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.
Sunday, August 29, 2010
Monday, August 23, 2010
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.
Monday, August 16, 2010
Academic and Intellectual Profile
Reading
- 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.
- 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.
- 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.
- 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 | | | |
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