Hey y'all
So the quote for today, after a little prompting, was "One man gathers what another man spills." -Grateful Dead
Moving on, there was a Fire Drill! So we all proceeded outside into the harsh wilderness; yet, we marched on, undaunted by such a harrowing climate.
Back inside, we completed a survey for the DANCE-A-THON, which was so terrifying that some felt like they had to remain anonymous or risk being pummeled by dissenting dance-a-thonners. Still others suggested classical music be played, and the image I got from that was of me in a baroque wig courtseying. However, it might be a good idea to have a small break from the 12 hour madness, so I kept my mouth shut.
Then, we proceeded to talk about the main man, Toulmin.
Basically, we discussed DOING RESEARCH:
Where should we get our info from?
Well, there are a few options...
1. The Popular, aka the "glossies", those that are the most readily availible and yet the least useful because of the fact they lack verifiability. Not good candidates for this class.
2. Substantive, which you would never guess are those sources with more substance than the Popular source with less ADS. These are still 'significant', but not the most valuable.
And finally, the pass go collect 200 dollars category,
3. Academic/Professional, which is where the money is. These are the sources that actually do list their bibliograhies and want people to dispute their arguments. These are our targeted areas.
And so, with another sucessful day of English complete, I bid you all farewell,
and good luck to those taking the SATs tomorrow.
~Steph
Friday, February 29, 2008
Thursday, February 28, 2008
Class Recap 2/28 (Ben)
Hey it's Ben...
Today we learned more about the research report and handed in our topic cards. Some of our topics were accepted and some were rejected (but dont worry, those who were rejected are still good people!). The next stage of our research report is the "research proposal" page that we should start to think about/work on. This should be about one page double spaced and including these four key elements.
1.) Identification of the Topic - What question are you answering? Why does it even matter?
2.) Indentify Your Role as the Researcher - What's your position as related to the topic and audience?
3.) Clearly Identify the Audience - If you were to punlish your article in a scholarly periodical what would it be and who would read it?
4.) Thesis Sentence - Finally, what will your actual thesis sentence be?
All these are subject to change, however, based on your findings during your research period. You can change your topic slightly or bag it completley, however, there is a "point of no return" where it's just plain too late to change your topic. Best of luck with your research!
And as always....don't forget that AP Exam $$$.
Today we learned more about the research report and handed in our topic cards. Some of our topics were accepted and some were rejected (but dont worry, those who were rejected are still good people!). The next stage of our research report is the "research proposal" page that we should start to think about/work on. This should be about one page double spaced and including these four key elements.
1.) Identification of the Topic - What question are you answering? Why does it even matter?
2.) Indentify Your Role as the Researcher - What's your position as related to the topic and audience?
3.) Clearly Identify the Audience - If you were to punlish your article in a scholarly periodical what would it be and who would read it?
4.) Thesis Sentence - Finally, what will your actual thesis sentence be?
All these are subject to change, however, based on your findings during your research period. You can change your topic slightly or bag it completley, however, there is a "point of no return" where it's just plain too late to change your topic. Best of luck with your research!
And as always....don't forget that AP Exam $$$.
Wednesday, February 27, 2008
2/17/07 - Cristy reporting in for AP III
No one has ever done a Liberace paper. and what exactly is "a Liberace"? it's a person. and yes U-2 is actually referring to the plane, possibly the plane that saw the nuclear missiles in Cuba.... not the band...shucks, darn. just kidding. Soo in class today we worked on the concept of widdling down a subject area to a more specific, manageable topic. This is probably one of the trickiest parts to the entire process. Mr. Lazarow's advice? pick something you already like or feel interested in. Make sure you keep in mind that we need to write a 10 page paper. not a 100 page paper and not a 2 pager either. We went over the homework where we found topic matters in larger subject areas like "cats" or "recent films".
Example of how to pick a topic....
wheel of fortune
game shows
audience participation
reality TV
The writer's strike
*** Assignment: Notecard on which you have narrowed down a subject area to one topic. This Topic Identification card is worth about 10 pts and although its not completely permanent you should stand behind it with a considerable amount of comittment.
* Notices! dont forget your AP $ if u plan on taking the AP test.
Example of how to pick a topic....
wheel of fortune
game shows
audience participation
reality TV
The writer's strike
*** Assignment: Notecard on which you have narrowed down a subject area to one topic. This Topic Identification card is worth about 10 pts and although its not completely permanent you should stand behind it with a considerable amount of comittment.
* Notices! dont forget your AP $ if u plan on taking the AP test.
Tuesday, February 26, 2008
SORRRYYYYYY!
Hey guys--
SOORRYYY I totally forgot to post even after I talked to Cristy who reminded me. I'm a loser and officially the black sheep of period 1. Ok, so yesterday was yet another delicious day in english class. If only I could remember what we did. Oh dear. This is the problem with having a 7-second attention span...OH!! YES. Yesterday, we were introduced to our new BFFAEAEAEAE and the rest of our lives, the Toulmin Model. It's a superfun and efficient way to organize any kind of writing, specifically, our term papers. First you need to identify each of the elements included in the Toulmin Model, including the claim, support, warrant, backing, qualifier, reservation, and rebuttal. Then you follow a formula to create the basic argument for your essay in the form of usually one sentence, possibly more than one. DISCLAIMER: THIS IS NOT YOUR THESIS SENTENCE. After being enlightened by Toulmin, we did a few examples in which we had to write Toulmin models based on the elements given to us and then identify the elements based on Toulmin sentences already written. We were assigned three "claims" (one of fact, one of value, and one of opinion) for which we had to write the rest of the elements of the Toulmin model and then write a Toulmin sentence for each. I suppose that is pretty useless to those of you who weren't in class on Monday, however, because we already went over those in class today. Again, sooooooooooooo sorry. Just another blonde/senior moment. Of which I have a lot.
SOORRYYY I totally forgot to post even after I talked to Cristy who reminded me. I'm a loser and officially the black sheep of period 1. Ok, so yesterday was yet another delicious day in english class. If only I could remember what we did. Oh dear. This is the problem with having a 7-second attention span...OH!! YES. Yesterday, we were introduced to our new BFFAEAEAEAE and the rest of our lives, the Toulmin Model. It's a superfun and efficient way to organize any kind of writing, specifically, our term papers. First you need to identify each of the elements included in the Toulmin Model, including the claim, support, warrant, backing, qualifier, reservation, and rebuttal. Then you follow a formula to create the basic argument for your essay in the form of usually one sentence, possibly more than one. DISCLAIMER: THIS IS NOT YOUR THESIS SENTENCE. After being enlightened by Toulmin, we did a few examples in which we had to write Toulmin models based on the elements given to us and then identify the elements based on Toulmin sentences already written. We were assigned three "claims" (one of fact, one of value, and one of opinion) for which we had to write the rest of the elements of the Toulmin model and then write a Toulmin sentence for each. I suppose that is pretty useless to those of you who weren't in class on Monday, however, because we already went over those in class today. Again, sooooooooooooo sorry. Just another blonde/senior moment. Of which I have a lot.
Heavy Metal, Crack, and The Toulmin Model
Class started out today on an odd note- going over homework? While we have had much homework this year, yesterday we had to do some written work on creating and developing Toulmin sentences (grounds, claim, qualifier, warrant, backing, reservation, and rebuttal). After a few people timidly volunteered their examples, it became apparent that some topics still needed extra clarification. For example, warrants serve the purpose of forming a bridge between the claim and the grounds. They should never be argued, but should rather be accepted as fact or common belief. For these reasons, the phrase "[faux news programs] present both fictitious and real occurrences in an entertaining way," is not a warrant; however, "it is good to obey the laws to avoid injury" is a warrant.
The next item on the agenda was the introduction of our new best friend for the next few weeks: THE TERM PAPER. But don't get alarmed! There is an extensive list of seemingly arbitrary topics from which to choose, including, but not limited to: Marilyn Monroe, Panmunjom, Ole Miss, British politician sex, Peter Pan, space monkey, Heavy metal, suicide, Charles de Gaulle, "Psycho," AIDS, crack, and homeless Vets.
The next item on the agenda was the introduction of our new best friend for the next few weeks: THE TERM PAPER. But don't get alarmed! There is an extensive list of seemingly arbitrary topics from which to choose, including, but not limited to: Marilyn Monroe, Panmunjom, Ole Miss, British politician sex, Peter Pan, space monkey, Heavy metal, suicide, Charles de Gaulle, "Psycho," AIDS, crack, and homeless Vets.
Wednesday, February 20, 2008
February 20th: Midterms, HSPAs, and the usual Toulmin
Hey guys, it's Jasmine.
Today in class we got our midterm essays back - good news for some, bad news for others. Mr. Lazarow went on to tell us about the HSPA's, stressing the importance of not blowing it off (unless a HSPA class seems fun to you). Of course, we continued talking about the Toulmin model. Today's big idea was...The Warrant.
The Warrant is not stated; it's inferential. It answers the question, "How does the grounds mean the claim is true?". The audience supplies the warrant, which then connects the audience with the author since common ground has been established. It makes the audience feel involved, so they're more likely to agree or buy into the argument. Warrants are: chains of reasoning, unstated assumptions, presuppostions, general principles, widely held values, commonly accepted beliefs, and appeals to human motives.
Then we talked about GASCAP, an acronym which stands for 6 strategies used to connect the evidence and the claim. A generalization infers something of the whole group from a well-chosen sample (think polling). An analogy compares two contexts (but they have to be relevant and accurately similar if you want to convince your audience). A sign indicates a certain outcome ("When there's smoke, there's fire). We stopped at causality (not casuality!).
See everyone tomorrow (except the Model Congress goers)!
Today in class we got our midterm essays back - good news for some, bad news for others. Mr. Lazarow went on to tell us about the HSPA's, stressing the importance of not blowing it off (unless a HSPA class seems fun to you). Of course, we continued talking about the Toulmin model. Today's big idea was...The Warrant.
The Warrant is not stated; it's inferential. It answers the question, "How does the grounds mean the claim is true?". The audience supplies the warrant, which then connects the audience with the author since common ground has been established. It makes the audience feel involved, so they're more likely to agree or buy into the argument. Warrants are: chains of reasoning, unstated assumptions, presuppostions, general principles, widely held values, commonly accepted beliefs, and appeals to human motives.
Then we talked about GASCAP, an acronym which stands for 6 strategies used to connect the evidence and the claim. A generalization infers something of the whole group from a well-chosen sample (think polling). An analogy compares two contexts (but they have to be relevant and accurately similar if you want to convince your audience). A sign indicates a certain outcome ("When there's smoke, there's fire). We stopped at causality (not casuality!).
See everyone tomorrow (except the Model Congress goers)!
Tuesday, February 19, 2008
Election Season = Rhetorical Analysis Galore!
Hey guys, it's Allison.
I was reading the "Yes We Can!" speech that Senator Obama made after winning the South Carolina Primary, when I was bombarded by rhetorical devices. It was overwhelming, to say the least..
“You can see it in the faces here tonight. There are young and old, rich and poor. They are black and white, Latino and Asian and Native American.” It’s great that Obama has supporters in many varying cultural groups, but what matters in an election is getting the most votes, regardless of who they come from. I thought this comment served as a reaffirmation of social cohesion, rather than as informative fact. Senator Obama wanted to express that people of all different races, and all different ages support him, and that he would best represent the greatest majority people, and that he should be elected because of it. This speech is also chock-full of unfinished claims. He says “we’ve got young people all across this country who have never had a reason to participate until now.” That’s great, but what’s the reason? One short sentence later, the Senator made an interesting statement, “We are hungry for change and are ready to believe again.” Not only does he use the “we” device to express that he is on the same level as all other Americans, but he also made some pretty confusing claims. What kind of change are we hungry for? And what exactly are we ready to believe in? What exactly does that mean? I don’t exactly know, but it sure sounds good!
Senator Obama then went on to discuss change in our country. Though his argument that change in America was necessary was quite motivating and socially cohesive, it didn’t really say anything.. He said, “the kind of change we seek will not come easy.” but what kind of change is it that we seek? I don’t know because he never came out and said it.. Later, Obama went on to say, “we’re looking to fundamentally change the status quo in Washington.” What exactly is the “status quo” and how do we plan on changing it? Later in his speech, Senator Obama said, “This election is our chance to give the American people a reason to believe again.” Though it’s a truly motivating and socially cohesive statement, it doesn’t make much sense at all. What reason are we giving the American people to “believe again”? And what exactly are we giving them reason to believe in?
Senator Obama closed his speech with “Yes, we can. Yes, we can change. Yes, we can.” Yet another unfinished claim! What can we change? And how exactly can we change it?
Though Obama didn’t delineate his plans for change if elected to the White House, and he never really said what it is that he wants to change, his use of language, rhetorical devices, and propaganda techniques motivated his supporters and formed a socially cohesive group of Obama '08 advocates.
Any thoughts?
I was reading the "Yes We Can!" speech that Senator Obama made after winning the South Carolina Primary, when I was bombarded by rhetorical devices. It was overwhelming, to say the least..
“You can see it in the faces here tonight. There are young and old, rich and poor. They are black and white, Latino and Asian and Native American.” It’s great that Obama has supporters in many varying cultural groups, but what matters in an election is getting the most votes, regardless of who they come from. I thought this comment served as a reaffirmation of social cohesion, rather than as informative fact. Senator Obama wanted to express that people of all different races, and all different ages support him, and that he would best represent the greatest majority people, and that he should be elected because of it. This speech is also chock-full of unfinished claims. He says “we’ve got young people all across this country who have never had a reason to participate until now.” That’s great, but what’s the reason? One short sentence later, the Senator made an interesting statement, “We are hungry for change and are ready to believe again.” Not only does he use the “we” device to express that he is on the same level as all other Americans, but he also made some pretty confusing claims. What kind of change are we hungry for? And what exactly are we ready to believe in? What exactly does that mean? I don’t exactly know, but it sure sounds good!
Senator Obama then went on to discuss change in our country. Though his argument that change in America was necessary was quite motivating and socially cohesive, it didn’t really say anything.. He said, “the kind of change we seek will not come easy.” but what kind of change is it that we seek? I don’t know because he never came out and said it.. Later, Obama went on to say, “we’re looking to fundamentally change the status quo in Washington.” What exactly is the “status quo” and how do we plan on changing it? Later in his speech, Senator Obama said, “This election is our chance to give the American people a reason to believe again.” Though it’s a truly motivating and socially cohesive statement, it doesn’t make much sense at all. What reason are we giving the American people to “believe again”? And what exactly are we giving them reason to believe in?
Senator Obama closed his speech with “Yes, we can. Yes, we can change. Yes, we can.” Yet another unfinished claim! What can we change? And how exactly can we change it?
Though Obama didn’t delineate his plans for change if elected to the White House, and he never really said what it is that he wants to change, his use of language, rhetorical devices, and propaganda techniques motivated his supporters and formed a socially cohesive group of Obama '08 advocates.
Any thoughts?
What's New Feb 19th
Hey AP English III, it's Amy. I am happy to say that I don't actually have to know what happens to those who forget to write on the blog because I remembered! Ok, no one wrote Thursdays but all we did was outline for our essay and rejoice in the news that it was a take-home essay. I doubt anyone's even going to read this b/c we were all in class today. So for those of you who enjoy reading summaries of class or who need an update, we went over some new notes in class for the Toulmin Theory and discussed the categories of examples from case examples (function like straight facts/less personal) to hypothetical examples (can only demonstrate probability) to personal examples (not sure if it's an actual category, but must be connected to the claim). Also, make sure to acknowledge that facts are not 100% true because they are based on perception and observations. It's important to perceive what kind of audience you're writing to and to use all parts of the "triangle" (pathos, logos, and ethos) to support an argument to address all audiences. Faith and fact is a good combo. $84 for the AP English Test. We handed in our essays today, so if you forgot then you have my sympathy. That's all folks.
Wednesday, February 13, 2008
¿Qué hicimos hoy?
My heart goes out to Arka and Amy, who missed a wonderful English class today. The period began with the distribution of AP Exam packets. We were relieved to discover that the English Language exam does not conflict with any other AP exam, with the notable exception of the wildly popular Italian Language and Culture test. Moving along, Mr. Lazarow encouraged us to perform rhetorical analysis on Senator Obama's campaign speeches. From there, we turned our attention to Dance Marathon, which is scheduled for May 30-31. We discussed some of the plans for the charitable event and even made some creative suggestions which might add to the fun. These included, but were not limited to, building an electric fence around participants and forcibly moving the dancers' appendages. I volunteered the services of DJ Ernie, a local disc jockey and part-time student. (Incidentally, I spoke with Ernie today, and after reviewing his calendar, he seems confident that he will be available on the above mentioned date) Before we continued our lesson on the Toulmin model, Mr. Lazarow reminded us that brown is always good, and white is always bad. I frankly couldn't agree more. As time expired, we talked about case examples, which function much like straight facts and help to clarify an argument or make it more persuasive. They are different than hypothetical examples, which only demonstrate probabilities. As we went over this point, the bell rang and we shufflled mindlessly to our next class.
Tuesday, February 12, 2008
February 12 Class
Hey everyone, it's Erin.
Today we continued learning about the Toulmin model of argument. We started by talking about the relationship between claim (statement being argued), ground (evidence/reasoning), and warrant. Note: writing isn't about winning but winning over, convincing your audience that you are right. The claim is where the writer starts and should be where the audience ends up (thinking the claim is correct). We learned about the three different kinds of claims: fact (about past), judgment/value (about present), and policy (about future). Grounds are what you support your argument with. There are three kinds (again, rule of three?): facts (verifiable), opinions (interpretations), and examples (illustrations). Second note: argumentative support should be EXPLICIT, not implied. Finally, statements involving opinion play a role in argumentation. Opinions can't exist without facts - they are the result of intrepretation (and most of what people argue about is opinions as opposed to pure "facts"). Third note (to self): don't ask questions about term paper!
See everyone tomorrow :)
Today we continued learning about the Toulmin model of argument. We started by talking about the relationship between claim (statement being argued), ground (evidence/reasoning), and warrant. Note: writing isn't about winning but winning over, convincing your audience that you are right. The claim is where the writer starts and should be where the audience ends up (thinking the claim is correct). We learned about the three different kinds of claims: fact (about past), judgment/value (about present), and policy (about future). Grounds are what you support your argument with. There are three kinds (again, rule of three?): facts (verifiable), opinions (interpretations), and examples (illustrations). Second note: argumentative support should be EXPLICIT, not implied. Finally, statements involving opinion play a role in argumentation. Opinions can't exist without facts - they are the result of intrepretation (and most of what people argue about is opinions as opposed to pure "facts"). Third note (to self): don't ask questions about term paper!
See everyone tomorrow :)
Test Practice
While I'm not sure how many of you will read this before the test, I thought it might help everyone to keep a few topics in mind to study for the test. So here are a few potential questions (feel free to post your own):
How did Deism play a role in the ideologies and statements made by Franklin, Jefferson, and the authors belonging to the Neoclassic school of thought?
How do Wheatley's and Freneau's compositions vary from those of Franklin, Henry, Jefferson, and Paine in both structure and intent?
What is the the goal of each individual author?
How did nationalism play a role in each author's work(s)?
What new ideologies resulted from the pendulum of thought swinging from Puritanism to Neoclassicism? How did they exhibit themselves in the authors studied? What are the authors' persuasive intents and how are their works constructed? Are the arguments effective?
How did Deism play a role in the ideologies and statements made by Franklin, Jefferson, and the authors belonging to the Neoclassic school of thought?
How do Wheatley's and Freneau's compositions vary from those of Franklin, Henry, Jefferson, and Paine in both structure and intent?
What is the the goal of each individual author?
How did nationalism play a role in each author's work(s)?
What new ideologies resulted from the pendulum of thought swinging from Puritanism to Neoclassicism? How did they exhibit themselves in the authors studied? What are the authors' persuasive intents and how are their works constructed? Are the arguments effective?
Monday, February 11, 2008
February 11
We are going to be starting our term papers soon, so today in class we took notes on the way we will be working. We will be using the Toulmin Model of Argument, created by British philosopher Stephen Toulmin.
The Toulmin Model does not allow any absolutes. Instead, it uses qualifiers, specific conditions under which the argument would be correct.
Following the Toulmin Model, any realistic argument consists of six parts: data, claims, warrants, qualifiers, rebuttals, and backing.
We don't know much about the term papers (such as a topic), but it will be out of 1000 points and we will be required to make 100 notecards when the time comes.
The Neoclassicism test is on Thursday.
The Toulmin Model does not allow any absolutes. Instead, it uses qualifiers, specific conditions under which the argument would be correct.
Following the Toulmin Model, any realistic argument consists of six parts: data, claims, warrants, qualifiers, rebuttals, and backing.
We don't know much about the term papers (such as a topic), but it will be out of 1000 points and we will be required to make 100 notecards when the time comes.
The Neoclassicism test is on Thursday.
Sunday, February 10, 2008
Class Summary
HEY! It's Paige, and it's my turn to post for the class.
On friday we discussed Frenou. We mentioned his use of spears in his poetry to represent bravery under some circumstances, yet primitiveness under others. Although he is a classic he also was a preromanitc and it shows through his use of nature in his work. We discussed how in his writing he spoke of the innate hardworking nature of Native American Spirits. This was dissimilar to the common thinking that the Native Americans were all barbarious and didn't have souls. Many people associated them with simplistic animals or beasts. Fernou obviously had a begrudging respect for the culture of the Native Americans.
We also had a very delightful discussion of Yankee Doodle. We spoke of whether or not the phrase was offensive, and Mr. Lazarow discussed that although it seemed weak to our ears, it was in a fact an insult to the colonies. We discussed the taboo of certain words and symbols such as the n-word and swastikas, that are maintained due to their intensely negative connotations.
We spoke of "Ring Around the Rosie" and it's true meaning about those who die from plague. Then we transitioned into "Yankee Doodle" once more discussing whether it was an innocent children's song or if we should avoid letting youngsters sing this tune because of it's original nature.
We discussed the phenomenon of language and how words can be turned around and embraced positively.
Lastly we spoke briefly of music and it's affects during wartime. Cristy and I spoke of recent uses of music for soldiers during the war on Iraq, and Deirdre mentioned how her Grandfather still listens to old wartime propaganda music. Music used to help to unite the fighting force such as during the civil war, yet now it seems to serve the purpose of detachment from the evils of wartime.
Well that about sums about what we did on friday, I hope we can continue such interesting discussions in the following weeks!
On friday we discussed Frenou. We mentioned his use of spears in his poetry to represent bravery under some circumstances, yet primitiveness under others. Although he is a classic he also was a preromanitc and it shows through his use of nature in his work. We discussed how in his writing he spoke of the innate hardworking nature of Native American Spirits. This was dissimilar to the common thinking that the Native Americans were all barbarious and didn't have souls. Many people associated them with simplistic animals or beasts. Fernou obviously had a begrudging respect for the culture of the Native Americans.
We also had a very delightful discussion of Yankee Doodle. We spoke of whether or not the phrase was offensive, and Mr. Lazarow discussed that although it seemed weak to our ears, it was in a fact an insult to the colonies. We discussed the taboo of certain words and symbols such as the n-word and swastikas, that are maintained due to their intensely negative connotations.
We spoke of "Ring Around the Rosie" and it's true meaning about those who die from plague. Then we transitioned into "Yankee Doodle" once more discussing whether it was an innocent children's song or if we should avoid letting youngsters sing this tune because of it's original nature.
We discussed the phenomenon of language and how words can be turned around and embraced positively.
Lastly we spoke briefly of music and it's affects during wartime. Cristy and I spoke of recent uses of music for soldiers during the war on Iraq, and Deirdre mentioned how her Grandfather still listens to old wartime propaganda music. Music used to help to unite the fighting force such as during the civil war, yet now it seems to serve the purpose of detachment from the evils of wartime.
Well that about sums about what we did on friday, I hope we can continue such interesting discussions in the following weeks!
Friday, February 8, 2008
Where Have the 'Brothers' Gone?
Before class ended today we had been discussing music, and its effect on war. We likened the effectiveness of listening to music in battle, to running or doing a sport while listening.
I totally agree that music does aid some people when they are running or doing a difficult task, but most of the sports we mentioned were not team activities. We referred generally to snowboarding and running, neither of which have a direct need for camaraderie.
This year during crew we are no longer allowed to listen to our ipods while we run, and we listen to a CD player/radio as a team when we are on the ergs. At first, people were really upset. I always used to run with my ipod, and I dreaded running without it. However, as the weeks went by, our team bond began to grow. We started talking while we ran which strengthened our lungs, and the team started to function as a productive unit.
This is all speculation, but perhaps some of the camaraderie and brotherhood is lost when soldiers are off in their own little world trying to disassociate themselves from their actions. You always hear about the deep bonds between men who fought in
Another interesting topic I figured I would mention is the effect of music when it is AGAINST war. A perfect example would be
Thursday, February 7, 2008
February 7th Class Post
Today in class we discussed the poems of Philip Freneau, a neoclassic and pre-romantic poet. We first discussed the two poems titiled, "To the Memory of the Brave Americans" and "The Indian Burial Ground". In the first, Freneau writes specifically about General Green, a general of the American Revolution who fell in battle in South Carolina in 1781. We discusssed in class how the author romanticizes Greene by describing him as a hero and his motivations as valiant and noble. We specifically referenced the spear mentioned in the fifth stanza. This spear has two possible meanings, either referring to a bygone age when knights in shining armor used spears, or two a barbaric present. In class, we also discussed specifically the Parthian mentioned in the next to last stanza. The Parthians were a civilization in Iran that were famed for their prowess on horseback and with archery, and Freneau likens the retreating British to the Parthians, who could fire backwards in the saddle
We also discussed "The Indian Burial Ground". In it, Freneau describes the burial ground of a long dead Indian. He specifically incoroporates several examples from nature such as the elm, the rock, etc. At first, there was somewhat of a disagreement in the class whether this poem was positive or negative towards native americans. We first came to the conclusion that the poem was clearly pre-romantic, as shown clearly by reasons submission to emotion in the final stanza. Also, it became clear that Freneau was proposing something new when it came to Indians, that they actually had a soul and could go to heaven. Running contrary to previous European thought, this concept would eventually evolve into the idea of the noble savage.
After this lengthy discussion, whe also discussed "The Wild Honey-Suckle" and "The Republican Genius of Europe". In "Honey-Suckle", we discussed how Freneau clearly had romantic leanings as he was describing a simple flower in nature. In "Republican Genius", he writes in a much more agressive style, describing the genius as a vengeful and wrathful god bearing down upon those in Europe clinging to monarchical ideas, a style that is very different from the placid manner of the earlier poems.
Throughout class, we discussed romanticism, its failing, its development, and its applicability to the poems. We were told that romanticism originates from urbanization, nationalism, and industrialization, and dies with war. Romanticism was the farthest swing of the pendulum when writers become convinced that man is essentially good. Furthermore, there were three distinct flavors of romanticism - early romantics, romantics concerned with the human mind, and transcendentals. Romanticism played a crucial role in our discussion and will continue to do so.
We also discussed "The Indian Burial Ground". In it, Freneau describes the burial ground of a long dead Indian. He specifically incoroporates several examples from nature such as the elm, the rock, etc. At first, there was somewhat of a disagreement in the class whether this poem was positive or negative towards native americans. We first came to the conclusion that the poem was clearly pre-romantic, as shown clearly by reasons submission to emotion in the final stanza. Also, it became clear that Freneau was proposing something new when it came to Indians, that they actually had a soul and could go to heaven. Running contrary to previous European thought, this concept would eventually evolve into the idea of the noble savage.
After this lengthy discussion, whe also discussed "The Wild Honey-Suckle" and "The Republican Genius of Europe". In "Honey-Suckle", we discussed how Freneau clearly had romantic leanings as he was describing a simple flower in nature. In "Republican Genius", he writes in a much more agressive style, describing the genius as a vengeful and wrathful god bearing down upon those in Europe clinging to monarchical ideas, a style that is very different from the placid manner of the earlier poems.
Throughout class, we discussed romanticism, its failing, its development, and its applicability to the poems. We were told that romanticism originates from urbanization, nationalism, and industrialization, and dies with war. Romanticism was the farthest swing of the pendulum when writers become convinced that man is essentially good. Furthermore, there were three distinct flavors of romanticism - early romantics, romantics concerned with the human mind, and transcendentals. Romanticism played a crucial role in our discussion and will continue to do so.
Specification or Embellishment?
(before I start anything, this post is NOT just about the American Dream)
Our discussion in class today reminded me of a book I read about a similar topic. The first person recorded to use the term, ‘The American Dream’, was James Truslow Adams in his 1931 book titled The Epic of America. He defines this dream as “that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement. It is a difficult dream for the European upper classes to interpret adequately, and too many of us ourselves have grown weary and mistrustful of it. It is not a dream of motor cars and high wages merely, but a dream of social order in which each man and each woman shall be able to attain to the fullest stature of which they are innately capable, and be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position." (P.214-215)
First of all, I didn’t originally intend to critique this. However, this definition is so abstract (how the heck can you define someone’s innate capability?) that he could be talking about a plethora of other topics rather than the one that seems to be at hand. Also, there is a definite Romantic element in this, kind of like the ole ‘life is amazing’ idea we discussed; he states, “life should be better and richer and fuller for everyone”, which is basically purr word after purr word.
Here’s another point of view that is quite similar: Thomas Wolfe said, "…to every man, regardless of his birth, his shining, golden opportunity ...the right to live, to work, to be himself, and to become whatever thing his manhood and his vision can combine to make him,” referring to what America had to offer to humanity. Again, it seems when people attempt to provide the definition for what it is to be American, their words become progressively generalized and abstracted, all of which is tied with a Romantic ribbon of the perfect, peaceable, and lovely world we live in.
I don’t really think I disagree with the techniques of these two men, particularly if the purpose was propagandistic in its intention. After all, if the definitions of the American Dream were more specific, they would not be as applicable to all the people they are appealing to, which would probably not be as effective in bringing people (workers) over to the new country, or in Adams’ case, the glorification of America.
So, I guess my point is, in something as important as the goal of a nation, do you think it is more effective to lay out the facts (regardless of what eyes are upon them) in the pursuit of being informative, or is it better to simply embellish the beauty and appeal of a notion for the sake of more converts?
Steph
Our discussion in class today reminded me of a book I read about a similar topic. The first person recorded to use the term, ‘The American Dream’, was James Truslow Adams in his 1931 book titled The Epic of America. He defines this dream as “that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement. It is a difficult dream for the European upper classes to interpret adequately, and too many of us ourselves have grown weary and mistrustful of it. It is not a dream of motor cars and high wages merely, but a dream of social order in which each man and each woman shall be able to attain to the fullest stature of which they are innately capable, and be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position." (P.214-215)
First of all, I didn’t originally intend to critique this. However, this definition is so abstract (how the heck can you define someone’s innate capability?) that he could be talking about a plethora of other topics rather than the one that seems to be at hand. Also, there is a definite Romantic element in this, kind of like the ole ‘life is amazing’ idea we discussed; he states, “life should be better and richer and fuller for everyone”, which is basically purr word after purr word.
Here’s another point of view that is quite similar: Thomas Wolfe said, "…to every man, regardless of his birth, his shining, golden opportunity ...the right to live, to work, to be himself, and to become whatever thing his manhood and his vision can combine to make him,” referring to what America had to offer to humanity. Again, it seems when people attempt to provide the definition for what it is to be American, their words become progressively generalized and abstracted, all of which is tied with a Romantic ribbon of the perfect, peaceable, and lovely world we live in.
I don’t really think I disagree with the techniques of these two men, particularly if the purpose was propagandistic in its intention. After all, if the definitions of the American Dream were more specific, they would not be as applicable to all the people they are appealing to, which would probably not be as effective in bringing people (workers) over to the new country, or in Adams’ case, the glorification of America.
So, I guess my point is, in something as important as the goal of a nation, do you think it is more effective to lay out the facts (regardless of what eyes are upon them) in the pursuit of being informative, or is it better to simply embellish the beauty and appeal of a notion for the sake of more converts?
Steph
Wednesday, February 6, 2008
February 6th Class
Well today was a glorious day filled with mind expanding discussions and very unusual weather for the sixth of February…
We were given a new assignment in our Literature for Composition books. It begins on page 1094 called “American Dreams and Nightmares”. It is mandatory that we read the four essays, and the segment on page 1182 about the Star Spangled Banner. All of the other readings would be helpful as well but are not ‘mandatory’. We will be finishing up Neoclassicism by the end of this week, and there will most likely be a test sometime next week.
Mr. Laz started out the discussion today by acknowledging that we don’t doubt ‘rags to riches’ stories, but asked if we felt they were a form of propaganda. (It worked for me so it will work for you…)
Ashley and I felt that people who have achieved the ‘rags to riches’ status are more critical about those who cannot pull themselves out of the ‘rag’ stage. Ashley made reference to sports, describing that no matter how many times you hit the gym after practice you just might not be cut out to be the star player.
Ian felt that the American Dream itself was an advertisement, but disagreed with the notion that ‘rags to riches’ stories are advertisements. Amy noted that not many people, out of the thousands of ‘rags’ make it to ‘riches’ and that it is a small portion of people that can accomplish that task, and Mr. Laz responded to that by saying that we want to believe that it happens/will happen.
Ben started a new train of thought by saying that he felt some of the advantages of the underprivileged (affirmative action etc) makes it easier for them to succeed in some areas (acceptance into college). A few people disagreed with that statement.
It was Paige who then brought up the idea that perhaps all of these ‘rags to riches’ stories were actually having a negative effect on the morality of our society. Mr. Laz and I agreed wondering when does being competitive cross the line into being cutthroat. Amy felt that competition was what allowed progress. Mr. Laz agreed to some extent but then gave an example of when competition actually hinders progress.
Overall the topic of discussion was the validity of the ‘rags to riches’ stories and the impact they have on the decisions we make and our competitiveness.
So that pretty much sums it all up I guess…have a wonderful evening everybody. Woooo.
Tuesday, February 5, 2008
American Aristocracy: Vrai ou Faux?
Today in class we continued to discuss the idea of the American Dream, most of us seem to agree that it is based on personal sentiments. However, Mr. Laz briefly mentioned an interesting point that I felt like addressing. He asked if we felt that there is an ‘American aristocracy’.
Most people pride themselves in the inclusiveness of the
In my personal opinion, I don’t think it is an intentional aristocracy (if that makes any sense). It just seems that the way our society works does not lend itself to a true ‘ruling of the masses’.
Jasmine mentioned today that children of affluent families have a better chance of getting into some of the more elite schools. I was at my SAT prep class the other night, and they were telling me some of the factors that contribute to getting into college (SAT scores, GPA, extracurricular activities etc) but the last thing they mentioned was the ‘do-any-of-the-buildings-have-your-last-name-on-them’ factor.
So, when children of lower class families don’t get into the top schools, or go to school at all, some people would argue that they aren’t receiving the proper education they need to make ‘well-informed’ decisions about…elections for example.
A single mother working three jobs is probably less inclined to vote than a stay at home mom living in an affluent community (such as my mom). People would argue that they should vote in order to help their situation, but I can see why to a single mother working three jobs, finding food to put on the table for your kids at night is a lot more important than picking the ‘lesser evil’ out of a pool of candidates that you will never meet or be directly impacted by.
I’m too lazy to look it up but is there any statistic showing if a certain amount of unregistered voters make below a certain income?
As always feel free to chip in.
February 5 Class
"If you smile at me, I will understand because that is something everybody everywhere does in the same language." - CSN
Happy Super / Fat Tuesday Everybody!
Today in class, we continued our discussion of the "American Dream."
- Grace and Amy brought up relevant examples of successful millionaires who had worked their way up from rags to riches. One such example is Chris Gardner, who's life is portrayed in the movie, "The Pursuit of Happyness". (Another movie Laz suggested watching for an example of the American Dream was "The House of Sand and Fog")
- The American Dream was only loosely defined as possessing wealth / being successful. To achieve the American Dream, one must believe in the American Dream. As Donna mentioned, one can't exactly be an "aspiring fascist" and hope to make it. America doesn't have a national religion or language that all must observe, but Americans do expect everyone else to embrace capitalist ideals on which the economy is founded.
- This "AD" and the idea of achieving success is drilled into children's heads from the time that they are able to talk. Adults love to ask, "what do you want to be when you grow up?" as if a five-year-old knows the answer.
- Arka suggested that the "AD" wasn't uniquely American, but simply packaged as American; hundreds of years of European history was compacted into a few documents which became the foundation of the nation.
- Americans still have the mentality that hard work determines success. While there may be exceptions dependent upon circumstances (luck, connections), in the majority of cases hard work has generated profitability. There is no denying that laziness is not tolerated and productivity is highly valued. Americans look upon those on welfare with disdain. Some are of the mindset that poor work ethic is why certain nations of Africa are as impoverished as they are, and that they shouldn't wait for handouts but rather work harder.
- The "opportunities" are available, it's just up to the individual to seek them out
- There is a comforting sense of purpose in doing work, as if one's life has more meaning because they have a job and fill a position where someone needs them. The "AD" may even be the physical work itself, and not the riches. Money doesn't always buy happiness.
- We ended our class discussion with the question of the rich's obligation to the poor. The rich class is resented by the poor class for their excessive wealth, and the poor class is resented by the rich class for perceived "laziness". Though resentment doesn't improve matters, it can't be eradicated. This issue even reaches a local level. Moorestown is obviously a wealthy town and most residents have high-paying jobs. But because parents work so hard and earn such high paychecks, the children begin to feel a sense of entitlement, as if somehow they have a right to spend their parents' money freely, being members of the family unit. Perhaps its just the mindset of the next generation, or the way parents treat their children, or both, but youngsters today have begun to exude a sense of arrogance; that they are better than neighboring towns because they in fact can spend more money than the others can earn.
~Ashley
Happy Super / Fat Tuesday Everybody!
Today in class, we continued our discussion of the "American Dream."
- Grace and Amy brought up relevant examples of successful millionaires who had worked their way up from rags to riches. One such example is Chris Gardner, who's life is portrayed in the movie, "The Pursuit of Happyness". (Another movie Laz suggested watching for an example of the American Dream was "The House of Sand and Fog")
- The American Dream was only loosely defined as possessing wealth / being successful. To achieve the American Dream, one must believe in the American Dream. As Donna mentioned, one can't exactly be an "aspiring fascist" and hope to make it. America doesn't have a national religion or language that all must observe, but Americans do expect everyone else to embrace capitalist ideals on which the economy is founded.
- This "AD" and the idea of achieving success is drilled into children's heads from the time that they are able to talk. Adults love to ask, "what do you want to be when you grow up?" as if a five-year-old knows the answer.
- Arka suggested that the "AD" wasn't uniquely American, but simply packaged as American; hundreds of years of European history was compacted into a few documents which became the foundation of the nation.
- Americans still have the mentality that hard work determines success. While there may be exceptions dependent upon circumstances (luck, connections), in the majority of cases hard work has generated profitability. There is no denying that laziness is not tolerated and productivity is highly valued. Americans look upon those on welfare with disdain. Some are of the mindset that poor work ethic is why certain nations of Africa are as impoverished as they are, and that they shouldn't wait for handouts but rather work harder.
- The "opportunities" are available, it's just up to the individual to seek them out
- There is a comforting sense of purpose in doing work, as if one's life has more meaning because they have a job and fill a position where someone needs them. The "AD" may even be the physical work itself, and not the riches. Money doesn't always buy happiness.
- We ended our class discussion with the question of the rich's obligation to the poor. The rich class is resented by the poor class for their excessive wealth, and the poor class is resented by the rich class for perceived "laziness". Though resentment doesn't improve matters, it can't be eradicated. This issue even reaches a local level. Moorestown is obviously a wealthy town and most residents have high-paying jobs. But because parents work so hard and earn such high paychecks, the children begin to feel a sense of entitlement, as if somehow they have a right to spend their parents' money freely, being members of the family unit. Perhaps its just the mindset of the next generation, or the way parents treat their children, or both, but youngsters today have begun to exude a sense of arrogance; that they are better than neighboring towns because they in fact can spend more money than the others can earn.
~Ashley
Monday, February 4, 2008
The American Dream?
Recently, the topics and issues surrounding the frequently-heard expression "the American dream" have become more pronounced than usual. Two of my friends handed in their term papers today about how the American dream had either died or altered to become a mad race to acquire and use illicit drugs. In class, we got onto this topic because of Crevecoeur's frequent allusions to the "American dream;" in my opinion, however, the 'AD' is so loosely-defined that it can really refer to anything, as Arka brought up. This convenient piece of information has helped millions to achieve what they call their dreams. In most cases, though, I think that the American dream symbolizes a rags-to-riches success story for immigrants to the country; it's for this reason that so many immigrants are now coming over our borders, legally or illegally. I think the real reason that the 'AD' continues to survive today when success (in all its forms) are so difficult to achieve is because of a vocal minority of people who have fulfilled the dream itself. For example, Snoop Dogg, Demi Moore, Sarah Jessica Parker comprise three of only a few people who are very open about their humble beginnings and the rise to certain success. While our society strongly emphasizes education as a certain road to success, there are plenty examples of those who achieved without an education and those who fail with high qualifications. But what, exactly, is success?
February 4th Class
Hey it's Allison.
Today in class, Mr. Lazarow began our discussion with a newspaper article about the governmental tax stimulus package. The author of the article argued that the money being given to tax-payers should be called rebates as opposed to bonuses. The author conducted a study to support his assertion that proved that people are more likely to spend the extra money if it is called a bonus, and less likely to spend it if it is refferred to as a rebate. Yet another example of how semantics can affect the way people percieve things...
After our brief Hayakawa flashback, we continued our discussion of Crevecoeur's "What is an American". We decided that the document had an international audience and that it was propagandistic. It was also noted that Crevecoeur refers to the Europeans that he is appealing to as a "crowd of low, indigent people, who flock here every year" to make them feel useless and make them want to move to America to gain a sense of purpose. He also says that hard work trumps everything and that nothing is for free, even in America. However, he is also quick to let his audience know that it is much easier to rise economically and socially in America than it is in Europe because in America, there isn't an aristocracy to hold down the rest of the population.
When Mr. Lazarow mentioned that "What is an American" is the beginning of the notion of an "American Dream", the questions really started flowing. We discussed whether or not we believe in the "American Dream". We reached the conclusion that the high level of abstraction makes the idea believable and makes it applicable to many different people. We reached the end of the period when we began to ask if there is a ceiling of success in America and whether or not one needs a college educatin to be successful.
Does anyone have any thoughts about those unanswered questions?
Today in class, Mr. Lazarow began our discussion with a newspaper article about the governmental tax stimulus package. The author of the article argued that the money being given to tax-payers should be called rebates as opposed to bonuses. The author conducted a study to support his assertion that proved that people are more likely to spend the extra money if it is called a bonus, and less likely to spend it if it is refferred to as a rebate. Yet another example of how semantics can affect the way people percieve things...
After our brief Hayakawa flashback, we continued our discussion of Crevecoeur's "What is an American". We decided that the document had an international audience and that it was propagandistic. It was also noted that Crevecoeur refers to the Europeans that he is appealing to as a "crowd of low, indigent people, who flock here every year" to make them feel useless and make them want to move to America to gain a sense of purpose. He also says that hard work trumps everything and that nothing is for free, even in America. However, he is also quick to let his audience know that it is much easier to rise economically and socially in America than it is in Europe because in America, there isn't an aristocracy to hold down the rest of the population.
When Mr. Lazarow mentioned that "What is an American" is the beginning of the notion of an "American Dream", the questions really started flowing. We discussed whether or not we believe in the "American Dream". We reached the conclusion that the high level of abstraction makes the idea believable and makes it applicable to many different people. We reached the end of the period when we began to ask if there is a ceiling of success in America and whether or not one needs a college educatin to be successful.
Does anyone have any thoughts about those unanswered questions?
The American Dream
Today before the end of class Laz asked us to think about what the American Dream meant to us and whether or not it was attainable.
I think it is a common belief that the American Dream is to come to America or to be born in America with no money and to somehow become successful and rich. This is not my idea of the American Dream. I define success as being able to achieve the goals you set for yourself and to be able to support yourself independantly. Not everybody in America can be affluent, and defining the American Dream as strictly monetary makes it too difficult achieve.
I feel that if a person works hard enough, he or she can become his or her own American Dream. I know it is virtually impossible to go from being poor to in the upper class, but with hard work you can move up the social ladder. Slowly my family grew form poor immigrants to what we are today. My grandfather dropped out of high school at the age of 16 to join the navy and later worked on the railroad until retirement. My grandmother was a Catholic elementary school teacher. They had a modest income, but worked hard to help my father get through college. My mother paid for most of her college education waitressing at a diner. It was difficult, but my family moved from a lower social class.
I think it is a common belief that the American Dream is to come to America or to be born in America with no money and to somehow become successful and rich. This is not my idea of the American Dream. I define success as being able to achieve the goals you set for yourself and to be able to support yourself independantly. Not everybody in America can be affluent, and defining the American Dream as strictly monetary makes it too difficult achieve.
I feel that if a person works hard enough, he or she can become his or her own American Dream. I know it is virtually impossible to go from being poor to in the upper class, but with hard work you can move up the social ladder. Slowly my family grew form poor immigrants to what we are today. My grandfather dropped out of high school at the age of 16 to join the navy and later worked on the railroad until retirement. My grandmother was a Catholic elementary school teacher. They had a modest income, but worked hard to help my father get through college. My mother paid for most of her college education waitressing at a diner. It was difficult, but my family moved from a lower social class.
Friday, February 1, 2008
Destined to be an American
Hey guys, it's Jasmine.
We talked about the idea of destiny a couple days ago, when we were discussing Phillis Wheatley. She used classical references to imply that Americans were destined to become the inheritors of the ancient worlds. In Crevecoeur's "Letters from an American Farmer," he writes, "Americans...they will finish the great circle." He is referring to the knowledge that they brought over from Europe that would one day "cause great changes in the world." This seemed to be a statement of destiny - the Americans, from the start, had a duty to improve the world. Next, he states, "The Americans were once scattered all over Europe...". To me, this implies that they had always been destined to be Americans. When they were still living in Europe, they didn't know yet, but there was something in them that made them innately American. Sooner or later, fate would bring them together in the New World.
So do you think that Crevecoeur was trying to say that the useless were destined (from the start) to become useful, the poor to become rich, etc. in America? Did they have some sort of destiny to fulfill (like becoming "this American, this new man...you will find in no other country.")?
We talked about the idea of destiny a couple days ago, when we were discussing Phillis Wheatley. She used classical references to imply that Americans were destined to become the inheritors of the ancient worlds. In Crevecoeur's "Letters from an American Farmer," he writes, "Americans...they will finish the great circle." He is referring to the knowledge that they brought over from Europe that would one day "cause great changes in the world." This seemed to be a statement of destiny - the Americans, from the start, had a duty to improve the world. Next, he states, "The Americans were once scattered all over Europe...". To me, this implies that they had always been destined to be Americans. When they were still living in Europe, they didn't know yet, but there was something in them that made them innately American. Sooner or later, fate would bring them together in the New World.
So do you think that Crevecoeur was trying to say that the useless were destined (from the start) to become useful, the poor to become rich, etc. in America? Did they have some sort of destiny to fulfill (like becoming "this American, this new man...you will find in no other country.")?
“For what avail the plough or sail, or land or life, if freedom fail?”
This is Stephanie.
Alright. So I’ve decided to post this ASAP because of the miniscule-almost-nonexistent chance that I might forget to do so later.
Okay so today we finished up Wheatley with a few notable points concerning “On Imagination”. First of all, we introduced the era following Neoclassicism: Romanticism. The main aspects of Romanticism are Imagination, Nature, Individualism, and Symbolism, all of which were somewhat incorporated into Wheatley’s poem. (However, it must be remembered that Wheatley is considered to be Pre-Romantic, because she still incorporates some neoclassic elements into her works, as shown at only the very end of this poem, which I’ll explain later.)
Before I get to the intense stuff, Mr. Laz described three segments of Romanticism: Early Romanticism, which mainly emphasized the components of the new American nation; Gothic Romanticism, which analyzed the characteristics of the human psyche, and included poets such as Poe; and Transcendentalism, which is where you get your Emerson (and where the title came from).
Wheatley begins with a detailed description of the sheer power imagination contains, that it might turn winter to spring (note the natural aspect); this is clearly the majority of the poem quantitatively, and demonstrates the romantic aspect of Wheatley’s writing. However, at the very end, precisely the last two stanzas, she confesses that she realizes winter never left to begin with. This ‘realization of reality’ is what essentially shatters romantic trends of thoughts (which is seen throughout history: that hopeless, fragile yet aesthetic thought that is broken by war, and moreover, reality).
Next, we briefly began Crevecoeur in “What is an American.” Again, a feature of Romanticism is highlighted in the realization of the uniqueness of a nation. The work was seemingly intended for a international audience; the defense and logical buttressing of a new nation is the essence of the piece. Also, aspects of tabula rasa were emphasized, especially the fact that the individual is not just allowed a blank slate, but the whole nation. An appeal was made to the more misfortunate Europeans because of the demand for workers, so Crevecoeur implores these people to immigrate to America and help write its history, and work for the greater cause.
Or, as Mr. Laz says, “To get many French people to come over and die”.
Alright. So I’ve decided to post this ASAP because of the miniscule-almost-nonexistent chance that I might forget to do so later.
Okay so today we finished up Wheatley with a few notable points concerning “On Imagination”. First of all, we introduced the era following Neoclassicism: Romanticism. The main aspects of Romanticism are Imagination, Nature, Individualism, and Symbolism, all of which were somewhat incorporated into Wheatley’s poem. (However, it must be remembered that Wheatley is considered to be Pre-Romantic, because she still incorporates some neoclassic elements into her works, as shown at only the very end of this poem, which I’ll explain later.)
Before I get to the intense stuff, Mr. Laz described three segments of Romanticism: Early Romanticism, which mainly emphasized the components of the new American nation; Gothic Romanticism, which analyzed the characteristics of the human psyche, and included poets such as Poe; and Transcendentalism, which is where you get your Emerson (and where the title came from).
Wheatley begins with a detailed description of the sheer power imagination contains, that it might turn winter to spring (note the natural aspect); this is clearly the majority of the poem quantitatively, and demonstrates the romantic aspect of Wheatley’s writing. However, at the very end, precisely the last two stanzas, she confesses that she realizes winter never left to begin with. This ‘realization of reality’ is what essentially shatters romantic trends of thoughts (which is seen throughout history: that hopeless, fragile yet aesthetic thought that is broken by war, and moreover, reality).
Next, we briefly began Crevecoeur in “What is an American.” Again, a feature of Romanticism is highlighted in the realization of the uniqueness of a nation. The work was seemingly intended for a international audience; the defense and logical buttressing of a new nation is the essence of the piece. Also, aspects of tabula rasa were emphasized, especially the fact that the individual is not just allowed a blank slate, but the whole nation. An appeal was made to the more misfortunate Europeans because of the demand for workers, so Crevecoeur implores these people to immigrate to America and help write its history, and work for the greater cause.
Or, as Mr. Laz says, “To get many French people to come over and die”.
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