice. As John Croker of the Quarterly Review explained:

It cannot be denied that this is nonsense ̶ but it is nonsense decked out with circumstances and clothed in language highly terrific; it is, indeed, “ ̶ a tail told by an ideot [sic] full of sound and fury, signifying nothing ̶ ” but still there is something tremendous in the unmeaning hollowness of its sound, and the vague obscurity of its images. (Croker 190)

It’s pretty good for a teenager’s first try, but when you get down to it… it’s just an overwritten ghost story.




Works Cited:

Croker, John. Quarterly Review Jan 1818. 379-85. Print.

Edinburgh Magazine. Mar 1818: 249-53. Print.

Gentleman's Magazine Apr 1818. 334-35. Print.

Haweis, Hugh. "Introduction to the Routledge World library Edition." Frankenstein. 1886. Print.

Knight's Quarterly Aug-Nov 1824. 195-99. Print.

Shelley, Mary. Frankenstein. Critical. New York: W. W. Norton & Company, 1996. Print.


Saturday, October 1, 2011

The Dusty Side




To understand my writing process, you have to understand me. To start, I tend to over think things. It is a product of my math mind. In mathematics, an answer is right or wrong; it doesn’t matter who you are or who is judging, personal opinion cannot change 1+1=2. I tend to look at life in that way: there are right answers and wrong answers. I want the right answers.  It is very hard to write when you are looking for THE perfect answer.


As a non-English major, (and in actuality, I’m about as far from that thinking as a person can be) my writing process is quite “unique” shall we say. As the title of my blog implies, the ideas that formulate my writings don’t come from well developed plans, nor can I truly say that I create them; they just sort of happen. I cannot try to plan out what my paper is going to say, other than to try and get the first line out. Usually it happens to be a very generic, unassuming line that just “starts the conversation.” From there I must just keep writing the thoughts that come to mind, and try not to stop. If I do, that train of thought is often lost to me forever, and to continue, my writing takes on a different feel or direction.


Because of that, I can’t think of a time when I wrote my paper in segments or over time, it all happens in one sitting, and there has only on one occasion been a revision to do more than just grammar or punctuation (the LOC’s). That one time, by the end of it I might as well have just thrown away my first draft and started a new paper! Where revising is supposed to hone in your paper on its purpose and subject, for me revision is like trying to stick two matching ends of a magnet together: you try to get closer and then your course changes and you entirely miss your target. So I just write, and somehow this has always sufficed.


P.S. As I have not gotten my paper back yet, and I don’t usually revise, I have no idea what I am going to revise and have no plans yet.

Sunday, September 25, 2011

Frankenstein I



"I had begun life with benevolent intentions,... now all was blasted:... I was seized by remorse and the sense of guilt, which hurried me away to a hell of intense tortures, such as no language can describe."
(Shelley 59)




This is a major turning point in the story because it sets Frankenstein’s mindset and the tone for when he meets up with his creation. Up until this point in the story, Frankenstein has hardly seen his creation, and though he loathes it, has no particular reason to do so. Even later, upon finally meeting the creature, and hearing its story, he has feelings of compassion for it, to the point of desiring to bestow some measure of happiness upon it. However, when William turns up dead, and Justine is wrongfully executed for the crime, it is enough for even the reader to loath Frankenstein’s creation.


“I had begun life with benevolent intentions,...” (Shelley 59) Nothing is more frustrating to the heart of a good person with good intentions than to see their work run amuck and cause evil. Frankenstein’s plans with this work included perhaps one day reversing even death. This most of all might have pushed him along as his own mother had died some two or three years before, leaving a wake of devastation in his family. Yet his own creation, supposed to be the first of a new, kindly race, killed his own brother and only added to the family’s losses. That is almost forgivable, considering the poor creature’s story, but to add the implication and execution of the family friend, Justine, and the family suffers yet another irreplaceable loss.


“…now all was blasted…” (Shelley 59) Such a reversal of intent to actuality would surely seem as a curse, and he must be asking, “What will happen next?” When things run amuck so quickly it throws a great amount of doubt on one’s ability to ever have a good effect next time one acts. If this is what happened, he could never find the courage to try the experiment again. Certainly he is set as to the ability of his creation to ever have a good effect upon the world.


“…I was seized by remorse and the sense of guilt, which hurried me away to a hell of intense tortures, such as no language can describe.” (Shelley 59) Above all he blames himself for the events that transpire because of his creation. He lacks the courage to outwardly take the responsibility for his actions, evidenced by his unwillingness to defend Justine at her trial. The only way he can see to pay retribution for his actions and satiate his conscience is to rid the world of his abomination, and then I suppose he will pretend that he never had created the thing.


Works Cited:
Shelley, Mary. Frankenstein. Critical ed. W. W. Norton, 1996. 59. Print.

Image taken from url indicated, and labled as public domain.

Sunday, September 18, 2011

Humanity Lost

Nathan Kleinman

Essay #2 English 102

Cline

17 September 2011

Humanity Lost

Sylvia Plath’s “Lady Lazarus” is a most intriguing poem. It has very descriptive and detailed wording, yet it remains vague and elusive as to its subject’s identity. There are many elements that play at the emotions as one delves deeper and deeper towards the subjects true identity. However, this elusiveness works to its advantage, as the true theme of the story, or “moral” if you will, is about that loss of identity; the idea that history, with all its facts, stories and more especially its relics, is really about people, and too often these people lose their humanity through time in our eyes.

The Humanity

The most direct method of communicating or illustrating the theme of “Lady Lazarus” would be to start with history and then show the humanity in it. Part of the beauty of “Lady Lazarus” is that it does the opposite. From the very title of the piece it appears that we are speaking of a person, and this is re-enforced throughout the piece. “And I a smiling woman. / I am only thirty.” (Plath lines 19-20).

There begins to be an image formed of a young, happy woman who we can imagine living a normal life and we relate with. This person portrays feelings all throughout the piece: Resignation, “I have done it again./One year in every ten/I manage it” (Plath lines 1-3) and Determination, “I may be skin and bone, / Nevertheless, I am the same, identical woman.” (Plath lines 33-34); Defiance, “Peel off the napkin / O my enemy. / Do I terrify?” (Plath lines 10-11) and Anger, “Herr God, Herr Lucifer / Beware / Beware.” (Plath lines 79-81). We begin to feel a kinship, a sort of bond with this mysterious, unidentified person. Though it is not written expressly, through our mind’s eye we can imagine a complete life, a family perhaps, a childhood, friends and others. In our minds stands a living, breathing person.

The History

Shortly after the concept of a person is introduced, our image of this person or their identity in our minds begins to get a little muddled. When the subject begins to speak of her skin being “Bright as a Nazi lampshade” (Plath line 5), with a foot being merely “a paperweight” (Plath line 7) and a smiling face as a “featureless, fine / Jew linen” (Plath lines 8-9), the true horror of the impersonal history lessons comes to light. This is someone we feel that we have come to know. Now, through of the horrors of the Hollocaust, this young woman has been reduced to simple, impersonal furniture.

Now we introduce a new kind of person on to the scene: all of us.

The peanut-crunching crowd / Shoves in to see

Them unwrap me hand and foot—— / The big strip tease. / Gentlemen, ladies

These are my hands / My knees.

                                                                                                            (Plath lines 26-32)

To the entire “peanut-crunching crowd” (Plath line 26) our Lady Lazarus is just a lamp, an odd relic of a far off time. Her humanity has been sold for “a charge, a very large charge” (Plath line 61); for an entrance fee. For an entrance fee, all that she identifies with on earth is laid out for all to see. How often have we been part of that crowd that walked away thinking, “Well, that sure was a lot of neat stuff” and then forgot about it or had the feeling that we once we left we were now “returning to reality?” Can we actually realize that this was someone’s life? It deserves more dignity and respect than we often give it; otherwise, what is the difference between that and “The big strip tease” (Plath line 29) as it is referred to here by Lady Lazarus? Here the theme can be readily applied to all history, but it is truly the most dramatic in this particular setting. Though there is no dignity, no humanity left in this scenario, the subject still chooses to retain ownership of “my hands / My knees.” (Plath lines 31-32). It helps to drive home the point of “what if?” “What if they were here? What would they say? How would they feel?”

The Words

Throughout the entire piece, there is a sense of forboding and a melancholy aire about it. It’s a feeling that takes more than one reading, as the first three lines, though possessing an almost celebratory atmosphere in the first reading, now feel dull and lifeless, like a museum display: “I have done it again./One year in every ten/I manage it” (Plath lines 1-3). Though all of the words are nice enough, speaking of bright Nazi lamp shades and fine Jewish linen (Plath lines 5-9), enough of the sublties of the message get through, and dark images and stories from classes and books fill our mind, and they never leave us. Throughout the whole poem there is a feeling of subdued horror, yet the words themselves do not express it, it is what the imagination conjures up in response to them.

So What?

For the last few minutes for you and the last few hours for me, we’ve been in a sort of coma where this thesis was born and developed and where the whole universe was a simple poem. So what? In the REAL world, what does this analysis have to do with anything? What real effect does it have in life? Well, in a small way, it has changed mine. No longer do I avoid the endless monologs from guides at Montezuma’s Castle, or skip the signs at Tuzigoot. I still might not like the history classes, but now I do know that many peoples’ lives (real people mind you) revolved around the events told of. It makes many of the more horrific events in history hit home a little better, as opposed to just being stories told about. In the final lines of the poem, they can be interpreted many ways, but I believe that they point to just this fact: if we fail to learn from history, we are doomed to repeat it.

Herr God, Herr Lucifer   

Beware

Beware.



Out of the ash

I rise with my red hair   

And I eat men like air.

                                                               (Plath lines 79-84)






Works Cited:

Plath, Sylvia. “Lady Lazarus.” Poetryfoundation.org. Poetry Foundation, 2011. Web. 10 September 2011

Saturday, September 10, 2011

Response to "Lady Lazarus"



Probably the most intriguing of the poems to this reader was Sylvia Plath’s Lady Lazarus. It is surprisingly complex, never actually stating what the subject of the title was; only leaving reference after reference, in its mournful tone, leading the reader to a subject that is little known and considered only in horror.  Only in a second reading does one begin to understand what the poem actually said, and it takes several more readings just to get a glimpse of the meaning behind it.

 Starting with the title, and adding the first stanza, “I have done it again./One year in every ten/I manage it” (Plath, lines 1-3), it seemed to be a story of a woman who lives one year out of every ten, or some other fantastic scenario found mostly in fairy tales. After all, Lazarus is a character well known as having died, and then been brought back to life. This more upbeat tune is quickly drowned out by the line “Bright as a Nazi lampshade” (line 5). At this in juncture, stories from history classes and books on the Holocaust flood to the forefront of one’s mind, all bearing images of furniture made with human pieces. Step by step, line by line, the reader is lead down a dark road to a place he do not wish to be, but feel compelled, nigh entreated to go. Mention of appendages as “paperweights” (line7) and the subject’s face as “Jew linen” (line 9) only add to that foreboding scene. The setting in the reader’s mind shifts a bit, as now a new character is introduced.

The peanut-crunching crowd
Shoves in to see

Them unwrap me hand and foot——
The big strip tease.
Gentlemen, ladies

These are my hands
My knees.
(lines 26-32)

Here one feels the repugnance and isolation of being an abomination on display. There is profound sorrow, of lost humanity, yet also, rising determination: “I may be skin and bone, / Nevertheless, I am the same, identical woman.” (lines 33-34) “And I a smiling woman. / I am only thirty.” (lines 19-20) Yet that humanity is sold for “a charge, a very large charge” (line 61). Throughout the whole poem there is a feeling of subdued horror, yet the words themselves do not evoke it, it is what the imagination conjures up in response to them. By the end, one’s sickened fascination is growing weary, when then come the startling and ominous final stanzas:

Herr God, Herr Lucifer   
Beware
Beware.

Out of the ash
I rise with my red hair   
And I eat men like air.
                                                                           (lines 79-84)

Works Cited:

Plath, Sylvia. “Lady Lazarus.” Poetryfoundation.org. Poetry Foundation, 2011. Web. 10 September 2011

Wednesday, August 31, 2011

Summary VS Analysis


At a first glance, especially from one with a mindset like mine, there seems to be little difference between what is required in a summary of anything and an analysis of it. Thanks to a little patience, and a long presentation, I can say with certainty that this assignment will be more of a summary of what I have learned than an analysis of anything.

A summary is as simple as a restatement or rehash of what has already been said or done. It is so easy, even children, as young as 5 or 6, can do it! How often do parents, entering the room to find an all out brawl among the siblings, ask any child what happened and get a good enough explanation to pass judgment in the case? Even better, ask a child to tell you their favorite story or about their favorite movie. A summary answers the basic who, what, where, when, how.  It is as simple as this: The Lion King is about a lion cub named Simba who runs away from home after his uncle kills his dad and lays the guilt at his feet. Years later an encounter with a childhood friend reveals the deplorable state of his home under his uncle’s rule and compels him to return and reclaim his title and responsibility as king.

An analysis is much more difficult to accomplish, as it requires a questioning and understanding mind. It requires going beyond just looking at the details of what is there, but also why do you think it is there. Asking the why questions, one for which there is not often a clear, stated answer, forms the basis for an analytical argument. The easiest, and possibly some of the best, analyses are born out of questions that naturally arise when you are simply willing to take a closer look and the “weird stuff.” Put better, try to find the things that naturally stick out to you as being a little different than what you would expect; the “moments of cognitive dissonance” as the power point presentation called it. Now, don’t forget that there is a place for summary and facts in an analysis. On the Northern Virginia Community College’s web site, they give some advice for writing analyses of literature. Here you can see how they stress the importance of gathering the who’s, what’s where’s and when’s. After all, these facts will be the data to support your claims. Take those moments and the facts and develop your opinion of them and enjoy it! This will be one of the few times when your opinion is not only allowed, but the whole point! In The Lion King, why does the turning point come when Rafiki the monkey and a storm cloud, bearing the face of Simba’s long dead father shows up and give cryptic advice to the protagonist? I would argue that the story, though bearing an African feel with character names being Swahili words and African style music and lyrics, is quite reminisce of Judeo-Christian theology and story types, with the devil, dire consequences for following his advice, and saving coming in the form of a priest type character and an experience with an all powerful father figure.
Ok, so maybe I was wrong, there is a little more analysis than I thought...

Monday, August 29, 2011

Apparently, I'm a Bad Reader


In his essay “Good Readers and Good Writers,” Vladimir Nabokov suggests that a good writer is one who can experience the piece with as few hindrances as possible. Sighting examples ranging from personal experience indentifying with the story to the very act of having to read for understanding, to Nabokov, reading takes almost as much work to do right as writing does! Only when a reader can remove all of the distractions can one see the world the writer was trying to create, and then can appreciate and recognize and analyze the writer’s creative style. If one has an imagination, knowledge of language (or a book to do so), some decent memory, and the ever ambiguous, ever subjective “artistic sense,” then they can truly appreciate a good book.

Well, I must not be a very good reader then! At least, I must not have the artistic sense that he is looking for. To me, I read for pleasure or instruction, coincidently, the lowest two of his reader-types. I am not the analytical type. I rather enjoy relating with the main character; putting myself in their shoes, looking at how I would react and what I would do in a given situation (something which he says ruins the experience for a reader). I for one would rather live the story, in my own imagination, than just experience in the way Nabokov suggests. Of course, I’m just a poor reader, and an even worse writer… or, I’m just human, and aren’t we all so different anyway that, in the end, reading and writing and appreciating a good book is entirely personal? Who’s to say one way is better than the other? Different styles and different content appeal to different people. A good reader is one who does read and can understand it; after that, what makes us human, our individualism, takes over and who are we to say nay?