Sunday, December 15, 2013

Food Memoir

A Lifelong Safari
When I was a child, I was quite the firecracker. If there were opportunity for any sort of adventure, I would charge toward it without consideration. The greatest adventure I have ever begun is an adventure I’m continuing to this day—and it all started when I was nine. My father took me to an Asian restaurant named Wasabi and introduced me to sushi. I decided against asking what it was, considering I was a bold and fearless little rebel. Good thing I didn’t ask (typically younger children are turned off by eating raw fish.) After my dad taught me how to properly hold the chopsticks, I took my first bite. So many flavors were captured in this tiny roll, and suddenly the moment was gone. Thankfully, I had seven more! After I finished and we left, I knew that exploring foreign flavors was more than a quick adventure; it was a continuous safari I would be on for the rest of my life, accompanied by my family.
My family and I have always treated dinner as a scared practice; we strongly agree with Thomas C. Foster that “the act of taking food into our bodies is so personal.” However, not everyone agrees with us. Over time, American families have displayed acts that belittle dinnertime, such as eating frozen dinners for the sake of saving time and eating separately. We do the opposite; we craft our meals from scratch and then enjoy those meals in each other’s company. Mervyn Claxton states, “People who eat different foods […] are often thought to be different.” Well, we are different and proud of it. We don’t stick to traditional American meals either; we believe that dinner should be an experience, a safari. As we open up various different types of cook books, our means of transportation into the jungle, we explore the pages as explorers would. The exotic flavors are shown through the recipes, and after we create these meals those flavors mingle in our mouths in perfect harmony.
Though my family and I love all types of food that originate from different cultures, we have a specific preference for Asian foods; often we make Thai dishes. They’re easy, quick, filling, and “healthy” as in there are vegetables, but the nutrients remaining are pretty slim. And, of course, we cannot get enough sushi. When I decided to stop eating meat, I became a pescetarian instead of a vegetarian because I knew I could not give it up. We love sushi so much that we decided to learn how to make it. Though it’s usually not as good as sushi in restaurants, it’s cheaper in price and richer in experience. I prepared a California roll today to avoid serving real raw fish, but we also make spicy tuna rolls.

My family doesn’t need a spectacular vacation to knit us closer together; we can experience safari-like bonding through dinnertime. Regardless of if it’s a busy week or laid-back weekend, we will always try to prepare proper and exploratory meals. Ruth Reichl feels “that if you watched people as they ate, you could find out who they really are.” If you watch how my family and I eat, you’ll find we are true explorers. I intend to continue this safari throughout my adult life. I owe so much to my parents, especially my father, for introducing me to this lifestyle of eating at such a young age. 

Glog


Monday, November 25, 2013

The Rainbow Blog Post Part 2

My initial score the grader of my essay gave me was a six. The explanation given for this score was that my analysis was "reasonable" and employed "literary devices" in my essay. My essay was "not error-free" but I did "refer to the text for support" often. I scored a six rather than a seven because my essay was not as "developed" as a seven essay would be. I completely agree with this grade, and considering I interpreted the excerpt incorrectly, the grade was generous. I was not aware of the author's background or even the gender of the author. The main problem I had while developing my essay was that I wasted too much time reading and internalizing the prompt and the excerpt.

A major way I could improve my essay would be to focus on the pastoral imagery and the real complexity of the passage. In my essay, I assumed the author was a women and I did not have any background knowledge of the author, so I wrote my essay from a feminist perspective. I didn't connect the pastoral imagery the author used with the men doing field work to their complacency. I also viewed their complacency in a negative way, when the author felt that "blood" knowledge was what everybody should strive for. The author felt that desire for knowledge outside of home was what prevents true happiness in women, and I did not analyze that correctly.

Another aspect I should have focused on in my essay was how the contrast between men and women negatively characterized the woman, when instead I said it positively characterized the woman. From my feminist perspective, I felt that striving for knowledge was a way for the woman to achieve self-fulfillment,  while the men only fulfilled the basic needs for survival. Men were happy with work and no extended knowledge, and according to Maslow's hierarchy of needs I felt this made men superficial and even ignorant. Though the woman was disappointed with not being able to extending her horizons, like the vicar, I felt that there wanting to extend her thinking beyond basics characterized the woman as equals to the men, and even their superior. However, the desire for knowledge making the woman upset contrasting with the men following their natural instincts and being complacent was the author saying that knowledge found within is the key to true happiness and self-fulfillment. If the woman didn't waste her days longing for more, then she would be as content as the working men are.

Overall, the main issue with my essay was incorrectly analyzing this prose piece. I should have focused on stronger literary devices, such as how the use of anaphora establishes the men's complacency "It was enough" (12). If I would have realized the pieces complexity lies within the vicar's learned knowledge balanced with his blood knowledge made him master of the men, but learned knowledge alone brings pain and blood knowledge brings contentment, then I could have accurately developed an essay that was an 8 or a 9. I didn't cite my quotations correctly and I spent too long analyzing the passage when I should have started writing using sophisticated language and stronger literary devices. If I would have realized women most likely weren't published in the early twentieth century, then I could have accurately analyzed this passage. I now know to take into consideration all aspects of the prompt, the passage, and the background information given to us during the AP Exam and when writing all essays. I feel that this reflection will help me to better my future analytical essays.

Tuesday, November 19, 2013

The Rainbow Blog Post Part 1

It is common knowledge that women have been battling for gender equality and are still battling to this day. In The Rainbow, D. H. Lawrence juxtaposes male and female life in the early twentieth century to characterize women as men's equals-if not their superiors.

Throughout the first two paragraphs, repetition and diction both characterize and juxtapose women and men to create an intellectual superiority of women. In the first paragraph, the men were completing farm work, using their "blood" (9) of manhood to survive and be content with life. For men, farm work and turning "to the heat of the blood" (12) is enough. The second paragraph, the author focuses on characterizing women and their "desires" (22) for knowledge. Women want more than just equality, or "blood-intimacy" (16) but to explore "the world beyond," (19).

The remainder of this excerpt utilizes symbolism to further the characterization of women, specifically their desire to expand their intellectual growth. The vicar represents a man who could "speak the other, magic language" (41) unlike other men she knew, such as her husband. This vicar is a symbol for the ultimate goal of women-to be considered equal to men. This is especially true in the following lines, when Lawrence writes that women could "perceive" the magic language, but could "never attain to" (42-43).

Ultimately, the vicar stands for the gender equal women deserve, while spotlighting the ignorance of men. The vicar was "the master" (64) because he had "knowledge" (66).

Thursday, November 14, 2013

Blog Post #18: Reflection

This trimester of AP Literature has been trying, but worth every minute. As both a writer and person, I have expanded and grown into an intelligent woman, and with every day my intellect seems to grow more. Blogging and reflecting on assignments has really impacted my learning positively. One of my favorite assignments I have posted is the first Hamlet blog post. I had to write from my character, Ophelia's point of view to her bloggers (yeah, Ophelia had a blog) about the conflict between listening to Polonius about not seeing Hamlet and listening to her heart. I am proud of this post because I decided to challenge myself and wrote in Shakespearean language. Somehow, I managed to make Ophelia sound as if she had time traveled from Shakespeare's time period to now, learning the ways of the future. The analogy I thought of was a foreign exchange student joining a new school, attempting to become culturally savvy in a new environment but never losing the hometown accent. That I made this challenge work while following the guidelines, even challenging myself at all gives me joy and is a reason for me to take pride in my blog work.

Another post I pride myself on is my comparison/ contrast paper. That paper was incredibly difficult to write, and at that point in my education I hadn't written a wide variety of papers. Nonetheless, I wrote it as best as I knew how to at the time, and I earned a B. Though an A gleaming in my rear view mirror would be a nice change of pace, I still pride myself on earning that grade with the little experience I've had with AP courses. The main reason I believe I did not receive an A was my MLA format and the two essays I had to write individually in order to create a decent comparison and contrast paper. If I had taken more time on my prose analysis and checked my MLA format with a magnifying glass, I honestly believe I could have earned an A. Improving the roots of a paper usually improves the paper as a whole, after all.

In class, I believe I am a very active participant. I get involved in discussions, I risk saying wrong answers and embarrassing myself for the sake of learning and helping my classmates learn. When I finally analyze a piece correctly in class, I pride myself and motivate myself to keep working up the ladder of my educational experience. During group assignments, I felt that I performed my role in the group well. I tried to be an energetic as possible, and when we got stuck or lazy, I urged everyone to try again. Sometimes my tactics worked and sometimes they didn't, but I feel that I tried as hard as I could whenever I was in class.

However, work at home is a different, less-motivated tune. Looking back on this trimester, I might have earned an A if I hadn't been so lazy when it came to homework. I am not saying I never did my homework, but sometimes I just couldn't get going. When my brain needed to jog, it would sometimes sit on the couch. I am disappointed in myself that I didn't try as hard at home as I did in school, but I have developed plans to change the way I operate for next trimester. I have planned a personal reward system, and I have done some research on how to keep myself from falling into old habits of not studying. Overall, this laziness is close to extinction.

Referring to my previous post about not doing as much homework as I should, I believe that would improve my work ethic and overall scores immensely. A goal I have in mind is to start off the trimester doing all of my homework and in addition doing extra work. This way, I can take off some work as the trimester moves along. Not only will this method improve my skills as an AP Literature student, but I will feel like I'm doing a less or even amount of work as the trimester progresses. To put a metaphorical time stamp on this, at the end of next trimester, I will be completing all of my work, creating better work, and not feel so stressed out about it.

When it comes to the AP exam, I have a few ideas as to how to reach the range in which I would like to score. I swear, I am going to read 8 and 9 essays before bed every night so that I can internalize what I've read while sleeping. I will write in the morning, afternoon, evening, mid day, every day. I know this is the most efficient way to improve my essay writing abilities. Maybe I won't write quite that often, but it'll be at least once every day. Another plan is to keep practicing the multiple choice portion of the exam. I will buy my own books if need be, but I will make it happen. For my second metaphorical time stamp, I will employ these techniques (as best as I can) until the exam. Though I do not have AP Lit for the third trimester, I will continue practicing these techniques so that I can achieve at a college scholar level and to earn a college credit from this class.

Extra Credit: Hamlet Blog Post #5



Don't try to explain your mind
I know what's happening here
One minute it's love and suddenly
It's like a battle-field
One word turns into a 
Why is it the smallest things that tear us down
My world's nothing when you're gone
I'm out here without a shield
Can't go back now

Both hands tied behind my back for nothing
Oh no
These times when we climb so fast to fall again
Why we gotta fall for it now

I never meant to start a war
You know I never wanna hurt you
Don't even know what we're fighting for

Why does love always feel like ...
a battlefield (battlefield)
a battlefield (battlefield)
a battlefield (battlefield)
[repeat]
Why does love always feel like

Can't swallow our pride,
Neither of us wanna raise that flag
If we can't surrender
then we both gonna lose what we had, oh no

Both hands tied behind my back with nothing
(nothing)
Oh no, these times when we climb so fast to fall again
I don't wanna fall for it now

I never meant to start a war
You know I never wanna hurt you
Don't even know what we're fighting for

Why does love always feel like ...
a battlefield (battlefield)
a battlefield (battlefield)
a battlefield (battlefield)
[repeat]

I guess you better go and get your armor
(get your armor)
Get your armor (get your armor)
I guess you better go and get your armor
(get your armor)
Get your armor (get your armor)
I guess you better go and get your

We could pretend that we are friends tonight
And in the morning we'll wake up and we'll be alright
Cause baby we don't have to fight
And I don't want this love to feel like

A battlefield (oh), a battlefield (oh), a battlefield,
Why does love always feel like a battlefield (oh),
A battlefield (oh), a battlefield

I guess you better go and get your armor
I never meant to start a war (start a war)
You know I never wanna hurt you
Don't even know what we're fighting for
(fighting, fighting for)

Why does love always feel like ...
a battlefield (battlefield)
a battlefield (battlefield)
a battlefield (battlefield)
[repeat]

I guess you better go and get your armor
(get your armor)
Get your armor (get your armor)
I guess you better go and get your armor
(get your armor)
Get your armor (get your armor)

[slowly fade]
Why does love always feel like
(whooaa ooow)
Why does love always feel like
(whooaa ooow)
A battlefield, a battlefield..

[(whooaa ooow) throughout to end]
I never meant to start a war
Don't even know what we're fighting for
I never meant to start a war
Don't even know what we're fighting for
(whooaa ooow)
[fade out]



I cannot take the madness inside my brain, 'tis the worst ache a mind or heart could bear. Even strangers think me "importunate,/Indeed distract. Her mood will needs be pitied." (4.5.2-3). O, song hath carried me through this trouble, cradling as 'twere I a child! "He is dead and gone, lady,/He is dead and gone,/At his head a grass-green turf,/At his heels a stone." (4.5.26-29). Beautiful tune, yet sad. Music in mine ear is as well pain in mine chest, for I miss my father dearly. Yet still, doubt, he hath filled me, why Laertes had taken part as well. A song! A song about my troubles of love to play at mine funeral, when after this I shall be no more. Battlefield, 'tis the winner! My father and brother, I loved them dear, and Hamlet "you promised me to wed."(4.5.46). O, but not he. Instead he battles my brother, and my brother says, "I will do ’t." (4.7.136). Battle and battle to death, they'll do. O how Laertes created a war when he filled mine head with doubts, such like "the trifling of his favor,/Hold it a fashion and a toy in blood." (1.3.5-6) alongside "Perhaps he loves you now,/And now no soil nor cautel doth besmirch/The virtue of his will, but you must fear." (1.3.14-16.) Fear I did, and now the field of battle hath arrived. Even crueler my late father hath said such like "Affection! Pooh, you speak like a green girl,/Unsifted in such perilous circumstance./Do you believe his “tenders,” as you call them?" (1.3.101-103) and "Think yourself a baby/That you have ta'en these tenders for true pay,/Which are not sterling." (1.3.105-107). How they could speak such cruel and false words is beyond the knowledge I possess. And Hamlet, worst of all, love in bounty one moment, the next his words turned to "I loved you not." (3.1.115) and "Go thy ways to a nunnery." (3.1.130-131). I cannot bear to think more! I shall go down to the river now, and when at the funeral thine ears are filled with tunes bittersweet, these snakes of men shall know the hurt they've caused.

Blog Post #17: Hamlet Blog Post #6

Hamlet Essay

Addyson Miklos


Ms. Wilson
AP Literature
14 November 2013
In a novel by William Styron, a father tells his son that life “is a search for justice.” Choose a character from a novel or play who responds in some significant way to justice or injustice. Then write a well-developed essay in which you analyze the character’s understanding of justice, the degree to which the character’s search to justice is successful, and the significance of this search for the work as a whole. Do not merely summarize the plot.

I have read and understand the sections in the Student Handbook regarding Mason High School's Honesty/Cheating Policy. By affixing this statement to the title page of my paper, I am certifying that I have not cheated or plagiarized in the process of completing this assignment. If it is found that cheating and/or plagiarism did take place in the writing of this paper, I understand the possible consequences of the act, which could include a "0" on the paper, as well as an "F" as a final grade in the course.

Addyson Miklos
Ms. Wilson
AP Literature
14 November 2013
Hamlet Essay
            All heroes earn their titles by doing one thing—ensuring justice. If there is a villain creating chaos, it is a heroes’ duty to remove that villain from power. In Hamlet, William Shakespeare creates a tragic hero who seeks out justice on Claudius, his uncle and his father’s murderer. Throughout his several soliloquys, Hamlet proves himself to be a hero; at first he cannot decide if murdering Claudius is its own injustice, then he assumes he is God’s instrument as a server of justice and therefore morally sound in his decision. He kills Claudius in order to achieve justice, which leads to his tragic but heroic death.
            Hamlet’s first soliloquy is significant as it relates to his eventual heroism. Loyalty is a trait that Hamlet, like all heroes, carries; though his uncle has usurped the royal throne as king of Denmark, Hamlet remains faithful to his father, King Hamlet, by referring to him as “So excellent a king, that was to this Hyperion to a satyr.” (1.2.140-141). This line introduces Hamlet as not simply loyal to his father, but that he idolizes his father; he views him as a god. In juxtaposition, Hamlet compares Claudius to a half-man, half-animal creature, insinuating that Claudius is barely a man. This view into Hamlet’s real feelings towards Claudius is important in that he lacks respect for Claudius even before he is aware of his uncle’s sinister actions.
            During Hamlet’s famous “To Be Or Not To Be” speech, he has already promised his father’s spirit that he would avenge him. He has thrown on a disguise of craziness to work up to killing Claudius, which would serve justice for Denmark by ridding this poisonous king. However, he is morally conflicted, which is apparent when he says, “in that sleep of death what dreams may come/When we have shuffled off this mortal coil,/ Must give us pause.” (3.1.67-69). If he kills Claudius, he has committed a mortal sin, and will spend his afterlife in hell; if he commits suicide, he will have the same fate. His fear of what is moral and immoral gives him “pause.” However, at the end of his speech, Hamlet comes to the conclusion that “conscience does make cowards of us all,” (3.1.84) which leads him to believe “with this regard their currents turn awry,/And lose the name of action.” (3.1.88-89). Over thinking, he realizes, is a hindrance in life, and the pause it creates means that rightful actions are not always carried out. It is in this speech when he has made his final decision to seek justice and murder Claudius.
            Horatio secretly meets Hamlet in a graveyard before the climactic battle scene between Laertes and Hamlet takes place. Horatio is curious as to how Hamlet escaped his supposed death sentence. Hamlet reveals that “Without debatement further, more or less,/He should the bearers put to sudden death,/Not shriving-time allowed.” (5.1.45-47). He exchanged the letter Claudius sent, and using his wit he arranged the murders of Rosencrantz and Guildenstern in his place. It seems like this should be a moral crime, but Hamlet believes that “heaven” was “ordinant” (5.1.48) in this plan, (considering Rosencrantz and Guildenstern were spies, therefore immoral) and he was justified in his actions. Since he believes God helped him to see the letter and bring the Danish seal, he believes he is God’s instrument of justice, and next is Claudius. There is a tone-shift in this speech from the previous acts; Hamlet was fearful of sinning, but now he is confident in his words and actions, fully aware that he is dutifully carrying out justice.
            Before his duel with Laertes, Hamlet apologizes for killing his father. He excuses his behavior by telling Laertes, “I proclaim I was in madness.” (5.2.196). Hamlet faked his craziness, but he is trying to mend bridges with Laertes. Though Hamlet’s madness was a rouse, he is still justified in killing Polonius because he was a “wretched, rash, intruding fool” (3.4.31). The quick pacing of the words in this line expresses Hamlet’s raw rage at such a dishonorable act, an act that deserved justice. Throughout the duel, all prominent characters (excluding Horatio) become poisoned.

As Hamlet lies dying, he tells Horatio, “Absent thee from felicity a while,/And in this harsh world draw thy breath in pain/To tell my story.” (5.2.345-347). The battle was a victory for Hamlet, so much that his dying wish is that Horatio tells his story. Hamlet dies a heroic death, fighting to avenge his father and to rescue Denmark from the undeserving and selfish Claudius. Hamlet achieves justice by defeating a true villain, and died with heroic honor.