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ENL 03. New account.

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Writer's Choice: Happy International Women's Day!

I think several articles going around onthe internet regarding International Women’s Day, including this one from ABC news (I’ll link it below!), relates well to few of the texts we’ve been reading this quarter.

The first one that came to mind was, not surprisingly, Venus Hottentot by Elizabeth Alexander. One aspect of the article that I liked was how it was embracing the term women and emphasizing “voices joining globally [to] demand gender equality” (Dobnik). It was great to see the emphasis on not discriminating based on differences in our body, since we talked about how the term Venus Hottentot undermined certain bodies (in this case, women’s). It’s especially nice to see the positive progress since the history behind Sara Baartman and the term Venus Hottentot was certainly a controversial (and disturbing, in my opinion) issue that should not have happened but did, and did so in a way that discriminated Sara Baartman and her body.

Another poem the article relates to is Planetarium by Adrienne Rich. Because this poem was dedicated to female astronomer Caroline Herschel, who did not get the wide recognition she deserved at the time due to her gender, I just thought it was nice that the article was recognizing the progress in gender equality and the fact that fields in science are more open to both genders.

Last but not least, I think it’s important to remember that although the article specifically highlights International Women’s Day, discrimination based on differences in our body comes in many forms; I believe that emphasis on male masculinity is hurtful just as emphasis on female femininity, and that International Women’s Day implies much more than women’s equality, but equality for both genders and the deconstruction of traditional gender roles. Just as Joy Harjo’s poem talked about the “Map” and the issue of diversity and how Giovanni Bianchi’s text touched upon sexuality, discrimination comes not only in the form of gender but in terms of ableism, sexuality, and race, and more. Thee article emphasized coming together and being global, and I hope that we can contribute to that positivism and progress by applying what we learned in our readings to real world issues outside the classroom.

http://abcnews.go.com/US/wireStory/york-city-marks-international-womens-day-march-29483288

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Create Your Own Mercedes-Benz

1 + 1 Equals Mercedes-Benz

             Whatmakes a good writing? A correct answer? What is a correct answer? Is it when 1+ 1 equals two? What if 1 + 1 turned out to be a Mercedes-Benz? Leave that correct answers for your math class. 

             Knowthat in writing, you have the power to use the words that are given to you. You have the power to shape yourself. I am the May flower, a child of spring, a laughter in the breeze. I am the red leaf, dancing in your laughter. I am my words. You don’t have to be the two, the product of a generic answer. Look around you, and dive in! Once you start taking in your surroundings, really taking them in, 1 + 1 becomes an open door with multitude of possibilities. You have the power to shape it up as you like. And if that’s a Mercedes-Benz, then by all means make it a Mercedes-Benz. And add that red color to make it extra fancy.

             Know that the idea extends to analytic writing. 1 + 1 can still equal a Mercedes-Benz. In fact, the generic answer two would be boring, no? In analytic writing, you’re still exploring. If you can dive into your surroundings, you can definitely dive into your novel. There’s so many possibilities that the idea of only one answer, the two, seems restricted. Ask yourself questions about observations you make, so that you're not just making observations; you're thinking critically. Then, try approaching the question from different perspectives and from different characters’ viewpoints, so that the observation takes on a deeper, complex, and multiple meanings that you can make explicit in your writing. Pick a quote! What speaks out to you? What words were powerful that it left a mark in your mind? Use those words, the quote you found powerful, to explore the implicit meanings behind an observation. And remember, it’s still you holding the power of words. You, and only yourself, are the master of your writing. If you've got an idea, run it!  It isn't the two you’re looking for, but the so what? You’ll find a jewel at the bottom, I promise (unlike in your math test. There, you might find a shark waiting to bite your grades off and sink it).

             Without the Mercedes-Benz, what would have become of Gatsby? Of the boat, beating ceaselessly, a voice of his past? What would have become of Hailsham? Of the memories, of Norfolk, and Tommy’s animals, so vulnerable and small? What would have become of Kurtz? Of the forest, the call of the wild? All writers have used the power of their words to shape up 1 + 1 to be what they want it to be. They dove into their surroundings, into their novel. Because they weren’t aiming for the two when they were writing, there’s no reason you should be aiming for that when analyzing their text, or just writing to squeeze out your creative juice.  So let that Mercedes-Benz own it. Don’t worry about the two. Worry about that in… your math class.

Goldberg, Natalie. 1+1 Equals Mercedes-Benz. Boston: Shambhala, 1986. Print. Page 88.

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Analysis Review

C section, C4: Ideas that doesn’t logically follow (leap in logic)

Original text: In addition, he assumes that Miranda will be his Queen, even though the reader knows they have never met and he has never had her consent in marriage.

Revised text: Stephano’s assumption that Miranda will be his Queen despite never having had her consent further emphasizes the idea that the line between a “man” and a “monster” cannot be clearly defined.

G section, G1: Concept, claim or idea that is too broad, general, and non-specific to be proven

Original text: Shakespeare implies that what Prospero says regarding Caliban speaks more about his character rather than about Caliban’s character

Revised text: Caliban’s usage of the word “love” carries a positive connotation associated with a human emotion and contradicts Prospero’s claim that Caliban is a “monster.” Thus, what Prospero says regarding Caliban’s “monstrosity” speaks more about his character and questions Prospero’s idea of what defines a “monster.”

Reflection: In choosing a sentence for my C section, I chose the part that we discussed during the workshop (the jump from the idea of what defines a “monster” to the discussion of Miranda were not clearly related). In revising, I tried to connect the two ideas better by creating a smoother transition and emphasizing my original idea of what defines a “monster.” For my G section, I pulled out a sentence I felt was a generalization that lacked a clear argument. Therefore, in my revised text, I included a specific word from the quote I used so that my argument had a purpose and was not just a generalization.

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Literary Adaptation

Introduction: This adaptation of Bianchi's text focuses on Catherine - Cathy - as a girl in modern New York, whose relationship with Margaret - Maggie - gets accepted by Maggie's father (as opposed to the original text). The adaptation emphasizes the changing times and how the notion of what is natural and what is unnatural - in this case sexual orientation - has changed.

Adaptation: Our happy adventurer’s name was Cathy Vizzani; she was born in New York, 1996, and was of ordinary parentage, her father being a businessman. When she came to her sixteenth year, the age of love, she was reserved and shy towards young men, but would naturally and comfortably be with her own sex. In particular, she was passionately enamored with one Maggie, whose company she used to enjoy, but away from the eyes of their parents. However, not satisfied with these interviews by day, scarce a night passed when she began to appear under her charmer’s window. This whimsical amour went on very quietly for two years, but at last Maggie’s father found out of the situation, just when Cathy’s heart was overflowing with fervid Expressions of Love. Her expectations being that of being rattled severely, Cathy was pleasantly surprised to find acceptance of the two instead. To her further surprise, Maggie’s father informed the two of them that his brother – Maggie’s uncle – had recently been happily remarried, and to a man. Such was the changing times that the word unnatural did not enter neither Cathy nor Maggie's mind.

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Analysis 4: Fill in the Blank

By describing the Yahoos as an “ugly monster…making odious faces” and as “one against which [Gulliver] naturally conceived so strong an antipathy,” Gulliver’s Travels seem to support the division between mankind, or specifically in this case, the division between Gulliver’s race and animals, marking the latter as inferior. However, the Houyhnhnm’s remark that “[Gulliver] differed for the worse: that [his] nails were of no use; that his [forefeet] were too soft to bear the ground; that [his] whole body wanted a fence against heat and cold” contradicts this notion. This evidence implies instead that advancement in the European civilization and the creation of societal norms for clothing and shoes does not necessary constitute superiority. This means that Gulliver’s sense of significance and self-importance are ironic; the sense of superiority serve as a criticism of mankind’s sense of superiority, and encourages the readers to consider looking beyond the world as what and who is superior/inferior.

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Writer's Choice: Peeling Back the Layers of Black Indie Film

I came upon an interesting article on the New York Times titled Peeling Back the Layers of Black Indie Film (I'll provide a link below) by A. O. Scott. The author talks about a 1982 black film called "Losing Ground" making its theatrical debut as part of a bigger project called Tell It Like It Is, in which black independent movies in New York from 1968 to 1986 are explored and displayed. 

What caught my eye about this article was the fact that A. O. Scott labels this era "a time capsule... that doesn't quite have a name" and whose "[film] images have remained unseen for so long." This made me think of how the black community and culture have not been included in the mainstream, hegemonic American culture in history; that thought, in turn, made me think of the "Map," in which the Empire filled up space but not necessary diversity, which remained unseen. I know the article talks about the black cinematography in the 1900's, but the struggle to be seen in the popular culture could be tied back to the beginning of the colonial era, when the institution of slavery erased voices of the black community and limited diversity and growth in many ways.

I thought it was cool and great that the author noted the success of "Losing Ground," noting it as radical at the time and finding "authenticity in an alienated, media-saturated world." In other words, it found its place on the map even though the black culture had not been part of the mainstream popular culture.

I think to some extent, the media is still struggling to represent diversity from all over the world, especially when taking consideration of just how diverse America is. However, with writers and bloggers recognizing the breakthroughs of such films and writing about it emphasizes that the times are changing and that different aspects of the American culture are slowly being placed on the "map." 

<http://www.nytimes.com/2015/02/06/movies/tell-it-like-it-is-a-chapter-of-new-york-from-1968-to-86.html?_r=0>

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Analysis 3: Extending Mignolo's Idea

We discussed in class the role of epistemology and how only certain hegemonic (dominant) theories get legitimized and accepted in a society. As Mignolo pointed out, "knowing subject maps the world and its problems, classifies people and projects into what is good for them... At stake is indeed the question of racism and epistemology." Further, Mignolo uses colonization to emphasize the idea that historically, the West (Europe and America) held most of the power and influence on the spread and acceptance of theories and knowledge. 

I want to focus on Mignolo's ideas regarding epistemology and hegemony to analyze a text called Dear John Wayne by Sherman Alexie, taken out of a reading from my Women's Studies class. To get an idea of what it's about, I'll copy and paste a short excerpt:

The following transcript is adapted from an interview that took place in the visitor's lounge at the St. Tekawitha Retirement Community in Spokane, Washington, on February 28, 2052. Q: Hello. I'm going to record this, that is, if that's okay with you? Is that okay? A: Yes. Q: Good, good. So, would you, could we begin, could you please begin by stating your name, your birth date, your age, where you were born, and that's it. A: You first. Q: Excuse me? A: You should tell me who you are first. That's the polite way. Q: Oh, okay, I suppose you're correct. I'm Spencer Cox, born July 7, 2007, in Old Los Angeles. I'm forty-five years old. Okay? Is that okay? I am a cultural anthropologist and the Owens Lecturer in Applied Indigenous Studies at Harvard University. I'm also the author of seventeen books, texts, focusing in mid- to late-twentieth-century Native  American culture, most specifically the Interior Salish tribes of Washington State.

The author sets up the first half of the text similarly to the excerpt above, such that the position of the interviewer is shown to be more "superior" to that of the Native American elderly. He is white, male, and well-educated. In this case, he holds the power and legitimacy on the history and ways of Native Americans, because, as he explains himself, he is " the author of seventeen books focusing on Native American culture" who teaches at Harvard. Mignolo's idea of how a hegemonic culture dominates society is seen here, as the reader identifies the interviewer as the person "in power."

However, a closer look would indicate that it is really the Native American woman in control of the interview, as he ends up answering his own questions while handing over the authority to her ("would you" becomes "could we" and then "could you please"). Alexie here mirrors Mignolo's idea that "the knowing subject [interviewer]" brings to question the idea of "racism and epistemology," as it is the white interviewer who is initially confident in his knowledge of the Native American culture until the power reversal. The woman later in the text even states, "just put those papers [files] away. And those books. What is it with you white people and your books?" This brings into question the legitimacy of knowledge brought in by the West during the colonial era. Thus, the text brings up two large ideas about epistemology and hegemony: what one assumes to be correct simply because it belongs in the hegemonic culture is not always "correct," and one should always question where a theory comes from and how it has been legitimized by a particular society. 

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Notes 4: Review and Reflection on Analysis 1

In Analysis 1, I analyzed a line from Frankenstein in which Victor describes the magistrate treating him almost as if he were a child lost in a delirium. In analyzing the quote, I created a child/adult binary in which I likened Victor as the child and the creature as an adult.

A shortcoming in this analysis, like with some of my other English essays in the past, was the focus on description and observation rather than on word-by-word analysis. Because I took the observation that Victor was childlike as the stepping tool for my analysis, I ended up with a child/adult binary comparing Victor and his creation. With Karolyn's detailed feedback and reflection, I realize that I failed to recognize the creature as childlike as well, for he truly was thrust into the world without any moral/parental upbringing. 

If I had to analyze the quote again or extend it, I would edit out the child/adult binary but take the idea of the magistrate treating Victor as he would a child and tie it into the insanity/sanity binary. Victor's own need to point out the possibility of delirium shows that he himself is not truly convinced of his sanity; the magistrate's "soothing" treatment of Victor arises from Victor's defensive attitude about the validity of his story. Further, the hierarchy in this instance positions the magistrate above Victor; thus Victor is "childlike" in the sense that he lacks power, a point which makes Victor even more aware and afraid that he may be mad. After all, the creature was a product of Victor's obsessive and inquisitive nature, which others might label as "madness" and which Victor himself later regrets. Being aware of how others may perceive this, Victor is frantic to put an end to the creature's life, almost as if by doing so he would get rid of the evidence of "madness"; however, he does this by seeking out people with power. In the end, the fear and the need to rid the monster's existence, and thus an end to the result of "madness," is what gives Victor the resolve to say that he himself will go after the creature; it is not that he shows responsibility in the end, but rather that he wants to assure a normal life without the possibility of being considered insane. 

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Analysis 2: 2-3 on 2

Text: The Tempest

Pre-writing

Binary: Man v Monster/Creature

The initial binary in the play is the separation between a man, such as Prospero and Stephano, from their definition of a monster, Caliban.

Complication: The complication arises when Caliban displays close association with the island and Mother Nature, giving vivid and beautiful images of his home that Prospero never gives. The man v monster binary is further complicated by the other men, particularly Stephano, who plans on killing Prospero and becoming King of the island.

Evidence:

"And then I loved thee / And showed thee all the qualities o' th' isle, The fresh springs, brine pits, barren place and fertile." (I. ii, 336-338)

The quote implies that Caliban is more closely associated with Mother Nature than with a monstrous creature, and thus also implies that there is a softer, sensitive side to Caliban that loves the island and had willingly showed Prospero how to survive on it ("I loved thee").

"Monster, I will kill this man. His daughter and I will be King and Queen - save our Graces!" (III. ii, 110-111)

The quote implies that there is no clear line between a man and a monster, as Stephano ironically calls Caliban "monster" while declaring his intentions to kill Prospero and to marry Miranda. Although Stephano gives his plan a fancier title of "becoming King," it is no better than Caliban's attempt to overthrow Prospero using Stephano.

Claim: Shakespeare suggests that physical appearances and opinions of others do not define the characteristics of a monster or a men. Rather, it is the intentions and words spoken out loud that says something about that character.

Analytical Paragraph: Prospero's treatment of Caliban implies that Caliban is a sub-human more closely defined as a monster rather than a human being. However, passages in which Caliban beautifully describes the island and in which he shows that he helped Prospero thrive on the island suggest otherwise; thus, Shakespeare implies that what Prospero says regarding Caliban speaks more about his character rather than about Caliban's character. Shakespeare further emphasizes the idea of a "monster" coming in the form of a men through Stephano. Stephano calls Caliban "monster" and treats him as a servant, while at the same time making his intentions to become the ruler of the island clear. In addition, he assumes that Miranda will be his Queen, even though the reader knows they have never met and he has never had her consent in marriage. Thus, Shakespeare highlights the irony of Stephano's usage of the word "monster" and emphasizes that the line between a "monster" and a "man" cannot be clearly defined.

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Notes 3: The Tempest

Quote: "I'll show thee the best springs; I'll pluck thee berries;  I'll fish for thee, and get thee wood enough. A plague upon the tyrant that I serve! I'll bear him no more sticks, but follow thee, Thou wondrous man." Caliban, Act II scene ii, lines 168 - 172.

SparkNotes: This quote relates to the two themes found on SparkNotes, the Allure of Ruling a Colony and the Difficulty of Distinguishing "Men" from "Monsters," and the motif Masters and Servants.

My take on the quote... This quote by Caliban emphasizes his servile, sycophant nature explored under the Difficulty of Distinguishing "Men" from "Monsters" section of SparkNotes. A servant in the play, Caliban attempts to gain control of his helpless situation by choosing his own master through free will. Shakespeare shows the power struggle within the master/servant motif when Caliban tries to break out of Prospero's oppression. Analyzing the quote from a master-servant-power-struggle point of view makes us as readers question whether Caliban's "monstrous" nature derives from his nature or from Prospero's oppression, as explored on SparkNotes: "Which character [of Caliban] the audience decides to believe depends on whether [they view] Caliban as inherently brutish, or as made brutish by oppression." The eagerness of Caliban to show "the best springs" and pluck berries for Stephano contrasts greatly with his bitter resentment he has in doing those for Prospero; this further emphasizes Caliban's desire for free will in at least choosing who he wants to take commands from.

Taking it further with SparkNotes... Although SparkNotes initially focuses on Caliban's outward "monstrous" appearance, it goes on to explain that the greedy nature of the men, such as Stephano, in wanting to rule the island (a theme explored under the Allure of Ruling a Colony section) makes it harder to distinguish "men" from "monsters." Although Caliban has the most obvious "devilish" role in the play, underlying implications behind many of the men and their selfish motives show that identifying the monster in the play is not as black and white.

My response to the take on SparkNotes... I found it interesting that SparkNotes took it one step further by comparing Caliban's servile nature to that of others, such as Stephano (who dreams of ruling the island with Miranda after he kills Prospero); the power dynamic is seen not within the master/servant relationships, but also in the larger picture of men who aspire to be at the very top. Shakespeare seems to suggest that even those not in an oppressed situation display greed and implies that such greediness is an inevitable part of human nature.

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Analysis 1: 3-4 on 1

Text: Frankenstein

Quote: "He endeavored to soothe me as a nurse does a child, and reverted to my tale as the effects of delirium" (V. III, 198).

Mini Summary of Immediate Context: Victor appeals to the Genevan magistrate and tries to convince him to chase after Victor's creature by repeatedly calling upon the magistrate's power and urging him to use his position to end the creature's life. The magistrate's reaction is to perceive Victor as not quite right in the head, and the conversation ends up fruitless and hopeless on Victor's end.

Mini Summary of Broader Context: The scene takes places after Elizabeth's death at the hands of the creature and the death of Victor's father, who could not bear any more shock and grief. After Victor unsuccessfully tries to talk to the magistrate in this scene, he resolves to bring the matter into his own hands. This marks the start of Victor's last journey.

Focal Word: child / delirium

Possible Implications about Quote:

1. The quote sets up a fantasy/science binary and suggests that Victor's story is no more than a child's fantasy tale. Here, the known is contested against the unknown, but the magistrate fails to recognize the science due to Victor's mismanagement of the situation.

2. The quote sets up a sanity/insanity binary and thus suggests that Victor's state of mind is more childlike and inconsistent than adult-like and consistently responsible. The magistrate's conclusion that Victor is stuck in a delirium supports the implication that Victor's state of mind is not stable.

Possible Implications of Focal Word:

1. The focal word "child" suggests, as we have discussed in class, that Victor cannot take responsibility with his actions and is rather childlike in that sense. If the reader were to compare Victor to the creature, s/he could create a child/adult binary in which Victor is the inconsistent, unreliable source and in which the creature is the consistent source that follows through with his promises.

2. The focal word "delirium" undermines Victor's credibility as a scientist and suggests further that his childlike behavior is what contributes to others believing him as "delirious." Although he has been called a bright and promising scientist, his other flawed characteristics have in the end doomed him to a life of anxiety and inconsistent actions.

Further Reference: '"Man,' I cried, 'how ignorant art thou in thy pride of wisdom!' Cease; you know not what it is you say"' (198). Here, instead of acknowledging the difficulty he will have trying to convince the magistrate of his story, Victor becomes short-tempered and declares the magistrate as incompetent and clueless. This suggests further childlike traits of Victor and undermines his credibility as a scientist.

Analysis: The quote emphasizes the childlike qualities of Victor and thus characterizes the creature as more adult-like in certain aspects. The creature had to learn fast how to survive on his own and look after himself while nurturing human-like feelings such as love, loneliness, and hope. His account of his journey while living next to the old man and his two children are told clearly and vividly to Victor. On the other hand, Victor, a man clearly recognized for his intelligence by his professors, displays inconsistency in his actions and words (promising to create a female "Eve" and then denouncing it later) unlike the creature (who follows through with his promises of vengeance, etc). Further, Victor is often ailed by fevers and fits of depression, moodiness and gloominess due to the creature's existence which the reader has to follow through, while the creature displays organized and thoughtful actions both when trying to survive and when trying to talk to Victor (who refuses to listen to him at first). Thus, the quote sets up few binaries characterizing Victor and his creature: science/unknown and sanity/insanity, and brings in the theme of childlike trait as a character flaw.

Reflection: I found it easier to dive into the analysis after laying out the background context and choosing focal words and their implications. Going through the steps definitely helped me think clearly (despite it being almost 2 am!) and guided me along as I thought about what I wanted to say. It felt good knowing I was getting to the analysis part of the quote rather than the summary.

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