Harry Potter, by J.K. Rowling
Harry Potter is arguably the most popular book series of my generation. Many of my friends have read the books, and several have watched the movies. I have watched the movies, but not read the books. I feel like I need to read these books to better understand the movies and because they have had such an impact on my generation.
Kite Runner, by Khaled Hosseini
This book was referred to me a little over a year ago by my mother. I made a mental note of it, but never had time to read or access to the book. Now, I've seen it become a bestseller that is described as a "modern classic." As always, my mother was right. I want to read this book because it is popular and my momma told me to.
Quiet Strength, by Tony Dungy
Tony Dungy is the former coach of the Indianapolis Colts, an NFL football team. I always admired his personality and the manner in which he conducted himself, on the field and off the field. This book is a great way for me to simultaneously learn more about his football life and personal life.
A Thousand Splendid Suns, by Khaled Hosseini
A Thousand Splendid Suns is written by the same author as Kiterunner, the book my momma suggested to me. I stumbled across this book after seeing Kiterunner, and it seemed just as interesting as Kiterunner itself. So I decided to add it to my list, because momma is always right. In all seriousness, though, history intrigues me. This book tells the story of the recent history of Afghanistan, so it interests me.
It's Not About the Bike: My Journey Back to Life, by Lance Armstrong
I always admired Lance Armstrong for his story of overcoming cancer and never giving up to do what he loves and be once of the best bikers in the world. Originally, that is why I chose the book. Now, he has been charged guilty of using performance enhancing drugs, and I am even more curious to see if there is anything regarding that subject in this book.
Treasure Island, by Robert-Louis Stevenson
Many years ago, I read the abridged version of Treasure Island and loved it. Now that I have grown and my reading level has advanced, I am capable of now reading the unabridged version. The childhood memories in combination with the fact that it is a classic made me decide to add this book to my list.
The Natural, by Bernard Malamund
This is another classic book, but this one is about baseball. I will admit, I read this book many years ago when I was around eight years old. I loved the book. But when I got right to the last twenty or so pages of the book, I lost it! I reached the very end just to not finish it. So I added this book to my list out of reminiscence and the desire to finally finish the book.
Robinson Crusoe, by Daniel Defoe
This book has much of the same story as Treasure Island, only I liked this book even more. The abridged version was excellent, but that was many years ago. I enjoy stories of shipwreck and improvisation to overcome natures dangers. Robinson Crusoe uses every bit of wit and skill he has to survive, and that type of story is one I would love to have on my list.
Swiss Family Robinson, by Johann David Wyss
I promise this is the final book in this pattern of pre-read books. Again, I read this book about ten years ago, but it was the abridged version. I would really like to go back and read the full version. This book has a similar storyline to Robinson Crusoe, but it is an entire family instead of just one man, so there is more dialogue and interaction.
Geeks, by Jon Katz
This book is on my list because the title caught my name. It is about two "geeks" who get rich and famous, if memory serves me correctly. This book gives me hope because I too am somewhat a "geek" and would like to think that someday I too could become rich and famous. This book should be fun as well as relate to me, and that is why I chose it.
Tuesday, September 4, 2012
Wednesday, March 28, 2012
An American Classic: "Rebel Without a Cause" Review
"Rebel Without a Cause", released by Warner Bros.on October 7th, 1995, is arguably the most famous movie of the 1950s. In addition to directing the movie, Nicholas Ray wrote the story with the assistance of Stewart Stern and Irving Shulman. Talented main actors, combined with a cleverly developed and intriguing storyline, make for a great movie that has been appreciated and enjoyed by several generations.
17-year-old Jim Stark (James Dean) has recently moved to Los Angeles to flee from problems and trouble he has caused elsewhere. His parents have done this multiple times for the sake of their reputation. After being arrested for public intoxication, he meets Judy (Natalie Wood) at the police station. Viewers are also introduced to another important character, Plato (Sal Mineo), at the station. Here at the station, Jim's internal family problems are revealed. His parents often argue, and his weak-willed father continually gives in to the wishes of his mother. This fighting tears away at Jim, and he feels betrayed and alone due to the fighting and lack of strength in his father.
Jim also works to fit in and make friends at his new school, coping with his problems from home all the while. As the movie progresses, he befriends Judy and Plato, who both also have problems at home and seek to compensate for them elsewhere. "Rebel Without a Cause" gives an insight to the 1950s teenager's struggle to communicate and be understood by his or her parents and to be accepted by his or her own peers. When Jim and his friends engage in dangerous, reckless activities so Jim can "prove himself" to his new peers, things go terribly wrong, and the consequences are dire. Their actions get a boy killed, and the rippling effect of this horrible event are felt by every character.
"Rebel Without a Cause" focuses on the relationship between a teenager and the parents of the teenager. It seemed like none of the characters had a strong father figure or parents that could understand the hardships that each of the characters were facing. Perhaps in the 1950s or in the childhoods of the writers, this was a common problems. In today's world, though, this relationship between teenagers and parents isn't emphasized. In fact, it is largely irrelevant in many movies today. In a movie, where there are only a few hours to develop characters, it is difficult to reveal to the audience the true depth of characters. Instead, Jim, Judy, and Plato are developed just enough so one can understand their similarities and problems they all face, which bring them closer together. The problems these three teenagers face may not always be relatable, but they are fairly easy to sympathize with, inspiring emotion in the audience when bad things happen to the characters.
All things considered, "Rebel Without a Cause" is what one would call a good movie. Despite the outdated conflict, the story crafted is still captivating. The story is well written, and the actors, especially Dean, do a great job embracing and assuming the roles of their characters. "Rebel Without a Cause" is a classic that many people have enjoyed and many more will continue to enjoy for years to come.
17-year-old Jim Stark (James Dean) has recently moved to Los Angeles to flee from problems and trouble he has caused elsewhere. His parents have done this multiple times for the sake of their reputation. After being arrested for public intoxication, he meets Judy (Natalie Wood) at the police station. Viewers are also introduced to another important character, Plato (Sal Mineo), at the station. Here at the station, Jim's internal family problems are revealed. His parents often argue, and his weak-willed father continually gives in to the wishes of his mother. This fighting tears away at Jim, and he feels betrayed and alone due to the fighting and lack of strength in his father.
Jim also works to fit in and make friends at his new school, coping with his problems from home all the while. As the movie progresses, he befriends Judy and Plato, who both also have problems at home and seek to compensate for them elsewhere. "Rebel Without a Cause" gives an insight to the 1950s teenager's struggle to communicate and be understood by his or her parents and to be accepted by his or her own peers. When Jim and his friends engage in dangerous, reckless activities so Jim can "prove himself" to his new peers, things go terribly wrong, and the consequences are dire. Their actions get a boy killed, and the rippling effect of this horrible event are felt by every character.
"Rebel Without a Cause" focuses on the relationship between a teenager and the parents of the teenager. It seemed like none of the characters had a strong father figure or parents that could understand the hardships that each of the characters were facing. Perhaps in the 1950s or in the childhoods of the writers, this was a common problems. In today's world, though, this relationship between teenagers and parents isn't emphasized. In fact, it is largely irrelevant in many movies today. In a movie, where there are only a few hours to develop characters, it is difficult to reveal to the audience the true depth of characters. Instead, Jim, Judy, and Plato are developed just enough so one can understand their similarities and problems they all face, which bring them closer together. The problems these three teenagers face may not always be relatable, but they are fairly easy to sympathize with, inspiring emotion in the audience when bad things happen to the characters.
All things considered, "Rebel Without a Cause" is what one would call a good movie. Despite the outdated conflict, the story crafted is still captivating. The story is well written, and the actors, especially Dean, do a great job embracing and assuming the roles of their characters. "Rebel Without a Cause" is a classic that many people have enjoyed and many more will continue to enjoy for years to come.
Tuesday, February 28, 2012
A Candle in a Hurricane: An Analysis of "In New Orleans, a Resounding Victory for the Human Spirit"
Tony Kornheiser, a famous talk show host for ESPN and former columnist for the Washington Post, commonly uses sarcasm and bluntness to convey his message in a comical yet effective manner. This article about New Orleans following Hurricane Katrina is somewhat different, though. In Kornheiser's article "In New Orleans, a Resounding Victory for the Human Spirit", his animated admiration reveals his along with the rest of the nation's support of the New Orleans residents attempting to rebuild their lives after the hurricane as well as their respect for the resiliency of the citizens who refused to give up on their city. Kornheiser uses ethos, pathos, and pathos to transfer his tone and message to his audience.
Kornheiser begins by establishing ethos with the use of exemplification. He has been at "hockey playoff games where it seems like the noise is louder than in any other arena," basketball games where "it sounds like U2 and Green Day are playing inside your head," football stadiums that "shook with noise," and "the 1987 World Series in Minnesota, where the noise level inside the Metrodome made it feel like your eyeballs were about to pop out." Kornheiser has been in the business for years. These four examples, each pertaining to a different sport, show his experience in a wide range of sports. He then follows this up by stating that he "cannot recall anything" even comparatively close to the "noise, glee, gratitude, relief, hope and prayer" that the Superdome contained during that Monday Night Football game. Despite his expertise and years in the profession, nothing compares to what he experienced at that game. Portraying this event on a scale of such magnitude conveys to the reader how astounding Kornheiser believes this event to be.
While it is not the focal point of his argument, pathos is used briefly and effectively by Kornheiser to aid in the reader's understand of the situation. The Atlanta Falcons, who were playing the Saints, felt at a "competitive disadvantage" because "the whole world" was "against them," and "everyone [was] rooting for the Saints." It's not that people hated the Falcons, they were simply the opponent to the world's temporarily favorite team. That was the simple truth: everyone wanted the Saint's to win, everyone wanted the Saints to overcome their tragedy. Kornheiser stated that "If the Saints [could] rebuild," then, by "metaphoric extension," "so [could] New Orleans." This was a belief and hope that was clung on to by the citizens of New Orleans. Their local heroes were rising from the debris and carrying on for their community, and this inspired the rest of the town to pick themselves up and do the same.
Pathos is utilized effectively by Kornheiser throughout the essay to invoke the readers emotions and sway them in favor of his own emotions. He points out that outside the Superdome, there are "miles and miles of ravaged houses and empty neighborhoods," and it will take "years and years" for New Orleans "to come back whole again." This painstaking imagery reveals to the reader how catastrophic the destruction was from Hurricane Katrina. By tugging these emotional strings, he sparks feelings of sorrow and sympathy in the reader. He later concludes the column by describing the events of the night as "a script that was perfectly written and a moment that was perfectly lived." Even though times are hard and problems abound, there is still a shining light of hope in the darkness. The Saints fighting and continuing symbolize this hope, and the reader recognizes this determination with respectful admiration.
At the time it was written, the destruction from the hurricane was fresh, and the problems were largely unattended to. When Kornheiser wrote and published this column, it voiced the opinion of many Americans. He, as well as everyone else, was rooting for the community of New Orleans. Everyone wanted to see them overcome the hardships placed before them. The spirit shown by the Saints and Saint's fans showed hope. Hope that they would survive, hope that they would rebuild their destroyed town. And the whole world was behind them.
Thursday, February 9, 2012
"Kill 'Em! Crush 'Em! Eat 'Em Raw!"
1. John McMurty's essay begins with a personal anecdote about the results of playing sports- especially football- since childhood. When he can no longer ignore his physical condition, he seeks treatment and is hospitalized. How does the anecdote lend credibility to his argument?
By beginning with his personal experiences and integrating them throughout the essay, McMurty effectively establishes and maintains ethos. It lets the reader know that he has experienced everything he talks about on a first-hand basis. Someone with personal experience is more credible than someone who does not have this experience.
2. Paragraphs 5-7 compare and contrast football and war. Is this comparison convincing? How does the comparison appeal to logos?
Yes, the comparison is convincing. McMurty compares facts to show similarities between war and football. For example, he states that the "virtues" celebrated are "almost identical", and afterwards, there is a "injury report" much like a "body count". He points out many visible similarities, and in doing so, appeals to logos.
4. In paragraph 14, McMurty cites a Harvard study showing that some of the more brutal characteristics of football players are valued in the business world. How do the study's findings support McMurty's arguments against the brutality of football?
"Acceptance of inflicted injurty" is common in football as well as the business world, and time is spent to "systematically destroying and harming human life." This harsh diction reveal the horror underlying football as well as the business world. The "organized destruction" is a very harsh part of society. Football mirrors this brutality.
7. Who is McMurty's audience? Is it necessary for the reader to understand or care about football to understand what McMurty is saying about society? Explain.
McMurty's main audience is people who are interested in football. But it is not necessary to have an understanding of football to have an understand of his message. The connections can be made easier with football knowledge, but a member of society can see the comparison of football to society and realize what McMurty is talking about. The brutality shown in football is evident in the rest of our world today.
By beginning with his personal experiences and integrating them throughout the essay, McMurty effectively establishes and maintains ethos. It lets the reader know that he has experienced everything he talks about on a first-hand basis. Someone with personal experience is more credible than someone who does not have this experience.
2. Paragraphs 5-7 compare and contrast football and war. Is this comparison convincing? How does the comparison appeal to logos?
Yes, the comparison is convincing. McMurty compares facts to show similarities between war and football. For example, he states that the "virtues" celebrated are "almost identical", and afterwards, there is a "injury report" much like a "body count". He points out many visible similarities, and in doing so, appeals to logos.
4. In paragraph 14, McMurty cites a Harvard study showing that some of the more brutal characteristics of football players are valued in the business world. How do the study's findings support McMurty's arguments against the brutality of football?
"Acceptance of inflicted injurty" is common in football as well as the business world, and time is spent to "systematically destroying and harming human life." This harsh diction reveal the horror underlying football as well as the business world. The "organized destruction" is a very harsh part of society. Football mirrors this brutality.
7. Who is McMurty's audience? Is it necessary for the reader to understand or care about football to understand what McMurty is saying about society? Explain.
McMurty's main audience is people who are interested in football. But it is not necessary to have an understanding of football to have an understand of his message. The connections can be made easier with football knowledge, but a member of society can see the comparison of football to society and realize what McMurty is talking about. The brutality shown in football is evident in the rest of our world today.
Monday, September 26, 2011
BHS: My Take (Suggestion for Writing 5)
First off, I just want to state that I actually do like my school. It's a part of me, and I wouldn't be the same had I not attended it. The one thing I don't like about it is about 50% of the people that are in the building. But since I don't like most people anyways, that would most likely be the same anywhere I went. Now that I have that out of the way, I can continue with the assignment.
Emerson talks about how schools are built for the general, lazy people. The "teaching comes to be arranged for these many", and the few extremely gifted students are not developed to their full potential. While the years have passed since Emerson wrote this essay and our present day, education has changed greatly. There are more opportunities for the highly intelligent student, but the teaching to a lower level still highly remains.
I have a memory that sticks out vividly in my brain regarding this topic. Back in sixth grade, my English teacher gave my class a worksheet. I began to look at it, and I noticed that it was on a fourth grade thinking level. For me and many of my classmates, that work was of no value, it was simply a waste of time. When I asked my teacher why we were doing work designed for kids two years younger than us, she got angry and told me to be quiet. A few people in the class may need the work to be at that level, but many of us got nothing out of it.
The same thing happens today at my school. Some people have to work hard, and some simply breeze through the work. The ones who breeze through it may like the ease at which they are sliding through school, but they aren't challenging themselves as much as they could be. If they did, there is no telling what all they could accomplish and do. There is so much lost potential in those students that don't apply themselves to their schoolwork. On the bright side, AP classes and college classes give students the option to give themselves a greater challenge that reap greater rewards than regular classes. What's missing, though, is the motivation to take those classes.
Back when Emerson wrote his essay, education was highly exalted and a good student was praised. Today, a good student isn't given near the attention they were. This, in my opinion, probably has a direct relation to the work ethic of students today. The encouragement simply isn't there, so students are lazy. Why work so much harder for a seemingly miniscule reward?
The opportunities for students are much greater than they were in the past, but the mental mindset remains the same. Kids are lazy, and they always will be until they are given a reason to give more effort. While the education at Batesville High School is very good, there is still room for improvement.
Emerson talks about how schools are built for the general, lazy people. The "teaching comes to be arranged for these many", and the few extremely gifted students are not developed to their full potential. While the years have passed since Emerson wrote this essay and our present day, education has changed greatly. There are more opportunities for the highly intelligent student, but the teaching to a lower level still highly remains.
I have a memory that sticks out vividly in my brain regarding this topic. Back in sixth grade, my English teacher gave my class a worksheet. I began to look at it, and I noticed that it was on a fourth grade thinking level. For me and many of my classmates, that work was of no value, it was simply a waste of time. When I asked my teacher why we were doing work designed for kids two years younger than us, she got angry and told me to be quiet. A few people in the class may need the work to be at that level, but many of us got nothing out of it.
The same thing happens today at my school. Some people have to work hard, and some simply breeze through the work. The ones who breeze through it may like the ease at which they are sliding through school, but they aren't challenging themselves as much as they could be. If they did, there is no telling what all they could accomplish and do. There is so much lost potential in those students that don't apply themselves to their schoolwork. On the bright side, AP classes and college classes give students the option to give themselves a greater challenge that reap greater rewards than regular classes. What's missing, though, is the motivation to take those classes.
Back when Emerson wrote his essay, education was highly exalted and a good student was praised. Today, a good student isn't given near the attention they were. This, in my opinion, probably has a direct relation to the work ethic of students today. The encouragement simply isn't there, so students are lazy. Why work so much harder for a seemingly miniscule reward?
The opportunities for students are much greater than they were in the past, but the mental mindset remains the same. Kids are lazy, and they always will be until they are given a reason to give more effort. While the education at Batesville High School is very good, there is still room for improvement.
Monday, August 29, 2011
Got Milk? Advertisement
Most advertisements are attempting to persuade the reader in one way or another. The "got milk" advertisement is trying to persuade it's readers to drink more milk to help maintain strong bones. To aid in the persuasion to drink more milk, the ad uses ethos, pathos, and logos in a simple yet effective manner.
"Got milk" is a very well known, prestigious ad campaign. This high level of prestige creates a credible, trustworthy feeling that appeals to readers. The ad campaign also uses many different famous spokespersons as well. When the message comes from a well known source via a famous person, the message given ends up seeming extremely credible and highly relevant.
The logos used in the ad are very straightforward. First, then ad states that "your bones grow until about age 35" and "calcium in milk helps". And after age 35, "it helps keep them strong". Calcium helps keep bones strong. Milk is in calcium. Therefore, milk helps keep bones strong at any age. This use of logic and deductive reasoning helps convince the reader that he should drink more milk.
Pathos might be the easiest, yet the most effective part of the ad. An attractive model is the main part of the aid. This attracts the readers eye, causing them to notice and read the ad. The strong emotional appeal can effectively persuade the reader in favor of the ad.
Ethos, logos, and pathos are all used well in the ad. By using these three elements effectively, the ad is able to attract readers and bring home the main purpose of the ad: Drink more milk to have healthy bones.
"Got milk" is a very well known, prestigious ad campaign. This high level of prestige creates a credible, trustworthy feeling that appeals to readers. The ad campaign also uses many different famous spokespersons as well. When the message comes from a well known source via a famous person, the message given ends up seeming extremely credible and highly relevant.
The logos used in the ad are very straightforward. First, then ad states that "your bones grow until about age 35" and "calcium in milk helps". And after age 35, "it helps keep them strong". Calcium helps keep bones strong. Milk is in calcium. Therefore, milk helps keep bones strong at any age. This use of logic and deductive reasoning helps convince the reader that he should drink more milk.
Pathos might be the easiest, yet the most effective part of the ad. An attractive model is the main part of the aid. This attracts the readers eye, causing them to notice and read the ad. The strong emotional appeal can effectively persuade the reader in favor of the ad.
Ethos, logos, and pathos are all used well in the ad. By using these three elements effectively, the ad is able to attract readers and bring home the main purpose of the ad: Drink more milk to have healthy bones.
Friday, June 24, 2011
Summer Assignment 1
I decided to try the "Put it on a Table" experiment. For this, I used an old shirt of mine. My uncle gave it to me after he owned for many years. I have had this shirt since I was about 10 years old, and it still fits to this day. As my friends are reading this, I know they're all thinking, "Haha, because he was fat." Sadly, they're all right. Nevertheless, it is still the best shirt in the world.
I never realized that something as simple as a shirt could spark so many senses. Sure, there's the soft, thin texture of the worn out shirt. But I never knew that it would spark sights, smells, and sounds from the past as well. I looked at a few of my other shirts, but the effect isn't the same. I look at them and its just, "Eh, a shirt." But I look at this one and I can't help but smile and think about how much I love it. No matter how much my mom hates my "ratty old t-shirt", I'm gonna keep and cherish it forever.
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