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.