Yearly Archives: 2025

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.

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.

Reflecting on my experience with writing Essay 1, I realized just how important it is to pay attention to the details. At first, I really messed up because I didn’t follow the MLA format correctly. It was a bit of a wake-up call for me. I learned that even things like choosing the right font—like Times New Roman, which I found surprisingly nice-looking—can make a difference in how an essay comes across. One big takeaway was the importance of reading the instructions carefully before diving into the writing. The first time around, I was so tired and just wanted to get it done quickly so I could go to sleep. That rush led to a pretty sloppy job. This taught me that managing my time better and approaching assignments with a clear head is crucial. I would like thank Professor for giving an opportunity to retry because having to rewrite the essay after my professor’s feedback was actually a good learning moment. It showed me how valuable it is to revise and be open to criticism. By taking a closer look at the student sample essay I was supposed to evaluate, I got better at analyzing content, which will definitely help me in future assignments. Overall, this experience has taught me to prepare more thoroughly, pay attention to the little things, and learn from my mistakes. Next time, I’ll make sure to give myself enough time for each part of the process—from understanding what’s needed to drafting and revising—so I can do my best work.

My experience writing essay 1 was interesting. However, I found it very difficult to find things that could be improved in the sample student essay, resulting in my essay lacking some details. I would find myself getting writers block and running out of things to mention or how to fully explain what I’m trying to note. I was focusing more about making sure I formated by essay correctly to avoid doing mistakes that the sample wriritng showed. What I learned through this process is how important it is to start drafting and fromating essays. I also realized how easy it is to stray away from what the actually question is asking and include information that isn’t needed. In some ways the assignment might change how I approach a future writing  and focusing more on making sure the writing is more consistent, rather than switching from different topics. In addition learning more about grammar and how to expanded my vocabulary without using my sounding like its “too much” or “unnecessary”.

Writing essay 1 was a learning experience for me. While working on it, I thought I was on the right track, but after receiving feedback, I realized there were things I could improve. One big lesson I learned is the importance of carefully reading and understanding  the assignment instructions before I start writing and taking more time to break down what is being asked and make sure my response fully answers the question. Another thing I learned is that formatting and citations are just as important as the content of my writing. Following MLA guidelines properly is something I will focus on more, especially when it comes to citations and including a Works Cited page. To improve, I will review the rules and check my formatting before I submit my work. Overall this essay helped me see areas where I can improve my writing process. In the future I will be more careful with understanding the assignment and following formatting rules.

Composition Essay 1 was a learning experience for me. While reading The Transformative Power of Beauty, I grasped how important the task of strictly following rules of structure and rightfully using secondary sources must be. It was not easy for me to identify strengths and weaknesses in the sample essay without making general statements. I needed to be clear in showing where the thesis was not accurate, where textual evidence had been well used, and where the student could have used Rader’s perspective. The exercise made me remember how important it is to address all the sources to be addressed, and not just the primary source. I also recognize that a good conclusion does not merely paraphrase, but one must also restate the thesis and leave an impression. I will double-check in future assignments in being mindful of how I frame my conclusions and thesis statements and make them concise, clear, and straightforward. I will also better incorporate the secondary sources into my analysis rather than adding them in as an afterthought. This activity has allowed me to be more capable of seeing what it takes to make an essay not only good, but interesting and well-supported.

As I thought about writing this evaluation, I understood how important it is to carefully follow the task instructions and properly use multiple sources.One hard thing for me was making sure that my review was fair, that it pointed out both the good and bad points of the sample essay. From now on, I’ll be more careful to carefully look over an assignment’s guidelines and format before I start writing to make sure that all of the important parts are included.This experience has taught me how important it is to read both first-hand and second-hand sources carefully in order to make a strong case.

I am yet not required to complete any actual writing for activity ten in the first week. Instead, I’ll be finishing a number of important assignments in order to prepare for my first essay. Gabriel Garcia Marquez’s The Most Handsome Drowned Man will be my first read. I’ll next read Dean Rader’s “The Most Handsome Drowned Man” overview. In order to understand how to properly include quotes into a literary essay and create an effective thesis statement, I will also review the writing guide resources. I’ll also view the MLA Citations guide (activity 8) and the video on why formatting matters (activity 7). Following these steps will help me be ready to assess a student essay example in the same way that a professor would. This finishes my work for activity 10 of the first week.

After not having been in school for a decade, I feel really proud of myself for Essay 1! Having not written an essay in such a long time, I was concerned that I may miss something detrimental or wouldn’t be able to follow the instructions. Because of this, I kept rereading my essay and wondering if it was good enough. Essay 1 helped me prove to myself that I am capable of doing well on assignments of a similar nature which well help me be more confident going forward. Something I could have done to get a higher grade was to read the class instructions more closely. For example, I lost points because my quotes were three sentences. I remembered reading that a class rule is that quotes can’t be longer than three lines. But that’s just the thing I wasn’t absorbing correctly! Three lines not three sentences. Specificity is key, and I will be sure to be more attuned to these particularities going forward!

My essay was a valuable learning experience, and I gained important insights into writing. I discovered numerous ways to enhance my work, including the importance of closely following instructions and staying focused on the main topic. One key takeaway was the necessity of being specific and incorporating quotations correctly. I also realized how crucial vocabulary and grammar are, especially when transitioning between ideas to maintain clarity and flow. Based on the feedback I received, I’ve realized several areas where I can improve my writing. One major issue was my introduction—it did not properly introduce the title and author of the story and article, which is essential for clarity. Additionally, I need to ensure that I fully understand and respond to the assignment prompt. Instead of addressing the task correctly, I misrepresented the argument of the Rader article, which shows that I need to analyze sources more carefully before writing about them. Another key area for improvement is clarity and specificity in my language. My feedback contained vague statements that did not clearly explain my points. Moving forward, I will be more precise by identifying specific background information and evidence rather than making broad, unclear statements. Formatting is another aspect I need to work on. I overlooked discussing the student’s formatting and also need to review MLA style for my own work. This will help ensure my citations and overall structure meet academic standards. while my essay had some strengths, I recognize that I need to refine my thesis, improve my clarity, and pay closer attention to both content and formatting. I will use this feedback to strengthen my future writing and produce more polished, well-structured essays. I put in my best effort, but I also acknowledge that there is always room for improvement. Moving forward, I will apply what I […]

After rereading my essay with the feedback I received, I see the areas I can improve. When I stepped back from my first essay experience this semester, I realized I doubted myself through every step to the point where I deleted sentences that could have helped at the end. This overthinking led me to believe that I was being too personal in the essay, but when I reviewed it again with the feedback I realized that I could have used it to my advantage instead. This experience also helped me see the need to manage my time better. I will give myself more time to review each reading carefully and jot down anything that comes to mind instead of dismissing my ideas. This also extends to giving myself enough time where I can step back from my final draft and come back to it with fresh eyes so I can trust myself as a writer and be confident that the work I send in is what I really feel.

Week 5 Discussion board My essay was a successful one and I also learned a lot about writings. I have learned that there’s a lot of ways that I can improve my writing and to follow instructions and stay on tracks. One thing I learned is that it’s important to be very specific and use quotations the proper way. I have learned that vocabulary and grammar are very important especially when you are transitioning from one part to another.  based on the feedback that I have received personally I believe that I can improve more by working on my THESIS statement and try not to be repetitive.  This experience also helps me see things from a teacher perspective on how to get the job done correctly and effectively. One last thing that stood out to me the most is to always check my work based on the essay rubric grade sheet and always check if I followed the instruction that was given to me before I submit my work. Well, it was a successful one to me because I tried my best but I also learn that there’s room for more improvement, In the future I will apply what I have learned from my essay 1 feedback to improve my writing skills and get a better grade.

I get what we’re supposed to do for our next essay. When I was going through the experience of what are we supposed to write for essay 1, it was challenging. I know what the student is writing is still referring to the rubric. But it didn’t match of what the essay was talking about. But the rubric taught me of being specific of what the story is about. in the future, Essay 1 will help me prove more confident of proving clear concepts and supporting points. I was so confused of the topic and I didn’t follow the instructions carefully.

After reading “The Lesson” by Toni Cade Bambara, I would title my essay “School-Blocked”. The children who had moved from the south to the north seemed to be left unattended by the other adults in their life and ran free in the streets of New York. A neighborhood women whom had went to college herself, “Miss Moore”, found it her due diligence to spread her knowledge to school these children on the block they grew up and played. In my essay I would write about how “Miss Moore”, reached them, as at first the children were weary of paying attention to her and were very opinionated of who she way. They made comments “This lady moved on our block with nappy hair and proper speech and no makeup”. (Toni Bambara 1). With her persistence the she was able find a way to engage the children. One of those ways included enticing them into a car with five dollars after teaching or schooling them about money. This sets their journey to the store where they see a large price tag for $1000 on a toy sailboat and even learn about a paper weight. I found the paper weight discussion interesting as it leads to another discussion as the children compare dynamics of their lives and only one of them has a desk. I would also highlight their nervousness to walk into the store and yet their excitement prior to entering while window shopping. My essay would be about reaching the youth of the street, simple acts and the big lessons learned through the teachings of Miss Moore.

When I took ENG 101 Professor did not really teach about grammar or how to write essays. I got to learn a lot in my ENG 201 just in two weeks. For example, every page after the first one has to have header, I did not really know what thesis statement’s purpose is till I get to go through slides that offered here. I did not know much about the structure of essay before this class. I did not really know what run on sentence or statement fragment were and got to learn it here. By using outline, I know how to structure the essay, how to start it (introduction that includes thesis statement which is the main idea of my essay), how properly insert quotations into the flow of my essay.  After working on my essay #1 for few days and being successful at it – I know for sure Chat GPT will not help me with it and I’m once again will rely on myself.

The assignment of activity ten for week one requires no actual writing at this time. I will be preparing myself for the actual upcoming writing assignment of essay 1 only after having completed the multi-layered steps in activity ten which I will describe. First I will read “The Most Handsome Drowned Man” by Gabriel Marquez. Second I will read “Overview of ‘The Most Handsome Drowned Man” by Dean Rader. Aslo in addition I will read the supporting writing guide material. I will learn how to write a strong thesis statement. Where and how to insert qoutations into a literary essay. I will watch the video on why formatting matters in activity 7 and the MLA Citations guide in activity 8. These steps will prepare me to act as the Professor and evaluate a student sample literary essay. This will prepare me for a successful part 2 when it is time to actually write. This will complete week 1 activity 10 at this time.

This is an amazing story wrote by TONI CADE BAMBARA. There’re so many important lessons that stood out to me. At the beginning of the story my focused was more on Sylvia’s and sugar and I instantly could tell they are two best friend who like to cause trouble around the block while they enjoy their childhood. Mrs. Moore was the one that shift my perspective about the kids in the story. Mrs. Moore took it on upon herself to educate the kids so they can have better opportunities when they grow up. She took them to different side of the world to expand their mind. The kids never thought outside of their neighborhood, but Mrs. Moore took them to the real world to show them the inequality that they are dealing with and that there’s a lot of money out there to be made. On page 6 states that “Poor people have to wake up and demand their share of the pie and don’t none of us know what kind of pie she’s talking about in the first place” ( Toni Bambara). This one is what clarifies to me that Mrs. Moore wants some of the people to stand up against the inequality that is happening but she can only show the kids about it so they can dream big, and I love the facts that Mrs. Moore is setting the example with the kids so that one day they can make better decision and get exactly what they want in life. The lesson I learn from the story is that it’s always best to go outside of your comfort zone so you can see the real world and that’s the only way you can find new inspiration and most importantly it’s good to expand our kids minds with […]

In an essay that would focus less on socio-economic issues, would be an essay that explores Sylvia’s personal understanding and growth in “The Lesson”. In the beginning of “The Lesson” Sylvia is very resistant and stubborn towards Miss Moore’s lesson about social class and money. Sylvia is confused and doesn’t fully understand the purpose of the trip to the toy store. Throughout the story she begins to understand theirs more to society than she thought. This change of Sylvia’s mindset is a very important part of the story. Sylvia understands that this lesson isn’t just about the differences in money certain objects have, but it’s about gaining self awareness of where she stands in this world. Sylvia’s mind being opened up to the harsh reality we live in something we all can understand and relate to. The need to wanting to stay in your innocents but being forced to accept the unfortunate and unfair rules of society. The title I would give this essay would be “Sylvia’s Shift in Perspective”.

As I read The Lesson, I didn’t immediately think about the deeper meaning of the toys or the store; I focused more on Sylvia’s attitude and the way she spoke. i realized that the things in the store were not just expensive, but meant something else. The store, the sailboat and the price tags were not just details of the story, but symbols that made me think about how the world is divided. The toy store seemed like a whole other world, almost like a museum where the children didn’t belong. The glass windows made it clear that they were outside, not just physically, but in life. It was like an invisible barrier reminding them that some things were not meant for them, not because they didn’t want them, but because they couldn’t have them. The sailboat was what stuck with me the most. It was supposed to represent freedom and fun, but for Sylvia, it seemed to represent everything she couldn’t control. The price was even worse: how could something so simple cost so much? It wasn’t just a toy; it was a symbol of power, privilege and access. What I liked most was that Ms. Moore never told the kids what to think, she just let them see for themselves. The price tags were like little hidden messages, forcing them to ask themselves questions they might not have asked before. I would call my essay “Hidden Messages.”

Toni Cade Bambara’s “The Lesson” utilizes language and setting in a particular way to move the story along it’s tracks and represent its main idea. As the neighborhood in which the narrator, Sylvia, and her friends/family is introduced to Miss Moore, there reactions aren’t quite positive about her. The narrator immediately introduces her as having, “nappy hair and proper speech and no makeup”, which highlights Miss Moore’s seeming disregard for appearance, yet mentioning her proper speech seems to be a trait that stands out from the others. As the narrator describes her further, she is often highlighting her flaws or belittling her. The story begins to take shape when the characters go out of their neighborhood with Miss Moore, who is “boring [them] silly” about the financial state of the country and the reality of their parents living situations. Though the characters seem to take no interest in the matter, being introduced to a toy store on Fifth Avenue (assuming in Manhattan) soon brings out their self-realization about their situations, and forces them to think of the differences in their lives compared to the lives of those who treat money like it’s disposable. In the toy store, the children have all sorts of reactions, yet one intriguing reaction had was their almost trance and disbelief. Looking at the price tags, they imagine the lives of those who would spend such amounts on simply toys, and compare the amount of money to how it would be used in their own lives. It is even described how with $35 Sylvia’s family could take a trip, or be able to pay for rent and a piano bill. These comparisons also help identify the time in which the narrative takes place. Considering how language is utilized, and the importance of setting being described in […]

During reading the article from Toni Cade Bambara tells us how a person is experiencing experiences within people such as inequality and telling the audience there each day of school. Also I would add Martin  Luther King Jr including the protest because people like listening to drama and protest that makes people want to argue and debate of different situations. Protesting will fall in the setting because people like discovering the time and place of the area where is being taken care of. I would title it Being part of a protest writing this title will make the reader make want to read more about the article.For example, reading the article made me wanted to know more about the setting and the problem. This brings the readers attention willing to know more of the article. The name of the essay made me think a lesson will be brought to the essay. Reading the essay made me interesting on how they learned and adapt to the challenges.  

In The Lesson by Toni Cade Bambara, Miss Moore, a well-educated woman, takes a group of children from a poor neighborhood to a fancy toy store, intending to teach them about marginalized realities. The children, initially unaware of the value of these expensive items, begin to understand how out of reach such luxuries are for them. Their once-limited understanding allows them to conceptualize the undeniable causalities of economic disadvantage having a direct effect on their existence. There is dramatic irony displayed in both Miss Moore’s actions—her knowing what the kids don’t know and aiming to spark thought-provoking enlightenment—and the narrator’s (Sylvia) reflection, where her narrowed perspective ultimately leads to further interpretation. For example, Sylvia mentions, “Who are these people that spend that much for performing clowns and $1000 for toy sailboats? What kind of work do they do, and how do they live, and how come we ain’t in on it?” This quote emphasizes Sylvia’s growing understanding that there are people in society who live vastly different lives from hers and the other children in her neighborhood. The idea that some people have access to wealth and luxury, while others do not, becomes a point of reflection for Sylvia. At the start, the children are unaware of the larger world beyond their own experience. But through Miss Moore’s lessons, they begin to realize that there are many things they don’t know. The story highlights how experiences can challenge and change a person’s internal reality, helping them grow and see the world in a new way. If I had the chance to retitle the story, I would change it to “The Wonderful Memoir of the Unheard Voices” to reflect the intersectional challenges and unspoken truths revealed by Miss Moore’s lesson.

When Bambara made Sylvia the narrator of his story, he was able to immerse us through a child’s perspective. He highlighted another side to the themes an AI generator would normally write about. Her encounter with Ms. Moore is not viewed as an opportunity to learn but as an intruder imposing her condescending opinions on them. Throughout the narrative, Sylvia expresses her disapproval of Ms. Moore based on other adults’ views. She describes Ms. Moore’s unwillingness to dress casually and wear makeup as another display of her superiority compared to the rest of her community. We can see Ms. Moore’s intentions in trying to educate the children, but from Sylvia’s perspective, we do not see those intentions come across clearly. This moment can be seen during the story when Sylvia refuses to discuss her reaction to the toy store with Ms. Moore. Sylvia struggles with her conflicting feelings of growing awareness over the social inequality she is faced with as a child. Bambara’s use of Sylvia’s point of view forces us to confront social inequality in the same way she was forced to face it through confusion and self-reflection. Through Sylvia’s narration, we also see another type of injustice when children are left to navigate these inequalities alone.