Feminism

Much like mythological/archetypal which deal with contrasting roles of gender throughout a story's plot, feminist works with the gender role of a female. I'm excited to be working with this specific group since it is extremely relatable to me. I don't believe that feminism is necessarily constantly standing up for woman's rights and despising everything relating to a male figure, I believe that this concept is simply derived from a strong female role. This shows that woman can be the heroes for a change and take on that image of strength and power that is far too often given to a male lead. Setting examples along the way and creating change upon what usually takes place, feminist roles set an example for younger girls to follow in their footsteps.

Progress

I can't believe that the first six weeks of my last year of high school is over. Its exciting, but terrifying at the same time since the thought of slowly becoming an adult is unbelievable. Despite the opinions of previous Panthers that their senior year was easy, I have come to realize that it is no walk in the park. The work load this year has been just as much if not more than any other year. On top of the school work that we have to put into our daily routines, we have the added stress of college applications which are much closer than anyone thinks. However, with the insane work load and stressful week days, it's exciting to know that you're the oldest one at the school for a change, and that new memories are just months away. Overall, I'm feeling great about this year and what it has in store for me.

The Speculator by Victor Niederhoffer and Laurel Kenner

Through reading "The Speculator" I learned about how being the champion, king, or the best of something has its positives, of course, but negatives as well. All of the companies mentioned in this article including Genentec and Enron were massive industries that used to be on the top, but tragically fell. Whether is was the giant egos that developed overtime as their businesses grew, or too much self confidence causing careless errors, these companies fell victim to a classic reoccurring theme in tragedies. Niederhoffer and Kenner explain how when too much power is given to a single human being and when they can't receive anymore since they've reached the highest point of success, there is nowhere to go but down. Usually in a situation of such extreme power a sense of self admiration takes over which clouds the mind from rational thinking. This fatal mistake sets the high figure into a fast downhill spiral that ultimately ends in disaster. It was recently discovered that Governor Mark Sanford cheated on his wife with a mistress from Argentina. Some think that he believed he was above the law in this situation, exempt from any consequences. However, regardless of the reasons for his actions, the world sees yet another powerful leader fall off of his thrown, solidifying this constant theme of tragic stories.

The Tragic Fallacy by Joseph Krutch

"Reading Three" from "The Tragic Fallacy" was almost refreshing to read. In the midst of our tragedy unit, the AP literature classes have been surrounded by grief pity, and shocking depression. However, Krutch doesn't show tragedy through a dark light at all, but instead relates it to inspiring and excellent things. Twisting the normal thought of tragic tales, they are compared to things such as "nobility" and explaining how the characters throughout these stories have "saved themselves" from their horrible lives. Even though I enjoyed reading another opinion on this genre of literature, I'm not fully convinced that I believe it. I don't completely agree with the strict structure of tragic formats and what they mean but, to me, a tragic tale doesn't seem half as positive as Krutch makes it out to be. Joseph Krutch explains how every story, whether it be a comedy or tragedy, have a happy ending if it "perform[s] their function[s]". This concept relates to my own tragedies in life. When it seems as if nothing is going my way and a horrible event hits me for no apparent reason, the unfortunate experience always ends up teaching me a lesson in some way and preparing me for future experiences to prevent further tragedies. Therefor in its own way it has fulfilled its function of occurring.

Falling into Place

Problems surround us everywhere we go, even the happiest of people are struggling and the best of places could have secret distresses soon to be discovered. Most of the people in the world have the hope that everything will work itself out for the better, that all their hardships and troubles will have a happy ending. As tragedy has currently surrounded my world; whether it be a school unit, a historical disaster remembered, or a current event that has crushed several close to me, the belief that everything will fall into place is stronger than ever. The theme of tragedy in literature creates the same pity and helplessness that would overcome you in the real world. Almost as if it is preparing us for what could happen, the tragic stories and plots that have constantly been read throughout time have shown us to be stronger human beings and build upon what has thrown us down. The world has united since 9/11 and currently the bay area is growing stronger from the San Bruno fire. Everyone wishes that things will work themselves out, but I believe the world has been empowered to make things fall into place instead of waiting for it to happen.

Change

Much like the change in "Bartelby", my own life is undergoing a shift as well. I can't tell where I'll end up by this time next year, but the process of change is already beginning to take place. As the story is fast and sneaks up on you with great subtlety, college applications and my future has snuck up on me as well. It seems like only yesterday that I walked through the Burlingame High School doors as a freshman and soon I will be walking out as a new person entirely, much like how Bartelby and the narrator ended the story as completely new men. I have realized from this past week that what sometimes needs to change is the setting that a character is in or the people they are surrounded by as well as the character itself to effectively take the story forward, and I believe my change of setting and friends will be a hard shift but will ultimately take me forward successfully in my own story.

Bartelby

From reading and analyzing "Bartelby" this past week, it has been made clear that the author illustrates to the readers that the tone of any book doesn't have to be set by the main character. As we progress through the story, how the narrator perceives Bartelby changes and as a result the entire objective of the story shifts along with it. The tone used to describe this controversial character changes from frustration and hatred to patience and understanding. This allows the reader to be led on almost a subconscious journey, unaware of what or how the mood of the story is changing as they are swept away in the plot. When the main character isn't the focus of the change, the shift becomes subtle and allows the story to flow in a different and almost greater way.

The Second Coming

William Butler Yeats illustrates an extremely vivid picture for his readers in the poem "The Second Coming". Doubt crossed my mind after reading this poem that there is any good in the world we live in. Yeats believes that the world is governed by hopeless cycles that each have a fate of destruction. The hope that the world is good is crushed by his ideas that something devastating and wrong is constantly happening. Yeats imprints into your mind the thought that everything great that occurs in your life is twisted and canceled out by the bad. 

Coming Soon...

One week down, and it seems like there's a million to go... for now. I can already feel the school routine beginning to take shape in these first few days back at B.H.S. Soon the weeks will be flying by and in no time at all I will be off on my own. The truth is, I'm not ready for high school to be over yet. The end is coming soon so I better prepare myself the best I can. It seems as if I have been subconsciously working on my college applications since I don't want to think about them because that means it will actually be true, I will no doubt be submitting essay upon essay a few months from now, but i refuse to believe it. I am still in overwhelming awe that my friends and I have grown up so fast, but the student letters we read in class made me feel more secure about what I'm going through. People before me have been through this exact same thing, and survived! I know I'm capable of surviving senior year just like the students before me. This is a time to take in every moment and enjoy it, not a time to stress about the future or what is ahead of all of us... or even how soon it may be coming.

Academic and Intellectual Profile

Reading

1. Other than my summer reading books, this summer I read The Little Prince by Antoine de Saint Exupéry. I read that book frequently since it is my favorite.
2. I have read several magazines this summer including Vogue, Teen Vogue, Cosmo, Seventeen, etc. which all include several articles on different topics. I have also read several website articles and descriptions of many of the colleges that I plan on applying to.
3. When I got my job working at American Apparel, I had to read the sales and workers manual for the store as well as the store’s retail contract that was a couple hundred pages.
4.  Before I read any book I always have to read the short summary that is located either on the back or front flap of the book. When I’m reading a book it has to be completely silent and I have to be completely immersed in what I’m reading or else I wont be able to concentrate on the text. Once I finish reading I tend to review my favorite sections of the story.

Writing

In general I feel that I am a strong writer. I pose strong and supported arguments throughout my essays and papers. What I usually have the biggest problem with is organizing the structure of my essays because sometimes they can feel jumbled with thoughts when I don’t mean to execute my ideas in that way at all. 

Thinking            Evaluate yourself on the following “Habits of Mind” (on a scale of 1-10):

Broad Intellectual Practices

__8_Exhibit curiosity

__8_Experiment with new ideas

__8_See other points of view

__6_Challenge one’s own beliefs

__7_Engage in intellectual discussions

__5_Ask provocative questions

__6_Generate hypotheses

__9_Exhibit respect for other viewpoints

__8_Read with awareness of self and others

 

Classroom Behaviors

__7_Ask questions

__8_Be attentive in class

__9_Come to class prepared

__9_Complete assignments on time

__8_Contribute to class discussions

__10_Attend class regularly and on time

 

Additional College Expectations

__10_Respect facts and information in situations where feelings and intuitions often prevail

__8_Be aware that the rhetoric of argumentation and interrogation relate to varied academic disciplines, purposes, and audiences

__9_Embrace the value of research to explore new ideas through reading and writing

__9_Develop a capacity to work hard and to expect high standards

__10_Show initiative and develop ownership of one’s education

Reflect

One of my own weaknesses is being able to challenge one of my own beliefs. I have trouble doing this because I am usually so caught up in defending my thoughts and arguing against the other point that I normally don’t take the time to consider going against what I believe in.

One of my strengths is showing initiative and developing ownership of my education because I grew up in a household where if I wanted something I had to work for it. The same goes for my education, if I wasn’t to succeed in school and get into a college that I want, I know that I have to work hard for the rewards that I expect myself to see. 

College Readiness (Fall)

	Fall			Spring
WRITING	NW	MP	YR	NW	MP	YR
Write to think, using the notebook to generate and refine ideas.		x
Demonstrate basic grammar, usage, and mechanical conventions.		x
Show a sound understanding and use of FODP in academic writing.		x
Find, evaluate, choose, integrate, cite, situate, and correctly format sources.			x
Support and illustrate your ideas and assertions using evidence and examples.			x
Generate, refine, and develop your own topic and ideas in all academic writing.			x
Use the writing process to generate ideas, draft, revise, proofread, and publish.		x
Write 5-10 page papers with insight and analysis—not mere summary.			x
Apply a range of rhetorical strategies common to academic writing.	x
Write with great clarity, cohesion, coherence, and compelling ideas.			x
Demonstrate a commitment to writing well and ethically.		X
READING	NW	MP	YR	NW	MP	YR
Read critically as evidenced by comments, writing, annotations, and notes.	x
Draw inferences and use textual evidence to support and illustrate.		x
Identify, analyze, and critique author’s argument.			x
Identify and understand words with multiple meanings/implications.		x
Read and understand a range of types of texts for different purposes.		x
Identify, analyze, and critique author’s rhetorical and stylistic choices.			x
Apply principles and concepts from one (e.g., critical) text to others for analysis .			x
Select and read books that challenge your assumptions, knowledge, abilities.		x
Show obvious interest in and commitment to reading range of challenging texts.		x
SPEAKING and LISTENING	NW	MP	YR	NW	MP	YR
Give effective speeches or presentations on an idea/text using appropriate means.			x
Participate in and contribute substance to small group discussions, including pairs.			x
Contribute regularly and substantially to class discussions.			x
Provide evidence, examples, and commentary when contributing to discussion.			x
Listen to others’ ideas and opinions with respect.			x
Demonstrate knowledge of social conventions in discussions (acknowl., resp to).			x
Show a commitment to participating in and ensuring the success of discussion.			x
THINKING (UC HABITS OF MIND) (% = Professors Concerned)	NW	MP	YR	NW	MP	YR
Exhibit curiosity (80%)			x
Experiment with new ideas (79%)			x
See other points of view (77%)			x
Challenge their own beliefs (77%)		x
Engage in intellectual discussions (74%)		x
Ask provocative questions (73%)		x
Generate hypotheses (72%)		x
Exhibit respect for other viewpoints (71%)			x
Read with awareness of self and others (68%)			x
Ask questions for clarification (85%)			x
Be attentive in class (84%)			x
Come to class prepared (82%)			x
Complete assignments on time (79%)			x
Contribute to class discussions (67%)			x
Respect facts and information in situations where feelings and intuitions prevail.			x
Know how to construct and present an oral or written argument.			x
Embrace the value of research to explore new ideas through reading and writing.			x
Develop a capacity to work hard and to maintain high standards.			x
Show initiative and develop ownership of your education in and outside of class			x