When all is said and done!

Reflecting on the 2009-2010 english class experience:

This year has gone by so quickly; at first, thinking back to remember and reflect seems strange. But when I think of all the ways I have grown as an English student, and all that I have learned both in language and with my overall general knowledge, I realize how long it has been and that it really is time for a reflection.

At the beginning of the term, I did not have many expectations for G10 English because I did not know much about the course or what it was going to entail. I was excited, because I had had a wonderful experience in English the year before, and I was curious about what I was going to learn. Today, after all of the classes I have sat through over the past two semesters, I am still curious about what I am going to learn next, what we are going to discuss, and if there is going to be a joke involved. I was confident coming into the introduction to world literature course because English had always been a strong subject of mine. I think that through this course, my confidence in English has expanded from knowledge of literary techniques and how to write an essay or commentary, to real-world applications of English and analysis as well as foundations of general knowledge.

The more you do something, the easier it becomes. I think that reading is no exception. My current reading comprehension is okay because we have read a lot in class, however, I think it could be better. I do not think that it has dramatically improved this year. This is probably because it was one of my most comfortable areas coming into 10^th grade, and since then I have improved mostly in other areas of English. I know that by reading more outside of school, my reading comprehension would improve – but it is always hard to find time to get into a book that is not school related. I am excited to read a lot this summer!

Last year, in class, we wrote several essays and commentaries. This year, we have been less focused on writing and more on interpretation and other media (with videos, for example). I think that overall, my writing has improved with maturity; I have grown up a lot this year, and I think this has been reflected in my writing. However, I think that because we were not constantly writing, like a muscle that you don’t use, it is harder than it used to be when the time comes to sit and write a commentary. When I am writing a commentary, this year, I have been constantly asking myself how I can go deeper in my ideas and analysis. I think that, with a commentary especially, you can always go deeper in developing an idea – and that’s what I keep telling myself!!

As far as my speaking skills are concerned, it is something I really enjoy. I like speaking in front of people, and I always have an opinion (which is why I talk so much in class!). I have never really been shy to stand up and speak, and I think it was cool how we were able to have a speech unit in class, so that I could explore speaking on a new level. Now, with what I learned, I feel even more comfortable speaking up in situations – outside of class too – like in MUN, for example.

Overall, I feel like the way I structure my writing and organize my thoughts is mostly the same as 9^th grade. I think that I developed a strong base in writing, and have used what I know to develop into a better writer this year. There are some areas that I definitely have improved in since last year. For example, I used to have trouble integrating quotes into my writing and transitions were choppy. Also, as I mentioned earlier, I am constantly asking myself how I can go into more depth with my ideas. I think I improved in all of these areas this year. My vocabulary also improved through class discussions, and our “SAT words of the day”. My spelling is still probably my weakest area in English…

I think that timed writing’s level on the difficulty spectrum varies greatly depending on the circumstances. I find that with commentaries, if I understand the poem from the start, I know the steps necessary to write a good commentary. But when nothing sparks in my mind, or I am not inspired, then the time limit just adds a whole new dimension to the difficulty of writing a commentary. I find that once I accumulate enough ideas for an outline, the whole process gets easier. Also, because I struggle with spelling, and I also like to re-arrange my thoughts as I write, I find timed writing to be much easier when we are able to type on a computer.

The next part of the list of what to include in this reflection asks us to think about what makes a “creative person”. I think that everyone is born with the ability to be creative. I think it is human instinct. A creative person is someone who is able to combine existing ideas or concepts in a new way. Often it takes awhile for creative ideas to be accepted. Therefore, a creative person must have courage and conviction. I believe that someone can learn to be creative once they get over the fear of standing out or making a mistake. I think I am somewhat creative but just like other people, I am self-conscious and this hinders my ability to be as creative as I would like to be sometimes. I guess this is normal as a teenager… I think there is a difference between creative writing and creative speaking. Creative writing is two dimensional - words on paper that communicate thoughts and ideas. Creative speaking introduces a third dimension of performance and voice. In other words, I think that the same written words can have a completely different meaning when spoken out loud. It is not always better and not always worse, but the ultimate effect is always different. I think that this year, the creative side of my writing has developed through this blog.

Updating my blog for all kinds of assignments in different classes has allowed me to find a voice outside from the structure I usually write under for other assignments. I think that was one of the biggest benefits of having a blog – it is a place where I can not only organize and keep my work from this year, but also a place where I can express myself and develop myself as a writer. I hope to continue it in the future!

750

I wrote 750 words on 750words.com. I wrote mostly about my week, and all the work I had to do. Click here to see the website's analysis of my writing.

Far Away?

This is a video response a question about the play, Far Away

Tea's got a way...

So many things I need to get done

Abundant assignments plaguing my mind

I am counting on the way of tea to help me unwind

Encountering tatami - my journey has begun.

The sound of water pouring slow

Invites a sense of summer to come

It reminds me of a juicy plum

Or playing in the ocean - something I'll never outgrow.

I experience joy as though I am free

Just like birds flying in the summer air

I feel the warmth of July on my sun-bleached hair

I look down - I see green tea.

The guest recites exactly what they are scripted to say

As I penetrate reality to finish the day.

Analysis of two poems

Please click on one of the image to see it larger. :) Thank you!

History: grade trends

Overall, I think my first semester of 10^th grade humanities was a success. Not only did I learn a lot about history, but also my test-taking and assertion-making skills have grown to a new level. I think that the assessments cater to the development of these skills and truly tests my understanding of the unit. As a whole, my grades seem pretty consistent across the board.

My strongest category appears to be concepts (criterion B), however, we only got one grade in that area – so I am not sure how much of an indicator that is. Therefore, I would say that the strongest category of mine is skills (criterion C), this was the most common grade we received last semester and I was very consistent. This criterion was used when assessing DBQs. I think that I do better on the document based questions opposed to the normal quizzes, because I am stronger at coming to my own conclusions based off of information given to me, than reading something – memorizing facts – and then relating them to questions on a quiz.

Most of my problems on the quizzes, where my grade would drop, were because I missed a key point needed for a complete answer. This would lead to 0.5 marks off of a question, and those errors would add up. I think I would like to work on going deeper into the reading and making sure I have a complete understanding of what the packets include. Often, because they contain so much information, it is difficult for me to narrow it all down to the important concepts.

This is something I am specifically going to work on this semester. Even if it takes more time for me to complete the packets, it is something I want to do. I think I did very well, ending the semester with a 95%. I only hope I can do the same or even better second semester!

Found Poetry: THE INNER SELF

Cannot really be described as an island.

It is a wavy line of fate –

Spunky but mild mannered on the outside.

Beautiful, where compromise is needed.

It is a wavy line of fate –

Tranquility represents the last major component.

And suddenly, a strongly downward turning line.

The more complicated the turning of lines, the more complicated will be the conclusion.

It is a wavy line of fate –

Doubters will always doubt.

Marks of concern

Can she do it?

Fate and fortune.

It is a wavy line of fate -

Stone drunk.

Already familiar.

But somehow unknown.

It is a wavy line of fate –

When most people think of intuition, they conjure up a vision.

Good luck.

It is a wavy line of fate –

Dreams come true.

It is a wavy line of fate.

Cohesive? Or Divisive?

Cohesive or Divisive? -

Reflectively Speaking

Public speaking has never been a painful experience for me. And, because public speaking is something I genuinely enjoy doing, I was excited to do speeches in class this year. I was also looking forward to hearing the speeches by the other students – because I knew they would all be very impressive, and I love listening to speeches. When it came to my topic, I had a pretty sound idea of what I wanted to talk about. Compassion. I came across Charter for Compassion, at the beginning of the school year, and was really inspired by the message being conveyed. Then, when we got to this unit in class, and found out that the topic of our speech must somehow connect to the mission statement, at that point, I knew it was meant to be. :-)

We did not have much time, but luckily, because it had been something I had been anticipating, and thinking about, I could begin writing straight away. At first, naturally, I wanted to include as many rhetorical devices as I could. But as the process continued, I found this effort was slowing me down significantly, and at that point, I decided to get my ideas down and then go back and make it “better”. I heard an interview on the radio by the man who writes speeches for president Obama. The man said, “tricks are not what make a speech - its first, what do I have to say and how can I move people with this?” and that made me forget the entire idea of techniques and just write. I actually found that afterwards, I was not missing any techniques. They had all incorporated themselves in naturally.

At first I wrote my speech with a lot of loaded diction, quotes, scientific facts, and big ideas…but then, after thinking about it some more, I decided to take a completely different approach. I re-wrote it with a much simpler image in mind. I hoped that a simpler speech would be easier for the audience to take in and in turn have a bigger impact. After writing it, I spent a lot of time practicing delivery, so that when it came time to present the speech to the class, I would be more confident. I knew that my speech did not have a fancy speech – so in order for it to be meaningful, I knew that delivery was important. I think speech is special because often it does not matter what someone is saying, as long as they present it well, people are convinced. That is what I was relying on for my speech. And that is why I spent so much time working on delivery.

After the class presentation, I was satisfied because I knew I did what I had practiced – I did the best I could do, but I was not expecting to be a finalist. I thought that my speech was too simple (although I had intentionally made it that way) and I was getting feedback that it was boring. So, the next day, when I found out, I was excited, surprised and then I decided I needed to do something special. In the finals, I started with a different anecdote from the speech I did in class. This was because I wanted to beginning to be powerful, for people to listen to what I was trying to convey in the speech. At the finals, I was nervous at the when I stood up to start, but I got over that feeling quickly, and tried to enjoy it – once again, do what I had practiced. To be honest, after making it to the final round, I felt like my mission had been accomplished. It did not occur to me that I could win. It didn’t occur to me until the end, after Ms. Vrba announced it.

Impacting the world...? (Speech)

Compassion Speech -for the Sophomore Speech Contest

Speech Recording:

This is a different version from the one posted above. This one was the 'finals' version.

One day at a time...

In the short-term, my goals are pretty simple to explain, but perhaps a bit harder to peruse. Nonetheless, I plan on reaching them. At this point in my life, I am beginning to think seriously about my future and where I would like to be in a few years time. My answer right now: I don’t know. I am envious of the people who have a passion and know exactly what they want to get out of life. I enjoy doing so many different things; it is hard for me to figure out what I eventually would like to concentrate on. So, right now, I am taking part in everything I love with hopes that the list will narrow down over time. Therefore, right now, in order to make sure that I have a choice to do whatever my passion turns out to be, my short-term goal is to do well in school and become the person I want to be.

I believe that after experiencing certain IB classes, this decision will be easier. I will ask myself, “Which homework do I want to do first?” and “What class am I dreading today?” and based off of my feelings after two years of intense study, I should have a better idea of what I like to do. So, when choosing my IB classes, I am picking a variety of class types – all ones that I currently enjoy. I am planning on taking HL English (because I have always loved English – so that one is a given for me), Art (I like being creative, and no matter what I do, I believe art will play a role in it). I am not sure about my last HL, but I think I am going to take Biology. As far as my SL classes are concerned, I am looking forward to taking ab initio (beginning) Japanese (finally being able to communicate will be wonderful!). I am also going to take SL math because, well, yes…SL. And I think I would find Geography very interesting. This is my plan. My long-term goals consist of what I wrote before – finding what I am good at and what I enjoy. I am planning on going to college in the United States. I love the highly college concentrated area of the east coast – and can imagine myself there. I am already excited! I hope that someday, it all works out. Right now, I am doing all that I can to make it possible, but like Abraham Lincoln said, “the best thing about the future is that it only comes one day at a time”.

Day and Night

This is a film based on the contrast between day and night. It was inspired by the book After Dark by Haruki Murakami.

This film was made by Jasmine Naseri and Anna Johnson in December 2009

What kind of a learner am I?

What kind of a learner am I? This is a question my father answers every time I ask him to listen to me go through the components of nuclear physics or explain how hygiene evolved through the middle ages. He always comes into my room and says, “You’re a social learner!” I guess he is right; I am a social learner.

However, there is a lot more to my learning than just talking it through with someone else. I ask my mom, dad or sister to let me talk about what I am learning as a last step to my studying. I like to tell someone, who has no previous knowledge of the subject, about what I am learning ,because then, when I am done, if I have explained it well and they understand it, I can be sure that I have a good idea of what I am talking about.

Before I am at the point where I can share what I have learned, I need to make sure I know it myself. I do this by making tons of lists. Lists help me to work ahead and this year is the first year where I am consciously aspiring to get work done ahead of time. If I do it before the due date, I feel like I actually understand it and everything is fresh in my mind from when we talked about it in class. I have started thinking of days that assignments are assigned as due dates and this has worked very well for me.

Everyday when I get home, the first thing I do before I start my homework is make a list. I list out all the subjects I have the next day and sometimes the next two days. Then, I find out what work I have to do, and decide when I am going to do it. By making a list, I can be sure I am not forgetting anything and I can plan how much time I will spend on my homework that night. I think, overall, making lists is a good thing, and has no negative consequences. The only bad thing is if I forget to write something down – but I use my agenda as a bible, so that rarely happens.

The next step to my learning is making a study guide for a test or an outline of an essay. I find that by making a study guide, I am re-writing the information I have to learn and this repetition helps my comprehension. When I do a study guide, I do not just copy down my notes because I think that would be a waste of time. Instead, I try to really understand the information and I ask questions so I can try to go deeper and really understand it. In the study guide, I try to express it in the simplest way possible – whether that is in a chart, flashcards, bullet points or even pictures. Then I study the study guide and finally, I talk through it with someone.

If I have done an outline, I will go to one of my parents and tell them about my plan. Even though I am often not looking for their comments or advice, I just like telling someone what I am thinking - saying my thoughts out loud. I don’t know why, but I do. This is good because I know what I need to do to make myself feel like I have a good understanding of something, but it is also bad sometimes.

Every so often, there is no one there to talk to or to listen to what I am learning. At those times, I have to focus on knowing the information the best I can and I will sometimes talk to myself in order to understand! Before, I would have a very hard time if I could not orally go through what I was learning. As I have gotten older, I have become better at studying on my own in my room. I used to do all of my homework at the kitchen table, but I don’t anymore.

Of course I still like to talk about what I am learning, but now I tend to do it in a different way. I will talk about it at the dinner table or connect it to something that we are talking about as a family. In the end, I think I will always be a social learner, no matter what, but I am getting better at studying alone too – as long as I am organized, it is not really a problem. J

Murakami's use of language in the passage below

In this passage from After Dark, Murakami achieves an awkward and uncomfortable feeling for the reader to match the mood in the novel through his use of language. There are several techniques that Murakami includes in this passage which allow the reader to engage with the mood of the extract. His sentence structure is often unusual and therefore is uncomfortable to read. Dependent clauses are left to stand alone, and begin with conjunctions, for example “And an ashtray.” This communicates the awkwardness of Murakami’s language. Along with the fragments, the syntax in the passage has an effect on the reader as well. With the use of colons, “…she has a cup of coffee in front of her: that is her role as a customer.”, the audience is left uneasy about what is happening in the passage. This incomplete, minimalist way of writing allows the reader to experience the discomfort matching the mood in the passage. Finally, the point of view that Murakami uses in this excerpt is third person limited. This matched with the simple syntax and fragments ends with the reader feeling as though they are there, watching the girl “reach out at regular intervals and bring the coffee cup to her mouth”. Murakami makes the reader feel directly exposed to the uncomfortable mood of the passage through his combination of literary techniques.

Murakami Pastiche

Original: "On her table is a coffee cup. And an ashtray. Next to the ashtray, a navy blue baseball cap with a Boston Red Sox 'B'. It might be a little too large for her head. A brown leather shoulder bag rests on the seat next to her. It bulges as if its contents has been thrown in on the spur of the moment. She reaches out at regular intervals and brings the coffee cup to her mouth, but she doesn't appear to be enjoying the flavor. She drinks because she has a coffee cup in front of her: that is her role as a customer"

How am I writing?

As of this entry, I have written two formal essays in English class. One in-class, and the other at home; each one had a different prompt. The first focused on the role of “fate” in short stories we had explored in class, and the second was an analysis of a theme in Antigone and its presence in our world today. Despite the very different subjects, and circumstances in which these two essays were written, there are common strengths and weaknesses in my writing, which are evident in both.

I will start by acknowledging my primary weaknesses. Between the feedback from Mr. Bellew and my own reflection of my essays, I can see that I have four main improvements to make. Although my work is generally coherent, “moments of awkwardness” are a part of each of my essays. I think this is mostly due to not re-reading my work enough before deciding it is finished. If I read through each paragraph more, I could see how the sentences flow and add better transitions needed to minimize the awkwardness. Occasionally, my word choice is weak. There are times when I choose the correct word, however, often it takes me a while to think of the exact word to describe what I want to say. So, I try to put the closest word I can think of as a placeholder. Sometimes, I don’t go back and change it. This hinders the fluency and could be a cause of the “moments of awkwardness”. In at least one instance in each essay, I have used casual language or an abbreviation. Instead, to ameliorate the essay, I need to spell out words like “first” as opposed to “1^st” when speaking of the voice "first person", or “versus” and not “vs.” when speaking of the preposition. Finally, an old problem: spelling. I have never been a good speller – but with spell check on the computer – I realize I have no excuse. I think that spelling is important for the comprehension of the essay and I just need to be more cautious.

As far as my strengths are concerned, I believe they have been pretty consistent between the two essays. I have a “logical approach” to my writing and how I convey my ideas. I am “perceptive” and generally, write fluently. I think this is because I have enjoyed writing about the subjects in the past two essays and I was interested. The more engaged I am in the topic, the more insightful I am able to be. In the past, I often struggled with the development of my ideas and including explicit details in my writing. Because of this, when I write, I am consciously asking myself if I can go one level deeper in what I am trying to say. I try to focus on giving one pearl of an idea instead of abundant pebbles! I have also spent a lot of time, especially last year, becoming familiar with literary terms, and so I really feel like that is one of my strengths. My understanding is especially useful in an essay when I am to discuss the techniques used by an author.

Overall, I will continue to develop my strengths to be stronger, and I will work on the weaknesses I discussed above. Hopefully, my next essays will have evidence of improvement – I will be thinking of what to focus on when I write them!

Modern Antigone Theme - Short Story (in -class) -

Antigone in action!

Reflection

Scene – Prologue [Antigone, Ismene]

For our version of “Antigone” the movie, we chose to make the prologue a visual reality! In ancient Greek theatre, the prologue is a scene that introduces the conflict of the play. In Sophocles’ work, it often consists of one or two characters delivering necessary background knowledge to the audience. It is also interesting because it is a part of the play where there is no choral influence whatsoever. In “Antigone”, the prologue gives the audience an introduction to the two sister’s characters as they speak of their recent loss and struggle with the family curse of fate. It is the time when the sister’s polar personalities truly shine through and much emotion is exhibited.

In the scene, Antigone tells Ismene of her predisposition to bury her dead brother – to do what she believes is right. It is an emotional time in the play and Antigone is conveyed as the stronger of the two sisters. She refuses to understand the limits placed on her and is willing to go as far as death in her loyalty to the dead. The content of the prologue had a major effect on our cinematic decisions. For much of the animation, the camera switches between different close up angles on each sister as they speak in this time of hardship. If it had been an scene more focused on action, we would have used a wider angle to display the movement, however, the prologue emphasizes the characters and their feelings and that is why we used the close ups. These show their sentiments displayed on their faces, and actions as they speak to one another. It is an intimate scene and therefore requires intimate shots!

For example, Antigone tells Ismene that it is time for her to prove whether she is a true sister, or…a traitor to the family (1:03). This is a dramatic part, and so we had a close up on Antigone’s face to show the seriousness in her eyes. Also, we gave some thought to the appearance of each sister in our visual reality. Antigone is striking, and rebellious. Her blue hair and red lips emphasize that she is strong and is not bothered by what others think. Her style is contrasted with Ismene’s light pink outfit and carefully coifed hair depicting a more conservative character.

Overall, the prologue in “Antigone” is packed with importance and significance in the play. We did our best to capture as much of this as possible in our reenactment, through the dialogue and cinematic decisions, and personally, I think it looks pretty good.

Cleopatra's Legacy Revisited

“History is written by the victors -- in Cleopatra's case, the Romans -- her press was somewhat less than complimentary”. For that reason, archeologist, Kathleen Martinez, has spent the last 3 years digging for Cleopatra’s tomb. She is searching for new sources and information to study in hopes of reforming the unfair reputation, given by historians, to the famous Queen of Egypt. Along with her excavating, she is co-writing a book about Cleopatra in an attempt to “repair the damage”. In class, we have learned about Cleopatra from the Roman point of view. We read about how she stole the hearts of multiple men and caused unrest in the empires. On the other hand, Martinez describes Cleopatra as phenomenal. She claims she spoke 9 languages, was a philosopher, a poet, goddess, politician and a warrior too. Today, our thoughts of Cleopatra are based upon Roman historians’ ideas, which have been refreshed throughout the years by Shakespeare and over 45 movies. Looking at the big picture, Martinez’s findings will probably not change history, but her work is important because it reminds us, as a society, to be open minded and remember that sources are not always balanced. There is not always a right answer in history, so it is important to try to see both sides. Ultimately, this idea cannot only be identified with Cleopatra, but can be associated with history in general.

Click here to read the article on cnn.com.

Anna Words

My Identity

In my family, we are all close. I think that has impacted the person I am today. We share similar habits when it comes to food, exercise and sleep. Each of those is especially important to my parents and to my family!

We share favorite meals (Mexican and Indian!) and eat healthy at home. I do not really like soft drinks and I think this is because they are rarely found in our fridge. Ever since I can remember, my family has been active. When we lived in Switzerland, we would ski every weekend in the winters, and hike in the summers. Now, whether we are on vacation or it is just a quiet weekend, my sister and I will go against my Mom and Dad in a tennis game, surf all morning, play 2 on 1 basketball with my Dad or go for long walks with my Mom. Sleep has always been an important thing in my family too. I guess this is because we are so active and enjoy doing so many things.

Along with the things I do, my family has impacted the way I act. For example, another important aspect of our family, which I believe has rubbed off on me, is respect. I respect my parents and they respect the person I am, too. Our family atmosphere is very open and we always try to have dinner together. At the dinner table, we talk about our day or tell stories we heard. There are usually abundant jokes and a lot of laughing. I truly love dinnertime at my house. I would definitely say that the things my parents say, the advice they give me and the ideas they share with me are constantly impacting my identity. I am not saying that my family is superior to others, but I do think that we are a “happy family” and that “happy family” has shaped my identity.

As far as my own goals are concerned and how much of them are based on my parents’ own values, I think it is simple. My parents have always told me to do my best. They have always told me not be afraid to try new things. They have always told me that its okay to get it wrong the first time, and they have always told me that they will love me no matter what. The fact that I have this knowledge, the knowledge that I can explore and try new things and that my parents support me is really important when it comes to making goals for myself.

I like to do many different activities and my family has always encouraged me. Recently, the school has been mentioning to me that I take part in too many things and I need to cut back. For example, I was excited to go to four APAC conferences last year, and although it was pushing the schools’ previous ideas of what was too much, my parents knew that I truly enjoy everything that I chose to do and so they told me once again to do my best, and encouraged me the whole way.  These activities closely relate to my main goal in life which is to not only take part in things, but to make a difference in what I do. In terms of being a part of a sports team, my goal is to play a key role in the team dynamics and work hard. I want to connect with people and have an impact. When it comes to other extracurricular activities, whatever I do, I want to do it well! The same goes for my academic life, I want to be successful. That means not only to get good grades, but also, to go beyond what is expected because this is the foundation to lead an interesting life. 

The same thing goes for long-term goals in life. My parents make it clear to me that the reason why they push me to reach my self-actualization is because they want me to have the liberty to do whatever I want to later in life. They feel it is important to have options and not be held back by things that can be controlled. To put it simply: my parents influence my values, and ultimately, I make my goals.