1. What is the "choice" referred to in the title?
The way the medicine is administered. The parents forcing Rebecca to take it or Rebecca taking it herself.
2. Is it a real choice? Why/why not? What is the alternative?
yes, it's a real choice. Rebecca not drinking her medicine is not an alternative.
3. Why does the author use the word poison in the first line?
To make the message that the medicine kills good cells as well as the bad ones.
4. The author's daughter wants to play with a toy that is intended for older kids. Why? Do you agree with her?
She wants to play with toys for older kids because she knows that she might not get to be 8. I don't necessarily agree but I sympathize with her. I can not imagine the fear she must have of not getting to be 8.
5. If you thought you might not live to the age of 30 what would you want to do right now?
I would like to have a baby and a dog. I will probably want to visit new places.
6. Under what circumstances does it make sense to endure discomfort--or even force it on a loved one-- in service to a greater/more important cause?
The discomfort becomes bearable when you know that its for their own good. That by causing her pain, they are helping her get better.
7. Is suffering a necessary condition of life and love?
no.
8. Most readers don't share the author's circumstances, but we feel an emotional response to his words. Why?
Because we can sympathize. That's what distinguish us from psychopaths.
HEY! ! ! Welcome to my blog! My name is Maria Luna. Here, I will be posting things from my expository composition and my AP English class. I am a firm believer of the saying "It's not what you say but how you say it." With that in mind, feel free to comment or add to the posts in here.
Tuesday, January 7, 2014
Monday, November 25, 2013
THINKING OUTSIDE THE BOX (AP English)
Think about the place you have chosen as your hell. Does it look ordinary and bourgeois, like Sartre's drawing room, or is it equipped with literal instruments of torture like Dante's Inferno? Can the mind be in hell in a beautiful place? Is there a way to find peace in a hellish physical environment? Enter Sartre's space more fully and imagine how it would feel to live there endlessly, night and day:
My personal hell would be somewhere I can not be happy. No matter what I did, there would be no way that I could achieve happiness. My hell would be a place people are meant to be happy but I can not. I think that hell can be found even in the most beautiful place in the world. "Hell" is different for each one of us. If a person has a strong mentality, it is possible for them to endure a hellish physical environment.
Could hell be described as too much of anything without a break? Are variety, moderation and balance instruments we use to keep us from boiling in any inferno of excess,' whether it be cheesecake or ravenous sex?
I think if you have too much of something, you will eventually stop wanting it and since you can not stop having it, it will become hell.
How does Sartre create a sense of place through dialogue? Can you imagine what it feels like to stay awake all the time with the lights on with no hope of leaving a specific place? How does GARCIN react to this hell? How could you twist your daily activities around so that everyday habits become hell? Is there a pattern of circumstances that reinforces the experience of hell?
Sartre creates a sense of place when the characters find that they are there to torture each other. I think that staying awake all the time with the lights on is kind of when you are trying to sleep but the lights are on or when the sun is hitting your face. Garcin is surprised by the room and feels like he needs to gain Inez' approval(?)
compare how Plato and Sartre describe the limitations of our thinking and imply solutions to the problem. Be sure to analyze their literary techniques, especially their use of allegory and extended metaphor.
Plato shows that a student is limited by the way they think. If a person wanted to be intellectually free, they could be. Sartre shows the limit to our thinking lays on the information we have and whether or not we accept it.
Thursday, November 21, 2013
ALLEGORY OF THE CAVE SONNET (AP English)
intellectual freedom is never easy.
in a dark cave we life most of our lives.
not being able to see the real truth can be uneasy.
scholars say ignorance are like knifes.
Intellectual freedom is not common.
most people do not value mental freedom.
people missing the world is not uncommon.
ignorance can rule the world like a demon.
how can people terminate ignorance?
the decision must come from within to stop.
intelligence has a very strong fragrance.
intelligence always makes you the top.
a mind can never be kept inside a cave.
a person who gets out of the cave is brave.
Wednesday, November 20, 2013
BRAIN WITH 6 LEGS
Marisol, Elisia and I decided to read Great Expectations by Charles Dickens. In order to collaborate regarding our reading, we plan on discussing our readings during class and creating a Facebook group message to continue discussing our book online. We also plan to meet up at one of our houses' during the break in order to clarify any confusion and discuss our understanding of the readings. We will start reading our book on November 21 and read about 37 pages each day.
Friday, November 15, 2013
PLATO STUDY QUESTIONS (AP English)
1. According to Socrates, what does the Allegory of the Cave represent?
the concept of reality and knowledge
2. What are the key elements in the imagery used in the allegory?
prisoners= humans
shadows=appearances (what we think is right/real)
the outside: new ideas/knowledge
prisoner that escapes= teacher
3. What are some things the allegory suggests about the process of enlightenment or education?
it's a struggle and that if you have completely different views on something, people might be react in a negative way to you.
4. What do the imagery of "shackles" and the "cave" suggest about the perspective of the cave dwellers or prisoners?
the cave suggests that people are cut of from knowledge and the shackles are what's keeping them restrained.
5. In society today or in your own life, what sorts of things shackle the mind?
laziness and the fear of the unknown
6. Compare the perspective of the freed prisoner with the cave prisoners?
the freed prisoner is enlightened and the cave prisoners are reluctant to go outside because they are used to being in there
7. According to the allegory, lack of clarity or intellectual confusion can occur in two distinct ways or contexts. What are they?
when they are enclosed and can't know the truth or when they don't want to know
8. According to the allegory, how do cave prisoners get free? What does this suggest about intellectual freedom?
by going outside and learning the truth. Intellectual freedom is as essential as physical freedom
9. The allegory presupposes that there is a distinction between appearances and reality. Do you agree? Why or why not?
yes because what you may perceive as real might be something else.
10. If Socrates is incorrect in his assumption that there is a distinction between reality and appearances, what are the two alternative metaphysical assumptions?
that people just assume is real if they can see it even though it might not be true.
the concept of reality and knowledge
2. What are the key elements in the imagery used in the allegory?
prisoners= humans
shadows=appearances (what we think is right/real)
the outside: new ideas/knowledge
prisoner that escapes= teacher
3. What are some things the allegory suggests about the process of enlightenment or education?
it's a struggle and that if you have completely different views on something, people might be react in a negative way to you.
4. What do the imagery of "shackles" and the "cave" suggest about the perspective of the cave dwellers or prisoners?
the cave suggests that people are cut of from knowledge and the shackles are what's keeping them restrained.
5. In society today or in your own life, what sorts of things shackle the mind?
laziness and the fear of the unknown
6. Compare the perspective of the freed prisoner with the cave prisoners?
the freed prisoner is enlightened and the cave prisoners are reluctant to go outside because they are used to being in there
7. According to the allegory, lack of clarity or intellectual confusion can occur in two distinct ways or contexts. What are they?
when they are enclosed and can't know the truth or when they don't want to know
8. According to the allegory, how do cave prisoners get free? What does this suggest about intellectual freedom?
by going outside and learning the truth. Intellectual freedom is as essential as physical freedom
9. The allegory presupposes that there is a distinction between appearances and reality. Do you agree? Why or why not?
yes because what you may perceive as real might be something else.
10. If Socrates is incorrect in his assumption that there is a distinction between reality and appearances, what are the two alternative metaphysical assumptions?
that people just assume is real if they can see it even though it might not be true.
Wednesday, November 13, 2013
CONNECTING THE DOTS (Expository)
Based on my thoughts from zero period, I am considering the topic "racism against minority groups who don't speak the regional language." I am thinking on focusing not only in the U.S but in other countries as well.
Tuesday, November 12, 2013
Monday, November 11, 2013
RESEARCH PAPER (Expository)
Xenophobia = Racism
In the United States, it is estimated that 58.5% of
hate crimes are based on race or ethnicity (fbi.com). The reason behind the “hate” that triggers these
crimes can be say that is fear. “Scientists believe the discovery can be
explained by the fact that implicit racism is fundamentally founded on fear,
and the drug acts both on nerve circuits that govern automatic functions, such
as heart rate, and the part of the brain involved in emotional responses.” (M.
Rooks)
Friday, November 8, 2013
HAMLET REMIX---in progress--(AP ENGLISH)
I havent quite figured out where I'm going with this so its not perfect yet
http://prezi.com/_tiz7wsjunhq/hamlet/
http://prezi.com/_tiz7wsjunhq/hamlet/
Wednesday, November 6, 2013
A POETIC INQUIRY (AP ENGLISH)
big question: Why is world peace sooooo hard to obtain? I mean, if EVERYONE took in consideration other people and stopped being selfish, world peace would not be so hard to obtain!
Why can't ALL humans cooperate with each other and make the Earth a better planet to live in? without any violence, corruption, or misery? How can languge help reach world peace?
I have not changed my question. But now I am a bit more focused on the linguistics concept of it because I would like to be a translator.
Finding a sonnet was difficult. Were we supposed to choose a sonnet by Shakespeare or Petrarchan? or it didn't matter who the author was?
The sonnet that I found doesn't have a big relationship with the language component of my question but it does talk about peace.
Why can't ALL humans cooperate with each other and make the Earth a better planet to live in? without any violence, corruption, or misery? How can languge help reach world peace?
I have not changed my question. But now I am a bit more focused on the linguistics concept of it because I would like to be a translator.
Finding a sonnet was difficult. Were we supposed to choose a sonnet by Shakespeare or Petrarchan? or it didn't matter who the author was?
The sonnet that I found doesn't have a big relationship with the language component of my question but it does talk about peace.
Tuesday, November 5, 2013
7 TIMES (Expos)
1. tone? The tone in Erica's essay is one of disbelieve and personal while Javier's tone was neutral.
2. facts? Even though both of them said the same thing, I feel that Erica's facts were affected by her personal feelings and that might have a stronger impact on the audience. (Pathos)
3. conclusions? Erica comes to the conclusion that shooting a teenager 7 times is 7 times too many while Javier sees a way to justify the police's actions.
4. writing techniques (figurative language, punctuation/capitalization, etc.)? Erica uses the word "I" throughout the essay while Javier keeps a distance. This shows the use of syntax(?) and punctuation. (?)
2. facts? Even though both of them said the same thing, I feel that Erica's facts were affected by her personal feelings and that might have a stronger impact on the audience. (Pathos)
3. conclusions? Erica comes to the conclusion that shooting a teenager 7 times is 7 times too many while Javier sees a way to justify the police's actions.
4. writing techniques (figurative language, punctuation/capitalization, etc.)? Erica uses the word "I" throughout the essay while Javier keeps a distance. This shows the use of syntax(?) and punctuation. (?)
"bullet 1. and he was probably down or even dead
bullet 2. definitely dead
bullet 3. still dead
bullet 4. still dead
bullet 5. still dead
bullet 6. still dead
bullet 7. still dead
WHY 7?"
bullet 2. definitely dead
bullet 3. still dead
bullet 4. still dead
bullet 5. still dead
bullet 6. still dead
bullet 7. still dead
WHY 7?"
Personally, I can see why the police did what they did. If you take a minute to put yourself on their shoes, what else could they do? They saw someone that had an appearance to be a gangster with a toy gun looked like a real one. However, I am not saying that the 14-year-old should of died.
Monday, November 4, 2013
RACIAL PROFILING LIVES ON (EXPOS)
- "The ruling by Judge Scheindlin, of the Federal District Court in Manhattan, does nothing to disrupt the authority the Supreme Court has given police officers to target African-Americans and Latinos with little or no basis."
- legalized/institutional racism
- The hypothetical scenarios show the loopholes in the 4 amendment.
- If a female African-American/Latina were to be stopped and frisked, and they feel like they were sexually harrased, would they win if they went to court?
VOCABULARY 9 (EXPOS)
ultimate: being or happening at the end of a process; final.
The ultimate showdown happened when the smartest students had a debate against each other.
interactive: (of two people or things) influencing or having an effect on each other; to come into contact
Two year-old are very interactive when they play among each other.
principle: a fundamental source or basis of something.
A principle in physics is that an object in motion will stay in motion unless acted by an outside force.
guidance: advice or information aimed at resolving a problem or difficulty, esp. as given by someone in authority.
I go to the career center to get guidance in my college applications and scholarships.
collaboration: the action of working with someone to produce or create something.
The doctors were collaborating in a case that was difficult to diagnose.
formative: serving to form something, esp. having a profound and lasting influence on a person's development.
In a pregnancy, the first 6-8 weeks are formative.
summative: additive, cumulative
The grades for this semester are summative to my total GPA.
racism: poor treatment of or violence against people because of their race; the belief that some races of people are better than others.
Even though people would like to think racism doesn't exist, it still does.
intelligence: the ability to learn or understand things or to deal with new or difficult situations
I wish I had Issac Newton's intelligence.
The ultimate showdown happened when the smartest students had a debate against each other.
interactive: (of two people or things) influencing or having an effect on each other; to come into contact
Two year-old are very interactive when they play among each other.
principle: a fundamental source or basis of something.
A principle in physics is that an object in motion will stay in motion unless acted by an outside force.
guidance: advice or information aimed at resolving a problem or difficulty, esp. as given by someone in authority.
I go to the career center to get guidance in my college applications and scholarships.
collaboration: the action of working with someone to produce or create something.
The doctors were collaborating in a case that was difficult to diagnose.
formative: serving to form something, esp. having a profound and lasting influence on a person's development.
In a pregnancy, the first 6-8 weeks are formative.
summative: additive, cumulative
The grades for this semester are summative to my total GPA.
racism: poor treatment of or violence against people because of their race; the belief that some races of people are better than others.
Even though people would like to think racism doesn't exist, it still does.
intelligence: the ability to learn or understand things or to deal with new or difficult situations
I wish I had Issac Newton's intelligence.
PERFORMATIVE UTTERANCE + HAMLET---ESSAY (AP ENGLISH)
Throughout the play, Hamlet gives a few soliloquies that allow the reader know what Hamlet thinks and feels. Throughout the play, the impact of performative utterance on Hamlet and his sense of self was seen by his actions and the way he spoke to other characters. By using locutionary force, illocutionary force, and perlocutionary force through out the play, Shakespear shows how when Hamlet speaks, his words constitute actions in their self.
The importance of performative utterance on Hamlet is shown when he says his soliloquies. For example, when Hamlet gives his first soliloquy during act 1 scene 2, the audience knows how he feels about his mother marring his uncle. In act 1 scene 5, Hamlet learns that his father was poisoned and he uses illocutionary force to order himself to kill hi uncle to avenge his father's death. By Hamlet commanding himself to "remember and obey" his father's ghost, he is condemning his uncle to his death. When Hamlet says that he will remember his father, his speech constitutes actions because that means that he will kill Claudius.
Austin's idea is that languae describes and does. This idea can be backed up by Hamlet's actions. For example, when Hamlet gives his soliloquies, he is describing the way he feels and he is also describing how he is going to avenge his father's death. In other words, Hamlet uses his soliloquies to give himself a push in killing Claudious. By Hamlet "motivating" himself to kill his uncle, he shows that even though he doesn't know how to kill his uncle, he is sure that he needs to kill his uncle.
In my opinion, "self overhearing" means that someone says their feelings, what and how they feel out loud in order to help them self make decisions or to clarify their ideas and feelings. Another use of self overhearing is that it helps to memorize. When I was memorizing To Be Or Not To Be, I read the lines out loud and after a few repetitions, I had memorized that line.
In conclusion, Austin's idea of language can be seen through out the play by Hamlet's actions. In the play, self-overhearing has a big impact on the plot and the characters because by over hearing himself, Hamlet was able to decide what to do in order to take revenge against his uncle.
The importance of performative utterance on Hamlet is shown when he says his soliloquies. For example, when Hamlet gives his first soliloquy during act 1 scene 2, the audience knows how he feels about his mother marring his uncle. In act 1 scene 5, Hamlet learns that his father was poisoned and he uses illocutionary force to order himself to kill hi uncle to avenge his father's death. By Hamlet commanding himself to "remember and obey" his father's ghost, he is condemning his uncle to his death. When Hamlet says that he will remember his father, his speech constitutes actions because that means that he will kill Claudius.
Austin's idea is that languae describes and does. This idea can be backed up by Hamlet's actions. For example, when Hamlet gives his soliloquies, he is describing the way he feels and he is also describing how he is going to avenge his father's death. In other words, Hamlet uses his soliloquies to give himself a push in killing Claudious. By Hamlet "motivating" himself to kill his uncle, he shows that even though he doesn't know how to kill his uncle, he is sure that he needs to kill his uncle.
In my opinion, "self overhearing" means that someone says their feelings, what and how they feel out loud in order to help them self make decisions or to clarify their ideas and feelings. Another use of self overhearing is that it helps to memorize. When I was memorizing To Be Or Not To Be, I read the lines out loud and after a few repetitions, I had memorized that line.
In conclusion, Austin's idea of language can be seen through out the play by Hamlet's actions. In the play, self-overhearing has a big impact on the plot and the characters because by over hearing himself, Hamlet was able to decide what to do in order to take revenge against his uncle.
Thursday, October 31, 2013
vocab 9
aficionado: (noun) fan, enthusiast.
- My cousin, who often spends her time painting, is an aficionado of art.
browbeat: (verb) to intimidate by overbearing words or looks; bully.
commensurate: (adjective) having the same measure; of equal extent, proportionate; having a common measure.
diaphanous: (adjective) very sheer and light; almost completely transparent.
emolument: (noun) profit, salary, or fees from office or employment.
foray: (noun) a quick, sudden attack; a quick raid.
genre: (noun) a class or category of art, music or literature.
homily: (noun) a religious sermon or speech that is intended to provide spiritual education, or any moral lessons that are being imparted, especially when being imparted or taught in a tedious way.
immure: (verb) to enclose within walls; to seclude or confine; to imprison.
insouciant: (adjective) free from concern, worry, or anxiety; carefree; nonchalant.
matrix: (noun) an environment in which something is created.
obsequies: (noun) funeral rite or ceremony.
panache: (noun) a grand or flamboyant manner; style; flair.
persona: (noun) a person; the characters in a play or novel; a person's personality.
philippic: (noun) a cruel attack of words.
prurient: (adjective) having or expressing lustful ideas or desires.
sacrosanct: (adjective) extremely sacred or inviolable.
systematic: (adjective) having, showing, or involving a system, method, or plan.
tendentious: (adjective) Marked by a strong implicit point of view; having or showing a definite tendency, bias, or purpose.
vicissitude: (noun) a change or variation.
- My cousin, who often spends her time painting, is an aficionado of art.
browbeat: (verb) to intimidate by overbearing words or looks; bully.
commensurate: (adjective) having the same measure; of equal extent, proportionate; having a common measure.
diaphanous: (adjective) very sheer and light; almost completely transparent.
emolument: (noun) profit, salary, or fees from office or employment.
foray: (noun) a quick, sudden attack; a quick raid.
genre: (noun) a class or category of art, music or literature.
homily: (noun) a religious sermon or speech that is intended to provide spiritual education, or any moral lessons that are being imparted, especially when being imparted or taught in a tedious way.
immure: (verb) to enclose within walls; to seclude or confine; to imprison.
insouciant: (adjective) free from concern, worry, or anxiety; carefree; nonchalant.
matrix: (noun) an environment in which something is created.
obsequies: (noun) funeral rite or ceremony.
panache: (noun) a grand or flamboyant manner; style; flair.
persona: (noun) a person; the characters in a play or novel; a person's personality.
philippic: (noun) a cruel attack of words.
prurient: (adjective) having or expressing lustful ideas or desires.
sacrosanct: (adjective) extremely sacred or inviolable.
systematic: (adjective) having, showing, or involving a system, method, or plan.
tendentious: (adjective) Marked by a strong implicit point of view; having or showing a definite tendency, bias, or purpose.
vicissitude: (noun) a change or variation.
Wednesday, October 30, 2013
TOOLS THAT CHANGE THE WAY WE THINK (AP English & Expos)
"Back in 2004, I asked [Google founders] Page and Brin what they saw as the future of Google search. 'It will be included in people's brains,' said Page. 'When you think about something and don't really know much about it, you will automatically get information.'
'That's true,' said Brin. 'Ultimately I view Google as a way to augment your brain with the knowledge of the world. Right now you go into your computer and type a phrase, but you can imagine that it could be easier in the future, that you can have just devices you talk into, or you can have computers that pay attention to what's going on around them and suggest useful information.'
'Somebody introduces themselves to you, and your watch goes to your web page,' said Page. 'Or if you met this person two years ago, this is what they said to you... Eventually you'll have the implant, where if you think about a fact, it will just tell you the answer."
-From In the Plex by Steven Levy (p.67)
How does use of the Internet, media, and/or technology change the way you think? Focus on your memory, your ability to concentrate, your sense of time and priorities, and the subjects/topics that interest you most. If you find "thinking about your thinking" difficult to assess, try the following strategies: compare yourself with older people who did most of their formal learning before smart phones and 2.0 existed; compare yourself with contemporaries who don't use those tools much today; read up on what education leaders and thinkers have to say about generational differences in thinking (and remember to cite your sources).
I think that the Internet has changed the way I think by enabling me to get information that I would probably never know. (even with filter bubbles) However, I think that in a way, it has made me less responsible and kind of unorganized. For example, if I have a homework assignment that I can use the Internet to help me with it, I would do that assignment last because I have Internet in my phone so I can do it during school. Also, I think that in a way I took a step forward and two steps back ever since I started to rely on the Internet so much.
'That's true,' said Brin. 'Ultimately I view Google as a way to augment your brain with the knowledge of the world. Right now you go into your computer and type a phrase, but you can imagine that it could be easier in the future, that you can have just devices you talk into, or you can have computers that pay attention to what's going on around them and suggest useful information.'
'Somebody introduces themselves to you, and your watch goes to your web page,' said Page. 'Or if you met this person two years ago, this is what they said to you... Eventually you'll have the implant, where if you think about a fact, it will just tell you the answer."
-From In the Plex by Steven Levy (p.67)
How does use of the Internet, media, and/or technology change the way you think? Focus on your memory, your ability to concentrate, your sense of time and priorities, and the subjects/topics that interest you most. If you find "thinking about your thinking" difficult to assess, try the following strategies: compare yourself with older people who did most of their formal learning before smart phones and 2.0 existed; compare yourself with contemporaries who don't use those tools much today; read up on what education leaders and thinkers have to say about generational differences in thinking (and remember to cite your sources).
I think that the Internet has changed the way I think by enabling me to get information that I would probably never know. (even with filter bubbles) However, I think that in a way, it has made me less responsible and kind of unorganized. For example, if I have a homework assignment that I can use the Internet to help me with it, I would do that assignment last because I have Internet in my phone so I can do it during school. Also, I think that in a way I took a step forward and two steps back ever since I started to rely on the Internet so much.
FILTER BUBBLES (AP English & Expos)
a)What new information did you learn from the video?
-everyone sees something different when they search for the same thing and that the Internet doesn't really open doors for you, it just leads you to a place you will feel comfortable.
b)How does this information make you think differently about what you see online?
-there is more to what is being presented to me
c)What questions does this video raise about the Internet in general?
-how can I get all the different points of view that are out there?
d)How can you improve the effectiveness of your searches?
-by focusing on a different point of view
-everyone sees something different when they search for the same thing and that the Internet doesn't really open doors for you, it just leads you to a place you will feel comfortable.
b)How does this information make you think differently about what you see online?
-there is more to what is being presented to me
c)What questions does this video raise about the Internet in general?
-how can I get all the different points of view that are out there?
d)How can you improve the effectiveness of your searches?
-by focusing on a different point of view
Tuesday, October 29, 2013
THOUGHTS ON HAMLET (IN PROGRESS) (AP English)
-I think that the reason why Gertrude can't see the ghost is because the ghost represents Hamlet conscience. But if that were true, how come the guards were able to see it? I'm still working in that.
-Dr. Preston said that he interpreted as the ghost only presenting himself to people who are pure(?)...that kind of makes sense because Gertrude has little/no morals.
-I think that since Hamlet didn't care that he killed Polonious, he is not going to care who he has to kill in order to get revenge.
-Dr. Preston said that he interpreted as the ghost only presenting himself to people who are pure(?)...that kind of makes sense because Gertrude has little/no morals.
-I think that since Hamlet didn't care that he killed Polonious, he is not going to care who he has to kill in order to get revenge.
The Performative Utterance in William Shakespeare's Hamlet (AP English)
performative: relating to or denoting an utterance by means of which the speaker performs a particular act.
utterance: spoken word, statement or vocal sound; the action of saying or expressing something aloud.
Hamet's struggle is in doing what his brain is telling him to do. And not in whether or not he should kill himself.
utterance: spoken word, statement or vocal sound; the action of saying or expressing something aloud.
Hamet's struggle is in doing what his brain is telling him to do. And not in whether or not he should kill himself.
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