Yearly Archives: 2025

Reading the short article by Raymond Carver, I found it very interesting how writing takes different forms. For instance, being creative in the writing or how it is written.“Thats all we have, finally, the words, and they had better be the right ones, with the punctuation in the right places so that they had better be the right ones so that they can best say what they are meant to say.” (Raymond Carver) In this part of the writing, he is telling us that being a writer needs to be very well written,  plus with punctuation. He was thoughtful when talking about the writing. He sounds like a very smart person, the way he talks about wiring. That’s why I chose this quote, he details how a well-written piece is supposed to be. I would agree with this part for a writing for a reader to be drawn, many small, detailed grammatical or punctuation need to be added. 

My thesis for the research paper is that fairytales are beneficial in the development of children’s imagination, creativity and individual growth.  story time can help children understand the complexities of relationships, as well as imagination and creative growth. List A provides “the positive impacts of fairytales for children” by Leilani Visikoknox – Johnson. Johnson goes on to explain how Therapist use fairytales when working with children to study their emotional response. Visikoknox states “this provides a great way of accessing children’s imagination by exploring memories of fairytales and using them to adjust, painful and unsettling issues in a non-threatening playful manner.” This helps me to understand how fairytales are not only an educational tool, but a developmental safe space for children and their growing complex emotions. From list B the article “why fairytales matter” by Maria Tate spoke to me specifically for its attention to the emotional development of children with the use of fairytales. Mariah explains how fairytales can help children process and understand complex adult issues. She puts it “Fairy tales connect with all kinds of adult secrets… They tell children about death, which is something that adults talk about in hushed tones.” Complex issues that are sometimes too intricate to be explained, or sometimes more palatable through fairytales.  

Thankfully, I was introduced to poetry at an early age. However, as I grew older and encountered more advanced poetic works, my perspective expanded, exposing me to new literary techniques. Overall, I would rate my ability to read poetry an eight out of ten. While I have no trouble reading and comprehending it, I often find myself rereading certain passages multiple times to gain a deeper understanding.     This is one of the many times I feel grateful for my high school teacher, who not only ensured I understood poetry but also introduced me to Greek mythology, familiarizing me with its terminology and phrasing. Although adjusting to the language of poetry can be challenging, my prior knowledge made the transition and comprehension much smoother. For me, annotations are essential when reading both Greek mythology and poetry as a whole.     Reading various works of poetry has helped me identify the styles I enjoy and those that feel more obscure to me. Stopping by Woods on a Snowy Evening by Robert Frost is one such poem that leans toward obscurity. Rather than explicitly stating what is happening, Frost leaves room for interpretation, encouraging the reader to find deeper meaning within the text. The ending, in particular, creates a sense of mystery and reflection: “The woods are lovely, dark and deep, But I have promises to keep, And miles to go before I sleep, And miles to go before I sleep.”     The narrator does not reveal where he is going, why he is in a rush, or even what exactly he finds beautiful about the woods. Instead, we are left with more questions than answers.     In contrast, White Lies by Natasha Trethewey presents a very different poetic style. Trethewey focuses on storytelling, evoking emotion, and painting vivid imagery. Her work provides a full picture […]

Fairy tales can offer important benefits for children. They encourage imagination, introduce basic ideas of right and wrong, and help children explore emotions in a safe way while some stories reflect outdated values that can be not practical in real world nowadays. From List A, the article “Sex and Violence in Fairy Tales” by David Isaacs caught my attention. In it, Isaacs explores concerns about the scary or violent parts of traditional fairy tales, such as death or cruelty. He argues that while these elements may seem harmful, they actually give children a way to face fear in a safe setting. This idea made me think differently about how children process intense emotions and situations From List B, I was interested in “Rediscovering the Power of Fairy Tales” by Mary Howarth. She writes about how fairy tales can be valuable in the classroom to help children understand life challenges, solve problems, and talk about feelings. What caught my attention was her point that these stories allows children to make sense of their own experiences relating to their own life journey.

My thesis for the research essay is, Even though fairy tales are meant for children, they often deal with dark topics like fear, danger, and survival, showing how people use stories to deal with the scary parts of life. From List A, I chose Jack Zipes’s article “The Struggle for the Meaning of Fairy Tales.” What stood out to me was how Zipes explained that fairy tales come from real struggles people have faced. These stories might use magic or talking animals, but they still talk about serious things like hunger, danger, or feeling alone. From List B, I picked Bruno Bettelheim’s “The Uses of Enchantment.” Bettelheim explains that scary parts of fairy tales actually help children deal with emotions like fear or anger. Instead of avoiding those feelings, the stories help kids face them. I like the idea that fairy tales are not just fun or silly they can help people understand hard things in a safe way.

My research essay shows that fairy tales hurt children by teaching them wrong ideas about life. These stories tell young girls bad messages: that being quiet and waiting is good, that being pretty will make a prince save them, and that getting married fixes everything. Fairy tales also show women fighting with each other instead of helping each other. As Fisher and Silber say, “Fairy tales are internalized at a tender age, before their primary audience – young girls – have acquired tools for questioning them” Fisher-GoodBadBeyond-2000.pdf (Page 133). Kids learn these narrow gender roles before they can think about them clearly.   I also believe that fairy tales also pictures a reality for little boys that their only purpose in life is to create a family and take care of them and not live life for themselves. “Boys compete with their fathers for their mother’s love and then fear retrieval.” J Paediatrics Child Health (Page 1) This quote shows how fairy tales might strengthen unhealthy family feelings where boys feel they must compete with their dad, potentially creating anxiety and competitive tensions in boys’ family relationships. Fairy tales hurt them more as they struggle to find out who they really are without including others and responsibilities. i think its best to let them experience life realistically as much as they can so they can be ready to face some challenges along the ways but fairy tales tend to show them that life will always have a good ending and its promised that everyone  will find someone no matter what  or a good ending is always waiting for them at the end.

Thesis: Yes, I think fairy tales are good for children. They do more than just entertain, they help kids understand their emotions, learn life lessons, and use their imagination. These stories often have simple messages about right and wrong, facing fears, and believing in yourself, which can really stick with kids as they grow up. One Article I read from List A Is the “The Positive Impacts of Fairy Tales for Children,”. Leilani VisikoKnox-Johnson talks about how fairy tales help kids deal with feelings like fear, anger, and sadness. I liked how she explained that stories give kids a safe way to explore tough emotions. That stood out to me because I remember how stories made me feel better when I was little, even if I didn’t understand why at the time. The article I choose from list B is Mary Howarth’s article “Rediscovering the Power of Fairy Tales”  which was really interesting. She writes about how fairy tales help kids (and teachers) be more creative and curious. I liked how she connected stories to learning and imagination. It made me think about how fairy tales are more than just fun; they can actually help kids grow and think in new ways.

Thesis: Fairy tales are not just fun stories but also powerful tools for children’s emotional, moral and imaginative development, with valuable life lessons and shaping their worldview. List A: “The Benefits of Fairy Tales for Children” by Leilani VisikoKnox-Johnson One thing that stood out in this article is how fairy tales help children deal with difficult emotions by giving them symbolic stories where good beats evil. Knox-Johnson says fairy tales reflect inner struggles and provide a safe space for children to explore fear, courage and justice. I liked this because it shows how these stories can guide kids through their own challenges, using metaphor to make sense of big feelings. List B: “Tell Your Children Fairy Stories” by Jane Stafford Staffod says storytelling between parents and children is a bonding activity that also passe on cultural values and personal beliefs. I liked her point that telling stories helps children develop imagination and a sense of morality. This resonates with me because it shows the lasting impact of oral storytelling beyond just reading, it becomes a shared experience between parent and child that shapes identity.

While fairy tales can often be seen as harmless and whimsical, I believe that traditional fairy tales can negatively impact children’s development. They create an unrealistic perception of reality, reinforce gender stereotypes, portray idealistic relationships, and suggest punishment for not being physically attractive. The article that I chose from list A is “Experts Say Fairy Tales Not So Happy Ever After’ By Liz Grauerholtz. They stated that fairy tales promote more about beauty standards. The ones that are “unattractive” are portrayed as evil or jealous. Stories tell children that unattractive people are more likely to be evil and reinforce traditional gender roles* (Grauerholz). This interest me because multiple tales normalize people not being up to certain standards as being evil. One that’s famously known is Snow White. The article I chose from List B is “Good and Bad beyond Belief: Teaching Gender Lessons through Fairy Tales and Feminist Theory” by Jerilyn Fisher and Ellen S. Silber and “Rediscovering the Power of Fairy Tales” by Mary Howarth. Children can interpret her own point of the fairy tales and apply this to real world situations.

My Thesis: Fairy tales are bad for children because they promote unrealistic beauty standards, reinforce harmful gender roles, and give children false expectations about life and success. Article from List A: One article that caught my attention from List A is “The Positive Impacts of Fairy Tales for Children” by Leilani VisikoKnox-Johnson. Even though this article argues in favor of fairy tales, I found it interesting because it helped me understand the opposite point of view. The author claims that fairy tales can help children develop imagination and learn life lessons. This made me think more deeply about how different people can interpret fairy tales in very different ways. Article from List B: From List B, I was most interested in “The Pervasiveness and Persistence of the Feminine Beauty Ideal in Children’s Fairy Tales” by Lori Baker-Sperry and Liz Grauerholtz. This article explains how fairy tales constantly send messages that being beautiful is the most important thing for girls. One idea that stood out to me was that beauty is often shown as a woman’s “most important asset.” That really made me think about how harmful this message can be, especially for young girls who are still developing their self-image

Fairy tales are not just entertaining stories, but powerful instruments that helps the emotional development and moral understanding of children. The article that I am looking for is “The Positive Impacts of Fairy Tales for Children” by Leilani VisikoKnox-Johnson. I enjoyed how the writer emphasizes the fact that fairy tales allow children to build emotional resilience. She explains how the form of fairy tales characters face difficult challenges but eventually triumph is capable of assisting children in overcoming their own problems of hope and courage. I enjoyed this idea because it suggests that children’s stories are not just entertainment but actually promote children to be strong inside. Another article I read was “Why Fairy Tales Matter” by Maria Tatar. Tatar feels fairy tales are important because they allow children to explore complex emotions and issues in a safe, symbolic way. She talks about how fairy tales are a field for imagination and self-knowledge, and that really resonated with me. Her discussion of why children see themselves in fairy tale characters made me think about how fairy tales can be reflections for children who are trying to determine who they are and what kind of person they want to be. Together, these articles affirm the idea that fairy tales are powerful cultural instruments that helps children’s psychological and emotional growth.

My thesis is that fairy tales often benefit children early in their lives by inspiring creativity, teaching problem-solving, and helping them understand the difference between right and wrong. One strong article from List A is “Tell Fairy Stories to Your Children” by Jane Stafford. She argues that children learn moral lessons more effectively through stories than through direct instruction. I agree, stories naturally capture attention and stick in our minds, which makes them powerful teaching tools. Through magical plots and colorful characters, fairy tales introduce moral challenges in ways that are easy for children to understand. From List B, “Why Fairy Tales Matter” by Maria Tatar stood out to me. Tatar focuses on how fairy tales help build emotional resilience. She explains that even when the stories include dark or scary moments, children aren’t overwhelmed by them. Instead, they feel comforted by the message that good eventually wins over evil.

I believe fairy tales are beneficial for children because they encourage creativity and imagination. Through magical storytelling, young children are able to picture and fantasize about different worlds and characters, helping them develop a vivid imagination. In List A, “The Positive Impacts of Fairy Tales for Children” by Leilani VisikoKnox-Johnson from the University of Hawaii, the author explains that therapists often use fairy tales when working with children. This allows them to observe the child’s emotional responses in a safe, non-threatening way. As VisikoKnox-Johnson puts it, “This provides a great way of accessing children’s imagination by exploring memories of fairy tales and using them to address painful or unsettling issues in a nonthreatening, playful manner.” Another source, Why Fairytales Matter, discusses how author L. Frank Baum used fairy tales not just to expose false magic, but to highlight “the magic of language, the power to with words.” I found this idea especially powerful because it shows how imagination and storytelling shape the way we express ourselves and understand the world. Together, these sources show that fairy tales not only spark creativity but also help children process emotions and develop their own unique way of thinking.

Thesis: Fairy tales are good for children because they help kids be creative and teach them how to deal with problems and learn right from wrong. Article from List A: One article I liked from List A is “Tell Fairy Stories to Your Children” by Jane Stafford. She says kids remember lessons better from stories than from lectures. I think this is true because stories are fun and easier to understand. Fairy tales can teach kids about good and bad behavior through exciting adventures. That’s why Stafford believes parents should keep reading fairy tales to their kids. Article from List B: From List B, I liked “Why Fairy Tales Matter” by Maria Tatar. She says fairy tales help kids deal with scary or hard feelings safely. I liked how she said kids don’t mind the dark parts—they feel better when the good people win. It helps them believe they can be strong too.

Classic fairy tales can be very helpful for children. They encourage imagination, teach right from wrong, and may help kids understand and deal with their feelings. Fairy tales also give parents a chance to talk with their children about old fashioned or outdated ideas that show up in some stories. When parents read fairy tales with their kids and talk about them afterward, the stories can become a great tool for learning and growing. One article from List A that I found interesting is “Sex and Violence in Fairy Tales” by David Isaacs from the Journal of Pediatrics and Child Health. What stood out to me was the idea that many fairy tales have hidden meanings related to sex and emotions, and that they can affect a child’s subconscious in ways we might not realize. From List B, I liked the article “Tell Fairy Stories to Your Children” by Jane Stafford. One idea that caught my attention was how powerful and intense fairy tales can be for kids. It reminded me that it’s important for parents to be careful with how they share these stories, and to talk about them in a way that helps children understand the meaning behind them.

“Sex and Violence in Fairy Tales” editorial by David Isaacs, Journal of Pediatrics and Child Health. I found this article informative on how it explores traditional fairy tales that often contain certain elements of sexualand violent themes. Isaacs notes notes that nese narratives while seemingly innocent, can reflect fantasies related to sexuality , aggression, guilt and family dynamics. Stories highlighted included included ” Little Red Riding Hood” and “Bluebeard” have included descriptive child abuse and violece, predating modern awareness of these issues. Isaascs awareness and emphasive on the importance for the pediatricians amd caregivers is to recognize the significance that these underlying themes may influence childrens influence and their perceptions and emotional development. Good and Bad beyond Belief: Teaching Gender Lessons through Fairy Tales and Feminist Theory” by Jerilyn Fisher and Ellen S. Silber Fisher and and Silber analyze how classical fairy fairy tales like Cinderella, Snow White and Rapunzel convey gendered messages that reinforce patriarchal norms. They argue that these stories often depict young women in passive roles, awaiting to be rescued by male figures, while portraying female antaganoists. such as stephmothers and withces. as embodiments of evil. The author can influence children’s perceptions of gender roles and relationships. Even incoporating or advocating for feminist theory into the teaching of these theorys. The approach aims to foster critical thinking and promote discussions about gender, poer, and societal norms in educational settings. I believe that Fairy Tales can convey a unrealistic ideal of what gender roles are and to be expected of. What feminism is and what heroicinism is. Over the centuries many times have change and womens right have change. Even princess books create a fantasy of one day a little girl finding her princess and growing up to be beautiful and being rescued. And in turn we have […]

My thesis for my research essay on fairy tales is as follows: Fairy tales are helpful for children to use their imagination, learn morals, as well as aid in their development. “The Positive Impacts of Fairy Tales for Children”  by Leilani VisikoKnox-Johnson supports that fairy tales aid children’s growth. A quote that caught my attention, because it points to not only reading fairy tales but experiencing them through performance. “One of the central reasons that fairy tales are important is that they aid in child development. Fairy tales are often shaped to test children’s initiative. Not only is reading the story essential, but having the child act out the story is also just as important for developing a child’s consciousness and for his or her moral development.” Maria Tatar brings up interesting points about how fairy tales impact the reader on a visceral level, in “Why Fairy Tales Matter”, which intrigues me because it speaks to what could be seen as an almost universal experience of readers. “Fairy tales also have transformative effects on us, and when we read and hear them, they produce vertiginous sensations…”

Here is my thesis statement: Fairy tales play a crucial role in both child development and cultural storytelling by providing valuable lessons, fostering imagination, and offering therapeutic benefits, despite potential criticisms regarding their traditional narratives. From List A: One article that stood out to me is “The Positive Impacts of Fairy Tales for Children” by Leilani VisikoKnox-Johnson. This article explains how fairy tales help children understand basic human conflicts and relationships while also aiding their moral and emotional development. What caught my attention the most was the idea that fairy tales can be used in therapy, especially for children dealing with illnesses. Storytelling allows kids to express their fears and anxieties in a safe way, which helps them process difficult emotions. This resonates with me because, growing up in Africa, I experienced the power of storytelling firsthand. My uncles and grandparents would gather us around the fire during vacations in the village, sharing traditional tales that taught us about courage and kindness. Each story had its own traditional song, which the storyteller would sing at key moments, adding an artistic element to the experience. These moments were significant in shaping my understanding of right and wrong. From List B: Another article I found interesting is “Why Fairy Tales Matter” by Maria Tatar. Tatar talks about how fairy tales address universal themes like love, courage, and transformation, making them meaningful across generations. Her explanation that these stories connect us to shared human experiences and inspire creativity made me realize how fairy tales are important not only for personal growth but also for understanding cultural values and traditions. During school time in the city, my parents introduced me to modern fairy tales like “Snow White” and “Cinderella,” or as we call them in French, “Blanche Neige” and “Cendrillon.” Watching these tales on […]

Classic fairytales are good for children because they spark their imagination, could teach them important morals and possibly help them process emotions. Fairytales can also give parents the chance to guide their children through the outdated ideologies. Using fairytales with thoughtful discussions, can become a powerful tool in child development. The article from list A that interested me was “Sex and Violence in Fairy Tales” editorial by David Isaacs, Journal of Pediatrics and Child Health, one of the ideas that caught my attention was the idea of fairytales being derived from sexual decency and the affect fairytales have on the subconscious. The article from list B that interested me was “Tell Fairy Stories to Your Children” by Jane Stafford, and one idea that caught my attention was the insight on how intense fairytales can be and the importance of being mindful of how the fairytale is delivered and discussed to children.

Fairy tales are beneficial for children because they promote imagination, teach moral lessons, and help children develop emotional resilience through symbolic storytelling. From List A, I’m interested in the article “The Positive Impacts of Fairy Tales for Children” by Leilani VisikoKnox-Johnson. I find it appealing how she states that children may identify with the characters and experience empowerment when those characters  overcome challenges. This article argues that fairy tales allow children to explore and understand complex emotions, such as fear and courage, via symbolic figures and imaginative scenarios. From List B, I chose “Another Look at the Fairy Tales” by Leland B. Jacobs. Jacobs focuses on how fairy tales encourage children’s imaginations and expand their perspectives. His argument that fairy tales encourage kids to see unlimited opportunities and promote the development of creative problem-solving abilities struck a chord with me. These ideas strengthen the importance of fairy tales for young children’s development.

My thesis for the research essay is that fairy tales are beneficial for children because they support language development, moral comprehension, and emotional growth. From List A, I was especially interested in “The Positive Impacts of Fairy Tales for Children” by Leilani VisikoKnox-Johnson. One idea that stood out to me was how fairy tales give children a way to process emotions they may not be able to express yet. The article mentions a study in an Italian oncology ward where sick children connected deeply with fairy tales, as they saw the villains as a symbol of their illness and related to the feeling of helplessness from the main characters. This comparison gave the children a new coping mechanism for something as serious as death, which I found very powerful. Another idea I appreciated was how therapists can use children’s reactions to fairy tales to understand identity issues and emotional struggles they may be facing, especially during illness or trauma. From List B, the article “Rediscovering the Power of Fairy Tales” by Mary Howarth also supported my thesis. Howarth explains how fairy tales help children explore ideas like identity, trust, and problem-solving. One example she gives is how children acting out stories can strengthen both their vocabulary and their understanding of moral values. I also liked that the article pointed out how fairy tales create space for kids to feel empowered, such as in “The Wolf and the Seven Young Kids” by the Brothers Grimm, where the smallest goat ends up saving the others. This shows how children can identify with characters and use those connections to work through big emotions and develop a stronger sense of self.

I believe fairly tales are harmful to children , especially in the crucial early childhood development years . These tales are teaching our children at such a young age to be conditioned to different form of gender roles , where they tell our daughters to be the “submissive damsel” and our boys that woman are a prize and not their equal . The source I would use from list B is “Some Day My Prince Will Come” by Marcia R Lieberman . ” They Reflect The Taste Of refined literary men who edited the first popular collections of children’s fairy tales during the Victoran era ” (Marcia). This statement alone shows the outdated gender roles being imposed on our children who are growing up in such a different era and time. Another source I identified in List B ” Tell Fairy Tales To Your Children” . In this article the author speaks of a man who at the age of 30 was dealing with the psychological effects of his mothers bed time stories ! “Telling the stories had a comforting effect or on her and relived her own tension but the way she told them had a harmful effect on her son ” (Stafford). Proving that the stories we read to children can have a long lasting effect on a child”s early development . I enjoyed this article because many people will debate that stories are harmless but the child”s mind is like a sponge constantly absorbing information and the smallest things can leave an ever last impact . 

My thesis statement is Fairy tales can be bad for children because “it can badly affect them with harmful stereotypes such fostering realism and failing to face the consequences that are going to affect their lives.” My main statement can argue that fairy tales are retellings of folk tales, and folk tales tell the children anxieties of life such as family and riches. From List A, I use a quote from “Sex and Violence from Fairy Tales” by David Issacs: “Many tales have been modified because the originals were too confronting. The Grimm may have loved violence, but they found sex and family strife treating.” (Issacs) From List B, I choose a quote from “Some Day My Prince will Come” by Marcia Lieberman: “It’s hard to see how children could be “prepared for women’s liberation by reading fairy tales.” (Lieberman)

I do believe fairy tales are good for children because they can have their own creative mind. This is magical imagination because the young children can picture and fantasize fairytales from storytelling. I identified in List A “The Positive Impacts of Fairy Tales for Children” by Leilani VisikoKnox-Johnson, University of Hawaii Young children going through challenges a variety of therapists uses fairy tales on children, so they can observe the children’s response and reaction. In the end, this is a beautiful thing because each kid has their own creativity and experience.“This provides a great way of accessing children’s imagination by exploring memories of fairy tales and using them to address painful or unsettling issues in a nonthreatening, playful manner” (Leilani VisikoKnox-Johnson). “Even as Baum used a fairy tale to debunk magic reveal that it is produced by a Great Humbug who creates the mystery, he also affirmed the magic of language, the power to with words”(Why Fairstales matter). One thing I liked about this source tells how magic and imagination translate our language, how we think and express ourselves. Both authors give a clear explanation of what fairytales give to us because when children are young, they can imagine colors or reading. All in all gives off their own uniqueness of emotions.

My thesis statement is “Fairy tales, while often considered harmless, can negatively impact children by perpetuating outdated stereotypes about gender roles and values, fostering unrealistic expectations, and failing to reflect the complexities of the modern world.” My main argument in this essay that fairy tales are way too outdated, they reflect the values of times that we left behind on purpose. From the list A, I used a quote that reflects a harm that fairy tales can cause to little girls by telling them to be submissive and do not try to be independent. “It’s important to understand the messages our children receive about traditional gender roles, especially during a time when women are encouraged to be independent and rely on their brains rather than beauty” (Grauerholz). From list B I used a quote that reflects on what might be a problem why fairy tales main female character is not independent or does not know how to do anything. “Indeed, feminist psychological studies have documented thoroughly the importance of a mother’s positive role in her daughter’s gender identity” (Fisher).

I feel as if literature texts used in college setting should include the authentic language that was originally published by the author. I can’t think of any reasoning that it wouldn’t unless it was used in a lesson for younger children. People attending college are usually adults and should be able to handle any offensive and crude words originally published. There are many different ways that using the original wording can be important, one that really stands out to me is time pieces. The language used in certain time pieces are very important to understand certain scenarios. For any slavery literature keeping the original wording gives the reader a true sense of what particular characters are going through. It can also be used as a way for the reader to learn new terms and slang used during that time. Keeping the author’s original wording can also force people to step out of their comfort zones and confront certain feelings.

In my view, the authentic language in literary texts should not be removed. Literature reflects its time so I assume changing the language risks may lose important historical and cultural context. In a story like A Good Man is Hard to Find, set in the early 1950s, reflect and even hold up a mirror to a society where racism was not just present but often routine. The grandmother’s casual racism is part of what builds her character and shows how deeply ingrained prejudice was in that society. Editing out offensive words might put the story simpler but it also waters down its message. Besides, I think we can understand the roots of racism and how it was woven into everyday life by learning its ugliness through the story.

It is hard to find a balance both accuracy in history and current sensitivity when deciding whether or not to change literary writings to remove uncomfortable stuff. Flannery O’Connor, whose writing often reflects the racial tensions of the deep South, uses language purposefully to highlight the terrible realities of the times rather than to support them. Removing or changing these terms runs the danger of weakening the force of her social criticism and confusing the historical setting of her works.However it’s also important to recognize the impact that some words may do to readers in the present day. Even in literary or historical contexts, some argue that using slurs of race can insult and disengage listeners, especially those who are usually left out. Offering critical openers or comments that place the language within its literary and historical contexts might be a solution that enables readers to interact with the book while understanding the reasons for its controversial parts. In the end, keeping the original language keeps the integrity of the work while providing chances for meaningful conversation on racism, history, and the function of literature in reflecting and questioning cultural standards.

When it comes to literary works that include offensive language, like racial slurs, there’s a tricky balance between preserving historical context and being mindful and considerate of the audience. In Flannery O’Conner’s writing for example the use of harsh language reflects the reality of the time and place she’s writing about the American south in the 1960’s. Keeping that language in the text helps readers understand the characters and the social issues O’ Conner is addressing. It makes the story feel authentic and shows how normalized racism and prejudice were in that time in society. That said offensive language can be hurtful to readers now in days. It might  make people feel uncomfortable, and some might not even want to continue with the text because of it. One possible solution is to keep the original language but provide context, like content warnings. This way, readers can better understand why it’s there and how it fits into the story without overlooking the uncomfortable parts of history.

I feel like the authentic language should be kept in the interest of the historical context and characterization. As a person of color myself. I feel as though America has watered down the racism and all instances of it from back in the days so i think it really should stay and not be blocked off as just a common bad word but people, us reader, we should be reminded of the offence and origins of such a slur especially fora story like this one, because if you’re not familiar it’ll be very difficult to get how subtle some of the phrases are and can easily fly over our heads even in todays perspective where there’s a lot of micro aggression. Simply censoring the words is not enough; we should be reminded of America’s history, especially in the context of “A Good Man is Hard to Find”, where the granny really can’t see anything wrong with her way of thinking, because that is the reality of America.

Literary texts shouldn’t be edited to remove offensive language because it takes away from their authenticity and historical context. Writers like Flannery O’Connor used language to reflect the harsh realities of their time, and censoring it changes how we understand the story and its characters. I have mixed feelings about this. Some of the language definitely makes me uncomfortable, but I also think it’s important. It forces us to face the past as it was, not in a way that’s easier to digest. If we erase offensive language, we risk erasing history and the deep-rooted issues, like racism, that were prominent at the time and still exist today. These texts aren’t just about the past; they’re still relevant now. Reading them as they were written helps us see how much progress we’ve made and, more importantly, how much further we need to go in addressing racial tensions and inequality in society.

I feel like, to answer this question, it’s very dependent on who the language is offending, the context of the work, and the importance of the language to the work. If I had to choose, however, I’d say keeping authentic language whether offensive or not is important in preserving historical context and characterization. If we begin to scrub away all offensive language in literature, many pieces of work lose their depth. Offensive language is part of our history, and sugarcoating or painting over all bodies of work is a way of erasing that history a history that has too much depth to ignore. While I understand that it may make people uncomfortable, literature is a form of art, and art can make you uncomfortable. It can make you think, and most importantly, it can spark conversation. Literature, like A Good Man Is Hard to Find, opens the door for discussions that need to be had rather than glossing over them and pretending this isn’t a part of American history. The “offensive language” in A Good Man Is Hard to Find holds so much depth that, through the grammar and word choices, we gain a better understanding of how complex the character is. It also helps establish the timeline. While it isn’t the basis of the story, it contributes to a deeper understanding of the characters and their world. Tianna Gonzalez I entirely agree while I do believe the language can be offensive censorship is very harmful especially when dealing with literature. Instead of being used as a tool to not offend I feel like censorship is used as a way of glossing over history and not acknowledging what we’ve been through. That’s another great point that I also tried to touch on literature that uses uncomfortable words can sometimes spark very important conversations […]

In my opinion I think offensive language in literature should remain unchanged because it provides an honest reflection of the time period, capturing the historical realities, social norms, and ideologies that were present. Although such language can be deeply uncomfortable to read, it plays a vital role in portraying how people communicated and thought during that era. It can also help modern readers recognize that, unfortunately, some of those beliefs still exist today.By censoring this type of language, we risk dulling the story’s emotional and historical impact, and we lose valuable insight into the characters their values, attitudes, and behaviors. However, I also believe that authors need to be thoughtful about how and when they use such language. Context matters. There’s a difference between using offensive words to reflect historical truth or character development and using them in ways that feel unnecessary or offensive without purpose. Authors should ensure that their use of language is meaningful and not simply provocative or disrespectful.

To my perspective I believes that the authentic language should be kept in place in the interests of historical context and characterization. Keeping the words as they were originally written gives a truer picture of what life was like when the story takes place. It helps readers get a sense of the common beliefs and behaviors of that time, even if those beliefs and behaviors seem wrong or hurtful now. I believe that changing a book, even to take out offensive words, ruins what the author was trying to say and how they wanted to say it. The words an author uses are part of their unique way of writing and how the story affects the reader. I also believe that they should always let students know that there are offensive words in the reading before they read it.

I have mixed feelings about reading literature that contains racial slurs as a 20-year-old Black woman in college, especially when such insults are targeted at me. In my opinion, including racist insults in literary writings is unacceptable, regardless of their historical context. I say this because it is unsettling to see expressions that have historically dehumanized people who are similar to me still expressing such sadness and disappointment.The language used in stories such as Flannery O’Connor’s expresses the general mindset and brutal reality of the era. Removing or restricting those words may make the story more appealing to some people, but it also has an impact on the recognition of the real experiences of those who lived through that time. It’s very critical and important to realize both the historical significance of certain words and how unpleasant they may be.

In this week’s reading, I was shocked by Flannery O’Connor’s work. In this day and age, we are not often exposed to writings with such vulgar and discriminatory language. In my opinion, literary texts should offer an alternative version cleared of offensive language. This would make the text more accessible and digestible for a wider audience, potentially opening it up to children and individuals from diverse cultures. That being said, I also believe the original text should remain an option, allowing writers, readers, and artists of all kinds the freedom of expression. I feel it is important to express one’s art in any way possible without hurting others. In the case of this text, while some parts were offensive, they were understandable due to the setting of the story. It is easier for me to accept the use of racial stereotypes, discrimination, and even slurs when considering the story’s context, set in the Deep South during the early 1960s, a time when in which such language and attitudes were deeply embedded in the culture. This context allows readers to dive deeper into the narrative, encouraging a greater understanding of the culture and time period in which the story is set. Providing access to the original text gives readers the choice to explore the story in its authentic form and to engage with it on a deeper level.

I believe that, in most cases, literary texts should retain the original language to preserve the historical context and authenticity of the characters. When a story is set in a particular time and place, the language used by the characters often reflects their beliefs, societal norms, and the struggles of that period. In the case of Flannery O’Connor’s writing, the offensive language might be uncomfortable, but it’s important because it shows the attitudes and realities of the time in the deep South during the 1960s. That said, it’s also crucial to handle these texts with care. Readers should be given context and guidance about why certain words were used, to avoid misunderstanding or misinterpretation. Educators and publishers can offer resources that help explain the social and historical background, so the language isn’t just seen as offensive, but as part of the broader discussion about race, power, and history. The balance is to respect the original work while also being mindful of its impact on modern readers.

I believe that offensive language in literature should be kept in its original form because it reflects the time period and the realities of the time as well as social beliefs and ideologies that were held during that era.  While the words are very uncomfortable to read, they do serve a purpose in showing how people thought and spoke during that time in history, and they might give us a perspective on how some people still hold similar beliefs. Censoring these words risks erasing or softening the impact of the story and it would also prevent the reader from really getting information about the character’s characteristics and beliefs. But I do believe authors should be cautious of the settings and different situations in which these words are being used in their stories to avoid the shift between useful information about history and characteristics and turning into a distasteful use of a very hurtful word with no good reasoning behind it.

i believe that although the language is offensive it should be kept inside of literary text to keep the authenticity due to historical context.  The language is offensive and harmful but depending on the context, it is a reminder of history and why these terms shouldn’t be used now.  i also think that keeping these slurs in literary texts helps individuals have the uncomfortable but important conversation about issues related to hate, prejudice, and discrimination. i also understand people wont agree but i believe hiding the offense langue does not change the fact that it was said. i politically believe that the censorship is a way to hide and not acknowledge the harm that was done in the past. The more we censor and hide, the more we forget.

As a Black person, it did make me uncomfortable seeing that type of offensive language being used in the literary text. But now, as I grew up, I realized that it is necessary to include that language. Not only does it make the literary piece more authentic and its historical context. It makes the piece more heartfelt and gives insight into the cultural norms faced in a particular period. Historical texts show how people were viewed based on their race and gender. The reader can engage with the text and understand its historical significance. I feel like censoring offensive language could get rid of the message that the author is trying to portray. It removes the character’s behavior. We learn more about the context in which the story is told and the type of language being used, even if it’s not offensive. Rather than censoring offensive language, I think it should be used to help better grasp the issues it raises.

I believe that literary texts should be kept as they were written, even if they include offensive terms. It is important for readers to understand the context and history behind them, as that allows for reflection on the past. Even if the language may be hard or harmful, removing it could reduce the impact of the text and weaken its message about the harmfulness of racism. These words, as uncomfortable as they may be, serve as a reminder of the injustices that have existed and continue to exist. Preserving the authenticity of the text helps us learn from history and not repeat the same mistakes. Although I understand why many people think otherwise, as it is a very hard and painful thing to do, confronting such language can be deeply unsettling, especially for those directly affected by its history. However, rather than erasing these words, we should use them as an opportunity for discussion, education, and awareness.

I don’t think it’s okay to keep racial slurs in literary texts, even if they are part of the historical context. These words, while they might reflect the time and place in which the story was written, still carry a lot of pain and harm. They can make it difficult for some readers to connect with the material or feel comfortable engaging with it. It’s true that understanding history and the issues of the past is important, but I believe there are other ways to show that history without using harmful language that can hurt people. There are many ways to express the prejudices and social problems of the past without causing harm or alienating readers today. We can still learn about the past, the prejudices, and the way society works without needing to keep language that has the potential to hurt people. The impact of these slurs should not be ignored. In the end, it’s about finding a balance—preserving the meaning and context of the text without causing unnecessary harm to those reading it today.

I think literary texts should keep their original language, even if it includes offensive words, because it preserves historical context and the author’s intent. Writers like Flannery O’Connor used specific language to reflect the time and place they were writing about, and altering it can water down the reality of that era. While some words are offensive today, censoring them might make it harder to fully grasp the social and racial tensions of the time. That being said, there should be discussions around these words so readers understand their impact without normalizing them. If a school or platform chooses to censor certain terms, it should come with an explanation rather than just erasing history in my opinion. Part of literature is meant to challenge readers alongside education, and keeping the original language helps us engage with it critically. Instead of removing words, we should use them as opportunities for meaningful discussions about history and progress.

I believe in the freedom of speech and I also believe that we still live in a world where hatred exists. Context is the difference between hate speech and writing. Fundamentally utilizing certain language can be informative and even in certain times “educate” and “teach” those reading the literature or perhaps watching the movie. History is important to know and should not be censored. Through history, there is a great opportunity to create change in those who may hold ignorant opinion and hatred if they learn the truth, suffering and what has truly taken place in our not so distant past. We cannot pretend it did not happen, we must do something about it. We cannot create change by censoring, be create change by awareness. Unfortunately the United States has made some decisions to try and censor other events from the books because it does not look good. However we must be accountable so we can be better, better now and better in the future.

I think it is best to leave a story fully unedited to capture the author’s message conveyed through the story. The writing process is already lengthy, with several drafts and endless hours of writing development. If we censor a word, we are missing one of the author’s intentional decisions in making the story. This can lead to a missing detail in character analysis. For example, through the use of a slur, we are given a better sense of the grandmother’s character when she berates the children for not having enough respect, and yet turns around and insults a child with a negative assumption that they are incapable of owning pants. These offensive slurs do not reflect current times, but they give us an insight into the grandmother’s past. It is a reminder of the history that failed many people who couldn’t fit into idealized standards. If these slurs are omitted, then we do not get to fully experience what life was like for those discriminated against during those times. It robs students of important lessons, like the negative effects that discrimination has on people’s egos as well. The grandmother highly believed she was above reproach when she tried to manipulate everyone around her to do her bidding and thought she had the right to be racist towards those of a different skin color.

I think that literary text should omit terms that are derogatory, as long as it is clear to the reader what the word has originally been. I think that language such as the “n” word, especially if not written by a person of color, has no place in literary text in modern day. A word of that nature, used years ago when the original text was written, would have been used in a degrading way, especially if written by a white person. Reading things like this in a classroom setting, or in an educational institution, is almost giving people a pass to say the words out loud, even if they are white, which I find there is no reasoning for. I believe that if it is clear what the word was to the reader, that maintains historical context, while the lack of the full word being present reminds the reader that saying this word is not necessary, nor acceptable, especially if they are not black.

My ability to read and comprehend poetry has significantly improved during the last two weeks. Reading Oedipus the King will be easier for me now that I have a greater understanding of rhythm, symbolism, and figurative language. Like GreJohn Keats’ poem “Ode on a Grecian Urn” is one that has a connection to Oedipus the King. Three major concepts in Sophocles’ play fate, truth, and time are examined in this poem. Similar to the urn in Keats’ poem, Oedipus searches for the truth but is ultimately unable to change his fate. My recent poetry studies have been helpful in comprehending the dramatic and lyrical depth of Oedipus the King since the play’s poetic form, particularly in the choral odes, reflects the lyrical and reflective elements of poetry.ek tragedies, which are full of theme complex and dramatic irony, poetry often requires close examination to reveal deeper meanings.

Do you think literary texts should be cleared of offensive language, or do you feel the authentic language should be kept in place in the interests of historical context and characterization? Literary texts should be open to offensive language because the writer is telling the truth about something true. Reading a passage or book makes me more interested to read more because I like reading offensive words; the offensive words make more intrigued to tell whats going on an passage. I feel the authentic language should be open to the readers because being honest to the reading is very outgoing to read. Also, whoever the person writing has to be very intellectual in the way its writing because readers might take it personal. In my personal opinion, the offensive language is a truthful way to express the moment of situation grabbing the readers’ attention to read. Also I wouldn’t take it offensive because it was truthful to tell the situation.  

I agree with all the students in this class. Students under adult age shouldn’t read any passage that has offensive language. It’s important to keep the original language. Keeping that language can help you read better and find diligent experiencing. I believe that offensive language on the other hand can cause uncomfortable feelings and situations. But still, it’s our pick or choice if we want to read it or not. But now I’m in college, so I might don’t want to have that privilege of choice to choose a text that has some kind of language. When you read that kind of language, it causes you to catch a blind eye of angry problems such as racism, sexism and intolerance. Unfortunately, it can still be an uncomfortable experience for living through such difficulties. But still, you can learn that if you go through other’s shoes.

In my opinion , when reading stories or passages dated pre civil war It is important  to keep the original language even if it is offensive because it keeps the authenticity. In history the people who lived through racism and prejudice did not have a choice to turn a blind eye to it , as readers and as students it is important to gain a full perspective on the experiences individuals faced during that time . for this reason I do not think racial slurs or derogatory language should be omitted . it is part of our privilege to pick and choose weather we want to read that language , unfortunately for those who came before us they had no choice at all . It may be uncomfortable for us to have to read but I can only imagine it was even worst to live through . to educate ourselves is to put ourselves in each others shoes . 

I think that texts should keep their authentic language in place of historical context and characterization. Although, that kind of text should be marked, what I mean is it should have age limit.  I think it would be inappropriate, for example for nine years old to read offensive language, however I strongly believe that adult should still explain to a kid that curtain offensive words were used back in time and explain what it means and why writers would choose to say those words. I do think it totally fine for college students like us to be able to read everything, we are grown people and do understand that writers use specific words in their texts to make us feel the time, feel it what it was like back then. Those words would help use dive deeper into the meaning of the text and also would be the reminding of what words we should not use in day-to-day life.

If I hadn’t read O’Connor’s essay in Activity 1, I would have missed some key insights into “A Good Man Is Hard to Find.” In her essay, O’Connor explains that the grandmother’s final moment with The Misfit is significant because it’s an act of grace. Without this explanation, I might not have understood how important it is when she reaches out to him and calls him “one of my babies,” showing unexpected kindness even in a dangerous situation, and after hearing his freinds killing her family. O’Connor also talks about how violence in the story serves to reveal people’s true personality, which makes the family’s encounter with The Misfit so crucial. It forces the grandmother to confront her beliefs and gain clarity. Additionally, O’Connor’s discussion of creating complex characters helped me see the grandmother as more than just a hypocritical figure because when I was reading, I kind of hated her. I thought that she was a racist by calling the black boy on the window “pickaninny” the word I just discovered. I also thought that she was  hypocrite, manipulative, in short a bad person even thought she seemed to do not know that she was one; I realized that she’s someone capable of change and growth after reading activity one. These insights from the essay help me appreciate the deeper themes and moral questions in the story, like redemption and the complexity of human nature.

In the last two weeks of reading poetry I have learned to look into what the author of the poem is conveying instead of my own interpretation. Although I feel poetry is an art in itself and there is room for your own interpretation and meaning, I have learned to feel and comprehend what the writer intends. Through looking up words I do not understand and reading the poem correctly. I always saw how poems were writtten so differntly and we learned how to read them despite the formatting. That was something a bit new to me instead of reading line by line, reading until the end of the sentence. The poetry especially shakespeare prepared me for Oedpius the king. Sonnet poems such as “Shall I compare thee to a summer’s day?” (Sonnet 18)  Helped me prepare for the more the reading and the language to come. “Thou art more lovely and more temperate: rough winds do not shake the darling buds of May,” (Shakespeare) “You may see them with one another like birds swift on the wing, quicker than fire I mastered speeding away to the coast of the gods.” (oedpius the king) Reading poetry helped by familiarizing myself in preperation for more similes and much more reading.

I have become more confident in the reading and interpretation of poetry since last week. I have learned to look beyond the mere surface meaning and instead focus on the elements of figurative language, tone, and structure to understand the more profound, oftentimes more relatable, messages. Oedipus the King relies heavily on the same symbolism and layered meanings found in more standard poetic forms. Thus, I believe that my poetic interpretive skills will serve me well as I undertake the reading of this equally significant and profound play. A poem that left a strong impression on me was Milton Bluehouse II’s “The Sound of Water.” The speaker reflects on memory, ancestry, and the spiritual connection forged between nature and personal identity. The themes of the poem made me think about how fate plays a role in Oedipus the King. We aren’t told or shown exactly how the story’s characters—primarily Oedipus himself and his wife/mother, Jocasta—are fated to fail. We do know, however, that fate in this story is something like a river that carves a channel through solid rock: the river is there, even if we can’t see it until we’re in the middle of its path. Listening to the poem’s speaker made me appreciate the emotional depth and dramatic tension in Oedipus the King.

In the past few week I believe that my ability to read and understand poetry has gotten better tremendously. I am now able to read the text in the proper way, as well as break down key parts. A poem that really helped was “First Poem for You” by Kim Addonzio. This poem did a great job at providing detail and giving the reader a sense of being in the scene. I feel as if this poem is easily digestible for people new to read poems, and can still be enjoyable for those who are already introduced.

Over the past two weeks, I feel like my ability to read poetry has definitely improved. At first, I struggled with the unique language and structure of poems. I was approaching them on a surface level and found it hard to fully understand or appreciate their meaning. But I’ve learned that each poem has its own rhythm, so now I try to only pause at commas and periods. This keeps the flow going and helps me avoid overthinking each line. Letting the words come together naturally allows me to appreciate the language more, without getting stuck on individual phrases. I also began paying closer attention to imagery, symbols, and figurative language, which has helped me uncover deeper meanings. I think this experience with poetry has really helped me with reading “Oedipus the King,” because both poetry and the play use a lot of symbolism, dramatic irony, metaphors, and figurative language. For example, when I read “My Last Duchess,” I focused on the imagery and how the Duke’s need for control leads to unwarranted jealousy toward his late wife. This reminded me of Oedipus’s attempts to control his fate, which ultimately causes his downfall. While Oedipus is devastated by his tragic realization, the Duke, on the other hand, never learns from the consequences of his actions. Instead, his pride and arrogance only grow, as he views his control over his wife’s fate as a symbol of power. Both works explore characters learning things too late, but with different responses—Oedipus faces his downfall with regret, while the Duke’s prideful nature leads him to see his actions as justified. After working with poetry, I now feel better equipped to appreciate the layers of meaning in Oedipus the King, especially the symbolism and irony.

Over the past two weeks, I’ve found poetry a bit challenging to understand but I’ve been trying hard to improve my understanding. Ive been focusing more on the emotions and deeper meanings behind the words, even though its not always easy. This approach has helped me with reading Oedipus the King. One poem that connects to the play is Natasha Trethewey’s “White Lies”. In this poem, the speaker talks about the ” white lies” to fit in, pretending to be wealthier than she actually is, while also hiding parts of her identity. For example, she says, “I could easily tell the white folks… that we lived uptown… not in that pink and a green… shanty fled shotgun section along the tracks” (Trethewey, lines 5-8)  This is similar to Oedipus the King, where Oedipus hides the truth about his identity and his past, and these lies shape his life without him realizing it. In both the poem and the play, hiding the truth leads to trouble. In “White Lies,” the speaker’s mother punishes her for lying by “washing out (her) mouth with ivory soup,” saying it will “purify” her (Trethewet, lines 13-15). This punishment shows the consequences pf the lies told, like how Oedipus’s ignorance of the truth causes his downfall. Both demonstrate that hiding the truth can cause bigger problems in the end.

I would understand my ability to read a poem a 5/10. I love reading poems and I try to grasp the concept of it, but I always find myself over reading it multiple times. I definitely need to work open the tips to improve my reading skills for poems. I still need to search up certain lines because to understand what they are saying because no matter how many times I read it I will just not be able to understand what they are saying. My tips with poetry can help me read Oedipus the King by helping me understand old time language and figurative expressions. The line “Rough winds do shake the darling buds of May, And summer’s lease hath all too short a date.”These lines are saying even though May is supposed to be a beautiful time of year with fresh, new buds, the winds can still mess things up and shake them around. He’s pointing out that nothing is perfect or permanent, even in the best seasons.

When I began reading Poetry it was a challenge but upon learning some techniques from the martial “How to read a poem”. What stood out to me was the reassurance that poems are ment to be read multiple times and having in correct assumptions on the first or second read is normal “The first is assuming that they should understand what they encounter on the first reading” , reading the poem out loud in order to hear any rhymes or clusters of sound, I also learned that each broken line in a poem is called a stanza and I learned how important it is to ask the questions in order to properly interpret the poem. I feel as thought when first reading my last duchess, it was a bit of a challenge and with the classes input I was able to fully comprehend the poem in it’s totality. In regard to both “The last duchess” and “Oedipus the king” there are some similarities one example is the themes of power and control. In my last duchess the duke is possessive and controlling. Seeing his late wife as an object or possession to be admired, instead of an individual with autonomy.  “She had / A heart—how shall I say?—too soon made glad, / Too easily impressed.”(Stance 21) and in Oedipus the King, Oedipus held significant power as king.

After the past two weeks, I’d say my ability to read poems has restored and gotten a bit better. After graduating High School in 2023, I failed to keep up with my indulgence in poems as readings. After these past two weeks of reading poems in class, I feel like I’ve refreshed myself with the writing style, and also accepted the new idea of reading the lines as many times as we need to. That was previously not an idea that’s been spoken of in my grade school classes, so I do appreciate that. This experience can help me with the reading of Oedipus the King, as the language it uses is a little more tricky, that being it isn’t modern-day English, and by re-reading the lines, I find myself almost singing along to what is being said. For instance, Sophocles writes in Oedipus the King, “Even in this my actions have not been sluggard / On Creon’s word I have sent two messengers / and why the prophet is not here already / I have been wondering” (lines 308-311). In these lines, at first I only understood that Oedipus is simply disappointed that he who he has sent out to find who the killer is has yet to report back. After re-reading it however, a couple times at that, I found that yes, he was disappointed, but he reveals how he has taken quick action as well. This situation is of great concern to him, and considering the use of the word sluggard as well as his respect for “Creon’s word”, there is a sense of urgency in his character. These lines reveal characteristics, as well as add to the story structure with anticipation, rather than just explaining that Oedipus is disappointed to not hear anything despite his attempts. […]

I would think that my ability to read and analyze poetry has increased after spending the last two weeks reading poetry, which is challenging to grasp. My ability to identify and understand literary techniques like metaphor, symbolism, and rhythm has improved. My understanding of poetry has helped me to better understand Oedipus’s multiple levels of importance. One of my favorite poems from the past two weeks was “The Mother” by Gwendolyn Brooks. It has helped me in analyzing complicated feelings and the significance of a challenging choice like abortion. My review of “The Mother” has also helped me better understand the emotional depth of the characters in Oedipus the King because it has made me aware of the profound effect that guilt can have on a person’s thoughts and actions, even when those actions were uncontrollable or unknown to them.

After reading the first two poems from week 6, I was a bit confused about how to interpret them, but when reading “The Last Duchess” in class, it became much easier to tell the underlying meaning in the words. In other words, I learned to read between the lines. It wasn’t just about what was being said, like the direct meaning, but what could be said. I think these experiences have helped me read between the lines and look for more context clues while reading “Oedipus the King”. As mentioned, “The Last Duchess” helped me immensely in regarding understanding and interpreting other poems and the play. It showed me how much can be said of a person through the narration and what they say, for example how the duke talked of his wife helped us understand he’s very arrogant self centered man and in contrast how Oedipus speaks of the plague and how it troubles him or how he must find the killer for it will benefit him in many ways (saving his skin, solving the plague and protecting the previous kings family and bringing justice as he see’s him as his father) shows how he is honest and righteous in his ways.

I overall really enjoy reading poems. I enjoyed the poems assigned to us and getting a deeper understanding of the types of poems and how they should be read. Being that i’ve already had plenty of experience with poetry, i believe that reading “Oedipus the King” took me a little longer to understand, a frequent problem i have with plays. I agree with my colleagues i think the poem “The Last Duchess” has the most connection with “Oedipus the King” because of it being very archaic.

Over the past two weeks, I’ve found poetry difficult to understand, but I think I’ve gotten better at looking for deeper meanings. Poems often use figurative language, which can be confusing, but I’ve learned to slow down and think about what the poet is really trying to say. This will help with Oedipus the King because Greek tragedies also use symbolism and hidden meanings that aren’t always obvious at first. One poem that connects to the play is “Stopping by Woods on a Snowy Evening” by Robert Frost. In the poem, the speaker pauses in the quiet, snowy woods but remembers he has “promises to keep” and must continue on his journey. This reminds me of Oedipus because, even when he tries to escape his fate, he keeps moving forward, only to realize he was following the prophecy all along. The idea of being on a path that can’t be avoided connects both the poem and the play. Reading this poem helps me understand Oedipus the King because both show how, even when we stop and question things, we still have to keep going toward what’s meant to happen.

I would rate my ability to read poetry after the past two weeks as a 6.5/10. I understand the main ideas and can recognize poetic devices, but sometimes I still need to reread or translate certain words into French to fully understand the meaning. My experience with poetry can help me read Oedipus the King by making me more comfortable with older language and figurative expressions. Sonnet 18 by William Shakespeare relates to the play because both use strong imagery and formal language. In Sonnet 18, Shakespeare writes: “Rough winds do shake the darling buds of May, And summer’s lease hath all too short a date.” This line describes how time and nature can change beauty, similar to how Oedipus the King shows how fate changes a person’s life. By reading poetry, I have learned to pay attention to language and rhythm, which will help me understand Oedipus the King better. Overall, I think my understanding of poetry is improving!

Reading poetry over the past two weeks has helped me get used to paying closer attention to language, which I think will be really useful for reading Oedipus the King. Poetry isn’t like regular writing, I have to slow down and think about how each word is chosen and how the structure affects the meaning. One of my favorite poems from the past two weeks was “First Poem for You” by Kim Addonizio. This poem helped me notice how small details in language can carry a lot of meaning. The way she describes tattoos as something permanent and untouched by time made me realize how poets use simple, everyday things to express bigger emotions. It also made me pay more attention to how words are placed in a poem and how that affects the way we experience it. This has helped me with Oedipus the King because Sophocles also uses poetic language to create impact. Just like Addonizio carefully chooses her words to create a strong emotional connection, Sophocles does the same in his writing. Reading poetry has made me more aware of how language shapes a story, and that has helped me understand the way Oedipus expresses himself and why the people trust him so much.

I understand what is to do if you’re reading poetry. I give mine a seven out of ten because I was getting better at reading the poems. But it hard to stop mid-sentence. I was trying to read until I get to period and comma. After I practice, I was getting better at reading slowly at poetry. Reading Odiepus the King was really interesting because it gave life lessons. In real life there are lots of karma laws that were put in cause and effect such as diligent and bad luck impacts of our actions. What goes around comes around. One of my favorite poems was “The Lesson” by Toni Bambara because the poem shows how life in society is in different places in living. I was still looking and researching at other poems in The Poetry Foundation and some in the American Academy for Poets. Yet for my next Essay, I’m not sure that I’d pick the right one with twelve lines.

I would rate my ability to read poetry after the past 2 weeks from 1 to 10 as a 5 /10 because I like to reread the text more than twice to get a better understanding of the meaning of the poem most times I can’t read between the lines hard enough to understand the Poems meaning correctly. And it starts to feel like I’m creating my own meaning of the poem which could be totally wrong or somewhat right but the vocabulary section explaining the meaning of certain words I’m unfamiliar with helps a lot because it can help me better understand the poem and what the people that play a part in the are saying whether the poem is speaking about something, someone or speaking about something that is taking place or happening. Some ways I feel my experience with poetry can help with the reading of Oedipus the king is if I read each person in the poems part as if I were in a real play discussing amongst the other characters about the role I play in the story and the meaning of my part being played in the poem to get a full understanding of everyone’s role and what is taking place as if I were in the characters shoes. I would also reread the poem part by part at least 3 times to understand the main point of the story being told and the important role everyone plays connecting everything together to get a better understanding of the whole poem while using the vocabulary word section or searching the definition of the words that are difficult for me to understand. One connection I have to the play “Oedipus the King” is how they worship and praised their own Gods who they felt were powerful […]

I would rate seven out of ten in my ability to read poetry. I somewhat understand how to read poetry because i was able to understand poetry because I did my research on how to read poetry. The following steps google gave is reading the poetry out loud and reading it two or five times. Afterwards reading them out loud felt better to read because I read it slow and loud than I was able to understand the poetry. Reading the Oedipus the king poetry was interesting poetry because the poetry gives it a nostalgic sense. Free will is added to the connection of the reading because people are allowed to believe in their own beliefs, but this has a twist. In life there are karma laws that in life there are cause and effect such as positive and negative impacts of our actions. The reading relates to karma law because his own actions followed throughout his life leading to tragedy.

Over the past two weeks, I’ve noticed an improvement in my ability to read and interpret poetry. Although poetry still poses challenges, I’ve found that taking time to reflect helps me uncover deeper meanings. This skill is particularly useful when reading plays like Oedipus the King, as both poetry and drama often communicate through hidden messages that require thoughtful analysis. One poem we’ve studied, “Stopping by Woods on a Snowy Evening” by Robert Frost, parallels the themes found in Oedipus the King. In Frost’s poem, the speaker pauses in the quiet beauty of the woods but ultimately acknowledges he has responsibilities that compel him onward. Similarly, Oedipus is on a relentless journey, driven forward despite his desire to pause or escape. Both Frost’s speaker and Oedipus grapple with the tension between personal desires and obligations, illustrating how fate and duty profoundly influence human lives. Oedipus the King is Robert Frost’s “Stopping by Woods on a Snowy Evening.” In Frost’s poem, the narrator feels drawn to the peaceful solitude of the dark woods yet ultimately decides to continue onward. This parallels Oedipus’ journey, as he too encounters the temptation of staying in ignorance remaining metaphorically in the dark—but instead pushes forward to uncover the painful truth of his past, despite knowing it may destroy him.

The past two weeks have been a successful one, I really enjoyed it because I love poems and throughout out my journey of becoming a young adult, I stopped writing and reading poems. I am grateful for the past two weeks because it has reminded me about my childhood and how much I used to love poems. I find that analyzing symbols, themes, and emotions is the most effective way for me to grasp a poet’s intent. This have helped me while reading Oedipus the King. One of my favorite poems from the past two weeks was “The mother” By Gwendolyn Brooks, it has help me analyzing different type of emotions inside of a poems and different kind of poem structure. She was able to shift my perspective about abortion and see how much it weights on peoples mentally after making such a decision and having to accept the guilt it comes with and I  realize that they don’t realize really have much people to talk to about it because they are scared to be judge by others but Gwendlyn books was able to pass the right messages and let everyone else know they are not alone and she was able to show everyone how she deal with it and they are not alone. By analyzing the author emotion, it has helped me understand kings Oedipus a little bit more and it show me why the people love him, and they feel like they can rely on him to provide a solution to their problem it helps me see how the people connect with him emotionally and how transparent he is and ready to serve his people.

I would say that my ability to read poetry has somewhat improved over the last two weeks. Even though I still find poetry difficult at times, I’ve discovered that by reading slowly and paying close attention to the words, I can begin to understand their deeper meanings. This ability will help me as I read Oedipus the King because the play and poetry both employ subliminal messages that require critical thinking. I realize how the poem we read, “Stopping by Woods on a Snowy Evening,” by Robert Frost, relates to Oedipus the King; in the poem, the speaker pauses in the dark woods but reminds himself he has responsibilities he still has to take care of, so he must continue his journey. This is pretty similar to Oedipus, as he is on the path of learning the truth and getting justice even when the truth is seemingly painful; he has a responsibility to bring justice to the people in town.  

Over the past two weeks, my ability to read poetry has improved a little. Poetry is still difficult for me, but when I take my time, I can understand some of the deeper meanings. This can help with reading Oedipus the King because both use hidden messages that require deeper thinking. One poem we read, Stopping by Woods on a Snowy Evening by Robert Frost, connects to Oedipus the King. In the poem, the speaker stops in the woods but remembers he has things to do and must keep going. This is like Oedipus, who is also on a journey he cannot stop. The speaker in the poem might want to stay, but his duty pushes him forward. Oedipus also has to keep going, even when the truth brings him pain. Both show how fate and duty control people’s lives.

Over the past two weeks, my ability to read poetry has improved. Before, I sometimes felt like I didn’t fully understand the deeper meaning of a poem. Now, I feel more confident in looking at symbols, themes, and emotions to understand what the poet is trying to say. This skill will help me while reading Oedipus the King because, like poetry, the play also uses symbolism and deeper messages that are not always obvious at first. One poem that connects to Oedipus the King is “Stopping by Woods on a Snowy” Evening by Robert Frost. In the poem, the speaker is tempted to stop and stay in the dark, quiet woods but knows he must keep moving forward. This reminds me of Oedipus because he is also faced with a choice he could ignore the truth about his past and stay in the “dark,” but instead, he chooses to keep searching for answers, even though it leads to his downfall. Understanding this idea in the poem helped me see how Oedipus’ decisions shape his fate and made me think more about the themes of the play.

After the past two weeks, I would rate my ability to read poetry a 6/10. I struggled to understand poems because I always overcomplicated the purpose. I never immediately understood a poem after reading it a few times. I had to break it down into sections, and even then, I still found myself confused. I would say reading poems as a class better helps me understand the overall meaning. My experience with poetry helped me when reading Oedipus the King by better analyzing the theme. I was able to explore the messages that the poem was trying to convey. I could identify the symbolism and metaphors that are used. It enhanced my understanding of the poem since it was written using many poetic elements. These experiences also had a connection to the poem “Shall I Compare Thee to a Summer’s Day”. In the poem by Shakespeare, he compares his love to a summer day. When first reading it you might just think he’s talking about summer but because of metaphor, you know that there is a deeper meaning.  

I love reading poetry, but before these two weeks, whenever I finished reading poetry, I would feel like I wasn’t grasping something, as if an understanding was just beyond my reach. After reviewing the article, “How to Read a Poem” by the American Academy of Poets, I am much more confident when reading poetry. I particularly liked the list of prompts as a way of “talking back to a Poem” because it turned out to be quite useful when reading the poem, “Stopping by Woods on a Snowy Evening” by Robert Frost. By following the prompts from the previous section, “talking back to a Poem,” I was able to dissect the meaning behind the poems and see the connection between the comfort the speaker experienced when they were passing through the solitary and dark woods. I was then able to use this knowledge with Oedipus the King and ask more questions about the circumstances facing the city of Thebes. These prompts also led me to find connections between the video explaining the history behind Greek theater, and have a better understanding of the stage setting.

I would rate my ability to read poetry after the past two weeks as a 7.5/10 because I do feel as though I often understand and am able to comprehend the readings. There are some times where I fill in the blanks with my imagination rather than from concepts from information provided in the poem, which leads to misinterpretations. My experience with poetry can aid me in reading “Oedipus the King” by allowing me to feel more comfortable with fanciful language and reading between the lines. “The Last Duchess” has a connection to “Oedipus the King” through it’s archaic language and theme of murder. “This grew; I gave commands; Then all smiles stopped together. There she stands As if alive” (Browning). This quote from “The Last Duchess” is an example of meanings of the poem not always being forthright, which is a large difference from “Oedipus the King”, which it is quite upfront. “Had you had eyes I would have said alone you murdered him” (Sophocles). Overall, I feel my understanding of poetry is improving!  

Before these past two weeks, I never really got into poetry. I thought it was just about rhyming and trying to impress someone special. But thanks to Professor Conway, I’ve started seeing poetry in a whole new way, and it’s actually pretty cool. I’ve found out that poetry comes in all sorts of styles, with deep meanings and beautiful layers that make reading so interesting. Take Frost’s “Stopping by Woods on a Snowy Evening,” for example. It’s about that quiet moment of thinking between wanting to disappear into the peaceful darkness of the woods and needing to keep promises. This struggle is a lot like what Oedipus faces in Oedipus the King, where he battles between his fate and his choices. Then there’s Browning’s “My Last Duchess,” which cleverly shows the Duke’s controlling nature through his words—just like how Oedipus reveals his weaknesses through his actions. Even though I didn’t know these poems before because my country has a different school program, and it’s a bit tougher for me since I’m still learning English, diving into poetry has helped me better understand themes, characters, and symbols in plays like Oedipus the King. It’s been an eye-opening experience.

At first, I thought poems were only just stories. But when I read them, I learned that poems have lots of meanings. With those meanings, I can learned a lot of vocabulary and what the main idea is. The only thing you had to do while reading a poem is not to stop reading mid-sentence. You had to stop if there is a comma, a period or if you’re at the end of the sentence. With poetry, I have to practice reading multiple times without stopping in the middle. For the play “Opedius the King”, I decided to do the part of the wife of the king. But unfortunately, we didn’t have enough time, to get to read my part.

At first, I thought poem was just like stories. But when I started reading it, I quickly realized that poem is packed with meanings.  And with those meanings came with a lot of words I do not know meaning of. Then I’ve learned that the only reason to pause is when there is comma, period etc. and usually that is not at the end of the line. With poetry I need to read the poem multiple times to understand it. Oedipus the King is structure approximately the same, so I’m ready to read it with confidence. I would say 8 out of 10 is my ability to read it. The Play resonates with Shakespear “Sonnet 18” poem to me, it feels like they written in the same manner (except the fact the author of the Play doesn’t say how great he is). There is so much classic drama, pride, and irony of fate in the Play and in the Sonnet,

Essay 1 was difficult for me, but I ended up finding it manageable. One of the biggest problems I had with it was with the sample student essay that I was trying to analyze. I felt like I had to read that essay several times over just to get to the point where I understood its meaning well enough. On the top of that I didn’t understand the instruction and I made some mistakes. At first attempt, I wrote it in totally wrong format. However, after the essay I became more aware of mistakes in formatting and citation in my own work. I used to overlook issues like overspacing and wrong formatting in my works cited page, which I now pay much closer attention to. I also understood that I sometimes included sentences that felt like filler—like they were just there to make the essay seem longer, when in fact I could have said what I needed to say in fewer words. Overall, I recognized that I need to pay more attention to making my writing precise and to developing my ideas in a way that feels more satisfying. This assignment has enabled me to find areas where I need to improve, and I will apply the lessons I have learned to future essays. I will be more evaluative and more argument-based, and I will refer back to the text to support the kind of claims I am making, ensuring that my claims are clearly stated and that my writing is, overall, more clear and focused. I also learned that I should pay attention to the details of formatting.

Essay #1 made me realize there’s much more to add to your statements. I learned that I went off topic a couple of times and did not provide exactly why the quotations I used were of importance, I did not fully flesh out my ideas on why the student could have done better, I did not include if they included primary sources, and added words and ideas of something that the radar article did not talk about.  I also forgot to talk about the formatting of the student sample essay In the future, I would ensure to include better punctuation. I would also fix my works cited as I saw I did it incorrectly. I saw that I also could have added more explanation to my sentences and tried to include filler sentences that didn’t lead to much in my essay. My format wasn’t as correct as it should have been, Next Essay I would take everything I got wrong in my feedback and be able to make a more fluent and detailed essay.

When writing essay 1, it was definitely a challenging experience for me. When reading the student sample I struggled with understanding what the student was trying to say while also trying to connect their writing to the rubric. I often needed to reread the sample to grasp it’s meaning. I realized that i was focusing too much on what the student did well, rather than analyzing how well the essay followed the rubric and assignment criteria. This taught me the importance of being more specific and focused in my writing. In future assignments, Essay 1 will help me be more confident in providing clear, well supported points. I understand the need to refer back to the text and elaborate on specific examples to make my analysis stronger. This experience will guide me in making my writing more precise and analytical in the future. Also ensuring that i meet the assignment expectations fully.

I made several mistakes and was super confused while writing the essay. I feel like I didn’t follow instructions correctly and have a weak thesis however I do feel like my essays in this class will improve more because I feel more prepared with every class I attend. This assignment helped me recognize I need to read to understand and to take my time because I tend to rush and feel flustered. 

Writing Essay 1 was a difficult experience, but it helped me a lot. One of the most important things I realized was the need to clearly identify the student’s thesis before evaluating their argument. Initially, I had trouble with this, which made it difficult to evaluate the effectiveness of their arguments. Another key lesson was the importance of formatting. I overlooked both the student’s formatting problems and errors in my own work, such as overspacing. Which is quite important and I need to keep in mind in the future for the following essays. Overall, this assignment has helped me recognize gaps in my analytical approach and has reinforced the need for clarity, accuracy, and proper structure in my writing. I will apply these lessons to future assignments to improve both my critiques and my own writing.  

I have learned through the process of writing the first essay that I have much room for improvement. I think that while writing the essay I’m following the outline, however it appears that my opening, body and conclusion may not be strong or clear enough leaving the reader confused. Perhaps I even complicated the last assignment when trying to articulate the essay into my words yet act like the professor and review the sample student essay. I think in the future it may be less confusing for myself writing on a topic directly following an outline and I may come across more clear. I also think my time management skills mixed with study and tutoring need attention or perhaps trying a different study approach. I do like the poetry as it is similar to art and captures my attention span. Ultimately I have learned that going back to college and being the oldest student in all your classes and struglling is not the easiest thing to do all the time and yet it is the neccessary thing to do as to survive and prosper in life.

I recognized my first process was incorrect since I misunderstood the assignment’s main goal.I mistakenly centered on examining the original source (Márquez’s story) rather than evaluating the student’s reaction to the secondary source.By focusing too closely on the original text, I missed the main goal of the assignment, which was to evaluate the secondary source.Furthermore, I misinterpreted the arguement  of the Rader article, believing it was about the profound power of beauty when it was truly about identity. This experience displayed the importance of completely grasping the material before completing an assignment.Furthermore, I will pay more attention to the specific directions provided in my assignments to ensure a better grade.Ultimately, this experience has taught me the significance of reading closely.It really made it easier for me to fully understand the expectations of this class and the value  of formation .

Tahj Young Celest Conway English 201 2/28/2024 My experience writing Essay #1 was highly instructional. It helped me understand what will be expected in this class and the importance of structure. I appreciated analyzing another student’s essay because it allowed me to see how minor mistakes can impact the way our essays are perceived and how they can detract from the essay’s overall focus. By reading the student sample essay, I also recognized the significance of having a strong thesis as the foundation of an essay. In the future, I plan to focus more on strengthening my writing. I believe it is crucial to follow a well structured format tailored to each professor’s expectations, as learning new structures is a fundamental skill for success in any English class. Additionally, continuing to refine and clarify my thesis will help create a well organized essay with balanced and effective supporting evidence. Using these tools I’m confident I can succeed in mastering English literature.

When I was analyzing the riding in essay 1 it made me realize that I was indeed not putting all my potential and my effort into my writing as I did not follow along with all the directions as well as I should have. This assignment was a good lesson on how to critique your own work as well as you do others. I found myself being too focused on critiquing the student sample essay that I forgot to take some time to slow down and make sure that I wasn’t  making the same mistakes I was writing my own essay. For my  future essays I am going to most definitely take a better and longer look at all the writing directions and make sure all my thoughts are coming across the way I intended them too as well as finding better ways to formulate my ideas more coherently throughout the text.