Media Fair

In the Grade 10 English classes, we’ve been learning about media, and the way that it effects society. We focused mainly on the different portrayals of topics and how they were shown through different types of media. At the end of this unit we held a media fair, where each student chose a controversial topic, and analysed different types of media. The student had to analyse the intended audience, the perspective of the media, and how they represent that perspective.  This media fair was hosted on June 4th, on Thursday.


 May – Little Red Riding Hood

One of the posters I analysed was May’s, who focused on Little Red Riding Hood in them media. Little Red Riding Hood is a popular and famous children’s story, with a very clear moral of “don’t talk to strangers”. However, May had focused on different types of medium on this topic. She included a politically correct version of the story, a digital drawing, a children’s cartoon, an online TV show, and a song. The two that interested me the most was the political cartoon, and the TV show called RWBY.

Politically Correct Little Red Riding Hood by James Finn Garner

This was one of the interesting mediums for me because it was weird to read the story in such a view. And as someone who is a feminist, it was interesting to read the folktale that incorporated very extreme views of feminism. This was shown through writing women as “womyn” as to not include the word “men”. Other comments throughout the story only proved how far it was going to be politically correct. The story itself seems to be from a feminist’s point of view, but instead going very extreme in their views that it almost sounds more like misandry than actual feminism. Also throughout the story the comments spoken from the characters seem incredibly out of character, and very forced, which adds to the comedy feeling of the overall story.

RWBY “Red” Trailer by Monty Oum (Roosterteeth)

As someone who is a big fan of RWBY, I was naturally more interested in this source compared to the others. Though I have watched the entire series, and know that the majority of the characters are based off of fairytales and folktales, I had not stopped to think about what that really meant. However, May’s points about the Red Trailer were really interesting, but also made a lot of sense. Throughout the trailer, Ruby, who is based off of Red Riding Hood, is killing wolf monsters, called beowolves. Now this is interesting and different compared to the typically known story. Because in the folk tales Red Riding Hood is seen as a helpless naive little girl, who can’t protect herself from the evils in the world. However, in this trailer it is quite the opposite. While Ruby looks innocent and young, it is soon shown that she has a lot of tricks up her sleeve, and goes on to kill all of the beowolves.


 

Markus – Punk Rock

Another poster that I took a look at was Markus’ about the music genre: Punk Rock. This topic I found just interesting in general, because it was something I didn’t think about in this project, but as someone who listens to the occasional punk rock song, I was intrigued by the different types of media that portrayed punk rock genre in different ways. He included a movie, a political cartoon, a song, manifesto, and a blog post.

What really interested me was the movie, and I’m planning to watch this in the future perhaps. This movie focused on what the stereotype of punks were, and how that changed over time throughout the movie. I found this very interesting as I hadn’t known that such a movie existed. I was not aware that there were such conflicting sides to punk rock as a topic, and so many of the sources looked from the different perspectives of this topic.



Touko – Body Dysmorphic Disorder

I found this topic incredibly interesting. I understood that often people would have bad views about their body, and that could often lead to depression and anorexia, but I hadn’t realised that this disorder was an actual thing that people went through. The types of sources Touko focused on were a trailer, an article, a TV show episode, and a song.

There are many interesting aspects of this topic. This disorder is not very well known, so a lot of the time when I was looking at this poster I was trying to get my mind around how it works and what exactly it is. I learned that this disorder is when people focus on their little imperfections, so much to the point where it just plagues their entire day, and it’s all that they can focus on.

A trailer for a documentary was one of the first times that this disorder had really been explained, especially by BBC. This documentary focused on a young women and her experience with this disorder. The entire thing seems very intense as she suffered with several different types of negative emotions for a very long time. The article described people with this disorder as being “preoccupied with an imagined physical defect or a minor defect that others often cannot see.” Which is also very interesting as these people suffering are suffering ultimately over something that doesn’t exist, but exists to them.

 

English U3-Reflection

In English class, we were studying about poetry. But mainly, based off of the unit question: “What is the relationship between the content of a text and the form it is presented in?” This unit was also area of interaction, environments. How do these two connect? The environment isn’t literally the environment, but is more like the area, and the atmosphere with it. For example, if you were to get a gift, you’d judge it on how it was given or wrapped. For example, if it was just in the bag it was bought in, it’d feel spontaneous, compared to the gift wrapped in birthday wrapping (meaning that they got this especially for this event) or to the gift being in a heart-shaped box (what does the gift represent in this situation?) But this sounds like it has nothing to do with English itself. It truly isn’t. If you had the content of a story laid out by bullet point, or timeline, you wouldn’t care much for it. But if it was a story, a full blown written story, you’d get emotionally invested, and attached to it (if it was written well.) To really understand this, our main assignment was to choose a famous person, preferably dead. Then, we had to note down information about this person, for the content part. Using this content, we had to choose information or parts of the life from that person with climax and such, and make a short story, using the typical story outline (routine/intro, conflict, trying to solve it, really close to solving it [climax], resolution). Then, with the same content (but doesn’t need to be the same as the story) and make a villanelle and a sonnet. 

For this assignment, I wrote about Jane Austen. For the story, I wrote about how Austen got proposed to one evening, in which she said yes, but the next day she had called off the engagement. The villanelle focused about how Jane Austen had many relationships, but that they had failed. But she didn’t let that down, and instead used those relationships to her advantage and made stories. The sonnet started off about how sad it was the Jane Austen had died all alone, and how she had many opportunities but had just ruined it. Then, the poem twists around, now about how Austen use all of these to her advantage, and now that she’s happy that she didn’t agree with any of her past relationships because now she’s lived successfully, and she knows this.

Yes, these pieces of writing have similar topics, but the point of the assignment was to show how you can convey different emotions and attachments to the piece of writing, even with only one piece of paper that has all the information needed. I really enjoyed this unit, as I enjoy analysing poetry, and writing it.

English Unit 2–Reflection

In unit 2 we’ve been trying to understand the following question:
“How important is language in the use or abuse of power?”
This was the unit question, and we had to understand how this question is used in terms of the areas of interaction, which was health and social education. The unit question would make sense for the social education part, but it might not exactly fit in the health part, so that was where we set off for the unit.
In order to learn and understand more about this unit question, we had to study the book Animal Farm, written by George Orwell, a book that I had been dreading to read for years. While studying Animal Farm, we had two summative assessments, one newspaper article learning how to use rhetorical devices when writing, and a speech, learning how to use rhetorical devices in speeches. Not only that, but we had to look more into Animal Farm, by answering questions that our teacher had put up for a couple of chapters.
The unit itself was interesting and I learnt quite a few things, even though I hated the book. I learnt quite a lot about the Russian Revolution, as I’m actually not a history fan. I didn’t know that Animal Farm was an allegory of this revolution. In fact, I didn’t even know that allegories existed, and it’s so fascinating to compare and contrast the different parts of the book to the real deal. I learnt about rhetorical devices, which I wasn’t quite aware of, even though I use it in my everyday language, because I never really used them deliberately. I believe that the question’s answer is that language is very extremely important in all situations. You can change people’s opinions if you word things correctly, whether if it’s for the good or the worse. In terms of the health and social education, in Animal Farm it was shown how language affects health. Boxer, who was the strongest animal on the farm, easily had the potential to become leader, but because he wasn’t the smartest he couldn’t, and so the pigs used that to their advantage. The pigs used their use of knowledge to make things towards their own needs. It affected Boxer’s health, as he was the animal sent away to get killed, and he actually had no idea. Boxer’s health was getting worse all throughout the book, as he always told himself his mottos, which eventually just wore him out. Animal Farm truly answered this question, as pigs used their power in language to convince all the animals to help them fulfill their needs–just not in those words.
I feel like I’ve really understood the book itself, and the devices of rhetoric. This may be a little off topic, but something more I would like to learn more about is different types of books that also include allegory. I love the concept and idea of allegory and it would be incredibly interesting to learn about it. It would be also interesting to see the rhetorical devices used in the 21st century, and see higher-ranking people use it in their speeches. But overall, this was an incredibly interestin project, but Animal Farm still isn’t that high on my ranking of books.

Reflection of the Fairy Tale Unit

In English class we were learning about stories. The unit question was:

How does story work in the creation, maintenance, and change of culture and social values?

I believe that there are different ways to answer this question. There’s the more obvious answers, which is more about myths and how they’re made to help understand the world. But with fairytales, there are typically morals in the end. But what about other stories? Stories we read for pleasure. I believe that when reading a book, you take values of the stories into your subconscious. You take the meaning that you don’t notice into your head without realising it, and it influences you in everyday life with how you act and think. Section one of The Joys of Storytelling III says this:

“To poison a nation, poison its stories. A demoralised nation tells demoralised stories to itself.”

This quotation explains what I was talking about before. It shows how if you want to affect a nation, you should change the stories around. People may not know that stories really influence them so much, but honestly stories. I guess I could say that I experienced this first hand. When I was young, I always thought that girls have to be peaceful, and have to hid behind others in tough times. But in so many stories that I’ve read, it’s the complete opposite. They have girls who are strong and independant and just go out there and don’t take anything from anybody else. Stories that really showed this to me are mainly Harry Potter. In Harry Potter there were several female characters who never gave up, were so brave, and never backed down. Over the years this was the kind of women I wanted to become. I didn’t notice this at first, but then overtime I took those character’s personalities and I become more like them. This is the type of influence that changes the social values of not only people, but nations as well.

Outsiders Questions

1. Appearances and deception are a common theme in literature, how does Hinton demonstrate this?

Throughout the story, there is plenty of appearances and deception. The appearance of a character in the book The Outsiders is what makes him/her a Soc or a Greaser. Greasers are defined by making sure that they have plenty of grease in their hair, while the Socs are sophisticated. I think that the deception in the book is that everybody is the same. Even though there are two groups, Cherry explains to Ponyboy that everybody is a person, and they all have feelings. Not only that, there was one scene where Ponyboy believed that Darry didn’t love him at all, whereas in reality Darry was just afraid of his family separating.

2. Do narrators always tell the truth? Is Ponyboy a reliable narrator?

Narrators don’t always tell the truth, especially if they’re first person. I think this, because when the narrator is in first person it tends to be very biased. So perhaps if the first person narrator doesn’t like a certain character, she’ll/he’ll make that character look very bad, when in reality that character might be very nice.

3. Is The Outsiders relevant to you? Can you relate to it? Why or why not?

I think everyone can relate to The Outsiders.  This book is all about friendship, and family, and helping them in need. Though in school we aren’t divided into two groups and hate each other very much, but we all have friends that we would call family. At least I do. And we always help them, when they need it.

4. Should The Outsiders be taught in school? If so, at what grade level?

 I think that The Outsiders should be taught in school, as it shows friendship, and reality, not just fairytale fiction. I think grade 8 is a good grade to teach this book, because it’s the right age where we understand these kind of books.

5. Who is your favourite character and why? Who is your least favourite? Explain your choice.

 Straight from the beginning when Ponyboy was introducing the Greasers, Johnny was my favourite character. Johnny was my favourite character, cause he was the glue that held the Greasers together, and the fact that he wasn’t as brash as the majority of Greasers. Then when I found out what he went through, my heart just went out to him (even though he’s just a fictional character.) I don’t exactly have a least favourite. The majority of characters were just kind of there. I guess I didn’t really like Cherry, at one point. Because when she wouldn’t meet Johnny in the hospital because Johnny killed her boyfriend in an act of self-defense just really bugged me.

6. Which character impacts you the most? What emotions do you feel for that character? Does he/she remind you of someone else you know? Of yourself?

Johnny, once again. Just because he had so much trouble around him. His parents beating him up, the Socs beating him up. Then running away, and then ending up in the hospital and then dying. But the fact that he sacrificed himself for the children just did it for me. Because perhaps some characters would just want torture for everyone just to make everybody how they felt, but Johnny is the complete opposite. He doesn’t remind me of anybody though, and not myself.

Hate Poem-Analysis

“Hate Poem” by Julie Sheehan, is about hate. How one can hate someone in all their different actions. “Hate Poem” is number 127, on Poetry 180. In “Hate Poem” most sentences end with the word ‘you,’ and if there were different words, they do not exactly rhyme.

In “Hate Poem” Julie Sheehan explains how every little things expresses her hatred. “Layers of hate, a parfait” this metaphor shows how there are different layers of hatred, from hating someone slightly, to hating someone with all their might. In this poem, I believe that the author is at the very last layer of the parfait. I think this because the author describes her hate through actions, such as “The flick of my wrist hates you,” or “The way I hold my pencil hates you.” Though throughout the poem, I can not help but wonder, who this person that Sheehan was? Was he or she a lover, or a true enemy? “My hesitation when you invite me for a drive: hate,” and “You know how when I’m sleepy I nuzzle my head under your arm? Hate.” These quotations show that the person that Julie Sheehan is writing about might not be an enemy, because you would not nuzzle your head under someone’s arm if they were your rival. I think that the tone of this poem is amusing and slightly angry. The entire poem is really straightforward though, and is mostly easy to understand. But, personally I do not understand the verses “The sound made by my tiniest bones were they trapped in the jaws of a moray eel hates you,” and “My lungs, duplicitous twins, expand with the utter validity of my hate, which can never have enough of you.” I think I do not understand these phrases, because of the sentence structure they are written in, and also the use of words.

Personally, I like this poem because it’s not very subtle, and is very straight to the point. It is amusing, and also easy to relate to. Also, Sheehan has very interesting verses, for example the “The blue-green jewel of sock lint I’m digging from under my third toenail, left foot, hates you.” It is a very creative way for expressing hatred, and I really like how she writes. I feel like I can relate to this poem, because occasionally I can hate someone just with all the actions I do within my daily life, just like the poem explains.

English: What have I acquired this year?

 

Ms.Clifford, my lovely English teacher is now making us write a reflection. Let’s see if you can figure out what it’s about.

So the first book that we studied was Two Weeks with the Queen. Two Weeks was an interesting book, and I comprehended a lot from it. One of the things I understood was how people will always exclude if you like your own gender. And also, many people don’t realise this, but if you’re sibling is in trouble, regardless of how small or big the trouble is, we always help them. I figured this out in Two Weeks with the Queen, because Colin did so much to help Luke, who had cancer.  Going onto the more technical writing skills now, Ms.Clifford taught us how to make our essays even better than they were before, thus resulting in better scores than I usually did get.

The second book was Journey to Jo’burg. I able to connect this book with Two Weeks with the Queen, because in Journey to Jo’burg, the 2 older siblings, Naledi and Tiro go on an expedition to Johannesburg, to find their mother. They do this because their little sister is really ill, and there are no doctors in the village. Before I read this book I wasn’t aware that there ‘Apartheid.’ I knew that people have discriminated people of other colours, but I didn’t know that it was this bad. When we had watched The Power of 1, and I will admit-I cried a lot. But I had a reason to. It was because just seeing this kid trying to fit in, and reuniting all colours together, and just his overall journey was really moving, and it encouraged me to keep on trying, and to never give up.

And the third book was The House on Mango Street. The first thing I acquired was what a vignette is. As I read through the book, I thought that a vignette reminded me of a drabble, which is on a website called fanfiction basically a short random part of someone’s life (more like a couple’s life.) Another thing I noticed was how the author added lots and lots of details, and how she conveyed the theme (challenges, growing up, relationships, and culture) throughout the entire book. I was taught how to write a descriptive piece- and I had a lot of fun writing one. (You can see the one I wrote here)

And lastly the 50 word stories. I remember I did this last year, but I didn’t get very far in the competition. But this year, I wrote lots of 50 words stories, and had I hard time choosing one. I finally chose one, and I was really proud of it, even more proud when it got to the top 5 of my class, then the top 9 of the grade. It was really fun and enjoyable, and in the end, I was able to write a really, really short story in just 50 words, and make it kind of good.

 

Learner Profile-English

In English I think I’m knowledgeable.

I think this because I know different literacy techniques, and can define them in writing. Also because when I look at a piece of writing (mainly focusing on House on Mango Street) I enjoy and think I am successful in finding the deeper meaning in it.

Another learner profile I believe I am is open-minded.

I believe this because cause I think that open-minded also means looking at things in different points of view. I think I do this in both inspecting writing, and writing stories. When I write stories, for example the 50 word story, I try write different types of view, not only one type. When I inspect writing, mainly vignettes, I try find the deeper meaning.

And lastly, I think I’m reflective.

If I wasn’t reflective, I wouldn’t be able to do this right now. I know what I can improve on. I can improve on more sophisticated writing, instead of writing like I speak. I can see what I’m good at. I can see when a piece of work is good, and when it’s not. Regardless of how good my writing was in the past, I always know there’s room for improvement.

And that is what I think I show in my English class.

Photo taken by: backonthebus (here)